Determining the Impact of Grant Writing Workshops on Faculty Learning

Y

26

Grants; Awards; Writing Workshops; Program Effectiveness; College Faculty; Faculty Development; Teacher Attitudes; Minority Group Teachers; Racial Differences; Gender Differences; Intellectual Disciplines; Academic Rank (Professional); Diversity (Faculty)

1539-1590

This paper describes an eight-year study evaluating the effectiveness and impact of grant writing workshops on the ability of faculty attendees to apply learning to secure internal research grants. Longitudinal tracking of all grant awardees (N=485) was conducted four years prior to the creation of the workshops and four years after the workshops were implemented. Direct and indirect measures of assessment for faculty grant success, feedback on workshops, and a faculty survey were collected. Names of grant recipients and demographic data about awardees were collected and verified through archived documents and data warehousing. As a result of attending the grant writing workshops, on average 80% of the workshop attendees (N=173) were awarded internal grants, and the quality of the workshops received feedback ratings of 3.52 or higher on Likert-style questions with a 1-4 rating scale (4 being highest). After the workshops became available, the awardee pool shifted, showing greater diversity of successful grant writers in regard to faculty rank, race, gender, and discipline. Additionally, a subpopulation of faculty received a grant award only after attending a writing workshop where in the previous four years this population received no grant awards. Applications of how key findings from this study could be implemented at other institutions are discussed.

As Provided

2021

EJ1293016