scholarly journals Developing Stem Educational Grant Proposals: Best Practices

2020 ◽  
Author(s):  
David Jeff Jackson
Keyword(s):  
Best Practices ◽  
Educational Grant ◽  
Grant Proposals

scholarly journals Navigating the Road to Success: Guidelines for Preparing Competitive Grant Proposals

2007 ◽  
Vol 2 (1) ◽  
pp. 23 ◽  
Author(s):  
Lynn L. Langille ◽  
Theresa Mackenzie
Keyword(s):  
Best Practices ◽  
Research Funding ◽  
Research Process ◽  
Grant Writing ◽  
Original Research ◽  
The Road ◽  
Grant Applications ◽  
Funding Agencies ◽  
Grant Proposals ◽  
Research Grant

Purpose - Difficulty in securing research funding has been cited as one barrier to the involvement of more librarians and information professionals in conducting original research. This article seeks to support the work of librarians who wish to secure research funding by describing some key approaches to the creation of successful grant applications. Approach - The authors draw on more than 15 years experience in supporting the development of successful research grant proposals. Twelve grant-writing best practices or ‘key approaches’ are described, and a planning timeline is suggested. Conclusions - Use of these best practices can assist researchers in creating successful research grant proposals that will also help streamline the research process once it is underway. It is important to recognize the competitive nature of research grant competitions, to obtain feedback from an internal review panel, and to use feedback from funding agencies to strengthen future grant applications.

scholarly journals 1317. Online Simulation-Based Education to Improve Primary Care Providers’ Knowledge About Best Practices in HIV Preexposure Prophylaxis Care

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S402-S403
Author(s):  
Allison Gardner ◽  
David Evans ◽  
Alan McCord ◽  
Douglas Krakower
Keyword(s):  
Primary Care ◽  
Best Practices ◽  
Real Time ◽  
Educational Intervention ◽  
Primary Care Providers ◽  
Clinical Decisions ◽  
Care Providers ◽  
Online Simulation ◽  
Educational Grant ◽  
The Impact

Abstract Background Primary care providers’ (PCPs’) lack of knowledge about and use of pre-exposure prophylaxis (PrEP) represent important barriers to its effective implementation on a national scale. To address these barriers, a collaboration of infectious diseases clinicians, patient advocates, and continuing medical education (CME) specialists developed and tested an educational intervention for PCPs to increase their knowledge about best practices for providing PrEP-related care. Methods An interactive, online CME-accredited simulation prompted PCPs to make clinical decisions about a hypothetical case of a 44-year-old African-American man seeking treatment for rectal gonorrhea who thus had indications for PrEP. The intervention included real-time educational feedback on clinical decisions and an opportunity to revisit suboptimal care decisions after feedback. PCPs were recruited via email and links on CME/patient advocacy websites and public health listservs. Outcomes included proportions of learners selecting correct answers prior to and after receiving feedback on their decisions. Results During October 2017–April 2018, 234 PCPs (88% physicians, 7% NP, 5% PA) completed the simulation for a total of 4,701 unique clinical decisions. Less than half (45%) of PCPs elicited a comprehensive sexual health history to begin the visit, which improved to 83% after feedback. Two-thirds (67%) of PCPs sought permission before asking about sexual behaviors, which increased to 82% after feedback. Nearly one-quarter of PCPs (24%) needed corrective action to nonjudgmentally ask about condom use. Almost all PCPs (91%) identified that PrEP was appropriate for the case patient on their first attempt. However, only 54% of PCPs initially selected all recommended baseline laboratory tests for PrEP; 75% did so after feedback. Of providers recommending PrEP, 29% selected regimens not FDA approved for this indication. Conclusion Many PCPs participating in an online simulation enacted clinical decisions that were inconsistent with best practices for providing PrEP-related care, but hypothetical care decisions improved after real-time educational feedback. Future studies to test the impact of this educational intervention on clinical practices are warranted. Disclosures D. Evans, Project Inform: Employee, Educational grant. A. McCord, Project Inform: Employee, Educational grant. D. Krakower, Gilead Sciences: Grant Investigator, Research grant.

Bringing Home the Bacon: Infusing Evaluation Best Practices into Grant Proposals

EDIS ◽  
2020 ◽  
Vol 2020 (1) ◽  
pp. 4
Author(s):  
Glenn Israel ◽  
Jaclyn D Kropp ◽  
David C Diehl ◽  
Conner Mullally ◽  
Sebastian Galindo
Keyword(s):  
Best Practices ◽  
Agricultural Education ◽  
Federal Agency ◽  
Project Team ◽  
Evaluation Plan ◽  
Grant Proposals

Proposals possessing sound and well-funded evaluation plans are normally stronger and have greater chances of being funded. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication shares information the authors learned during a series of meetings with federal agency program officers and evaluators about best practices for grant proposals. The practices encompass two broad categories: incorporating evaluation expertise into the project team and building a sound project rationale and evaluation plan. By adopting these practices, you will enhance the quality of your proposals; you will most likely increase the amount of extramural funding that is secured; and you will elevate the visibility and impact of programs within your organization. Written by Glenn Israel, Jaclyn D. Kropp, David C. Diehl, Conner Mullally, and Sebastian Galindo.https://edis.ifas.ufl.edu/wc350

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

Autism, AAC, and Proloquo2Go

2009 ◽  
Vol 18 (4) ◽  
pp. 137-145 ◽  
Author(s):  
Samuel Sennott ◽  
Adam Bowker
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Communication Technologies ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Visual Supports ◽  
Digital Device ◽  
Ipod Touch ◽  
Spectrum Disorders ◽  
Communication Needs

People with ASD often need to access AAC in situations where a tabletop digital device is not practical. Recent advancements have made more powerful, portable, and affordable communication technologies available to these individuals. Proloquo2Go is a new portable augmentative and alternative communication system that runs on an iPhone or iPod touch and can be used to meet the diverse needs of individuals with autism spectrum disorders (ASD) who are ambulatory and have difficulty using speech to meet their full daily communication needs. This article examines Proloquo2Go in light of the best practices in AAC for individuals with ASD such as symbols, visual supports, voice output, and inclusion.

The Developing Relationship Among Cognition, Amplification, and Aural Rehabilitation

2016 ◽  
Vol 1 (6) ◽  
pp. 47-54 ◽  
Author(s):  
Jeffrey J. DiGiovanni ◽  
Travis L. Riffle
Keyword(s):  
Working Memory ◽  
Best Practices ◽  
Cognitive Abilities ◽  
Hearing Aid ◽  
Hearing Aid Fitting ◽  
Aural Rehabilitation ◽  
Basic Concepts ◽  
And Function

The search for best practices in hearing aid fittings and aural rehabilitation has generally used the audiogram and function stemming from peripheral sensitivity. In recent years, however, we have learned that individuals respond differently to various hearing aid and aural rehabilitation techniques based on cognitive abilities. In this paper, we review basic concepts of working memory and the literature driving our knowledge in newer concepts of hearing aid fitting and aural rehabilitation.

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