One of the key objectives of external funding for research is the development of the next generation of scientists. Many grant programs are directly related to this objective. Other funding programs, both federal and non-federal, include developing young scientists as one goal amongst the specific goals of a particular project. Funding announcements often require that Principal Investigators or trainees describe both the environment and specific goals that will serve to develop graduate students, postdoctoral fellows and junior into both effective and responsible scientists. Below are suggested resources that assist in developing grant applications.
In developing grant applications, we suggest that faculty, postdoctoral researchers and/or graduate students work collaboratively to develop plans for mentoring. These plans should be tailored to the specific needs of the individual and research program. To assist in this process, OSP is providing the list of possible resources that may or may not be applicable to a specific situation. The list is not exhaustive and we appreciate receiving information on any other resources that you find of value:
|Subject Area||Program Name||Description|
|Dartmouth Outreach Office||Dartmouth's Office of Outreach, established in 2007, helps research faculty develop the broader impacts (outreach) components of their grant proposals. The Outreach Office also works to prepare future faculty for integrating research with broader impacts activities through professional development workshops offered jointly with DCAL and the GSCO Office (eg Communicating Research for Broad Audiences). The Outreach Office helps graduate students gain experience teaching and explaining their research in local schools, science museums and community settings.|
|Communicating Research||Dartmouth Outreach Office,
The Graduate Office & Dartmouth Center
for the Advancement of Learning
|The Office of Outreach, in collaboration with DCAL and the Graduate Office, offers workshops in Communicating Research for Broad Audiences. The ability to communicate about research effectively in a wide range of settings is important for academic researchers. This skill contributes to better funding success and interdisciplinary in academic communities, broader dissemination to policy makers and the general public and better accuracy in media accounts. Clear communication is also essential for obtaining non-academic jobs. The goal of this workshop is to help academic researchers write and briefly present their research in a way that is broadly accessible.|
|Professional Development||Dartmouth Postdoc Association||The purpose of the DCPDA is to give each and every postdoc an opportunity to succeed according to their individual wants and needs, whether it is to increase their network, participate in social activities, or benefit from the training/career enhancement seminars the association will plan and/or sponsor. Equipping postdocs with the tools needed to find and obtain satisfying and fulfilling careers within or outside of academia is one of the goals of the DCPDA.
By fostering institutional recognition of 1) postdocs as a group associated with the College and 2) of our individual training and professional development needs, we hope to create a centralized resource for postdocs to find job information and career resources needed to succeed within and outside of academia.
|Professional Development||Graduate Office Mentoring Program||In collaboration with the Dartmouth College Graduate Office, Professors Roger Sloboda and Jon Kull run a seminar on mentoring every other year for faculty and postdocs.|
|Professional Development||Women in Science Project||WISP's mission is to collaborate in creating a learning environment where women can thrive in science, engineering and mathematics.
This broad goal is achieved by enhancing the experiences of Dartmouth women, particularly in their first year, through a comprehensive set of proven intervention strategies, including:
Mentoring, Early hands-on research experience, Role models, Access to information Building a community in the sciences. WISP invites women post docs and graduate women to participate in some of its programs and has developed some programs specifically for these groups.
|Professional Development||Howard Hughes Medical Institute
(HHMI) Fellowship Program
|The HHMI grant also provides an opportunity for graduate and undergraduate students to gain teaching experience as Science Mentors, through an afternoon Science Camp offered in local schools for six weeks in Winter term. This HHMI-sponsored outreach is a collaboration between the Outreach Office and the Montshire Museum of Science. The Howard Hughes Medical Institute (HHMI) is the largest private supporter of science education. Dartmouth College is one of 50 institutions in the United States selected for the prestigious Undergraduate Science Education Program Grant. The purpose of the grant is to strengthen and enrich undergraduate science teaching at research universities. One component of Dartmouth's program is the establishment of HHMI Fellows, undergraduates who are given the opportunity to work on a research project in close collaboration with a Dartmouth faculty mentor.|
|Professional Development||DCAL||The Dartmouth Center for the Advancement of Learning (DCAL), offers workshops and services to support graduate students and postdocs with current and future teaching and career goals. DCAL workshops include a teacher training series focusing on principles of learning, lesson design, collaborative learning, critical moments and diversity, and practice teaching with peer feedback; a series on syllabus design; and workshops on topics such as teaching statements, teaching with technology, teaching students research, status and stereotypes, community based teaching, grading and assessments, and critical thinking. DCAL’s associate director for professional development programs is available to for one-on-one or small group consultations.|
Last Updated: 2/11/14