Grant and Contract Activities 2005-2006
Grants Summary Analysis
During the 2005-2006 year (July 1, 2005-June 30, 2006) the primary grant activity within the college continued at the same level as in the last four years. The large Teacher Quality Enhancement (TQE) project continues to involve large numbers of COE faculty and students as well as area teachers and administrative staff. The dollars awarded this year to support projects within the COE ($1,259,446), while slightly more than last year, remains at about the average rate for the last four years. This year saw a small decline in the number of multi-university projects receiving funding, but in general, this year would be considered a “continuation year” as opposed to a year of multiple new endeavors. Faculty continued to submit new proposals, but in general these proposals were for small projects involving a few individuals.
However, the total number of college of education faculty who have actually been involved in grant activities continued to grow, largely through increased participation in the TQE grant. The type of participation varies. Some faculty involved in this project have been reassigned from teaching, some are conducting research as part of the project, and some have participated in co-teaching activities either with other faculty or in the student teaching experiences of the students.
In general, it seems that the college of education grant activity is valued by faculty and by the administration. However, faculty continue to indicate that time to pursue applications for funding and assistance in developing proposals remain obstacles. The addition of Dr. Gayla Holmgren, .5FTE, to the SPARC office allowed many of the new faculty to have one on one meetings to discuss their grant interests. Several of the new faculty have identified funds that they would like to pursue once they get more established in their classes.
For a few of the “core” grant writing faculty, there continues to be a perception of “disincentives” for their grant activity regarding rules, regulations, policies, and procedures that are stringent and inflexible. The SPARC office has offered to provide fiscal oversight and fiscal management services whenever possible with limited staff. The “disincentives, and the perception that private research/consulting work gives faculty less “hassles and more money” has perhaps resulted in more faculty conducting their non-teaching professional activity outside of the University environment.
During the 2005-2006 year, the Dean of Education resigned somewhat unexpectedly. Dr. Kate Steffens was appointed Acting Dean, then Interim Dean, and finally was named Dean of Education in the summer of 2006. During this transition period, it may be that faculty were somewhat reluctant to pursue new projects, especially large projects which would require some long term commitment of the college. Fortunately, with a new and well respected Dean now in place and willing to advocate for college of education projects, it seems likely that new applications can be pursued. Furthermore, with new systems implemented, there will be equitable support for grant seekers, principal investigators, and for partnership projects.
Dr. Pamm Minden, the present Research Director and Director of the Special Projects and Applied Research (SPARC) Office will be completing her phased retirement at the end of 2006. Early next year, the SPARC office mission and functions will be reviewed and perhaps revised to provide the maximum support to new priority college initiatives while continuing to support grants and educational partnerships.
It is important to note that different offices at SCSU track and present grant data in different ways. For example, the Office of Sponsored Programs continues to focus their data presentations on the funding received by the University and by colleges for “new applications.” While this information is important at the college and departmental level, it is even more important to look at “effort data” or total utilization of college resources for funded projects. It is reassuring to note that the data concerning actual dollars funded and the amount of persons involved in grant activity shows that the college of education has continued to lead the campus in grant work.
There are some departments and units that have indicated that they may be at or near “capacity” regarding the total numbers of senior faculty who are no longer teaching but who are presently reassigned to grant funded activities. Therefore it is important to encourage additional grant applications especially from faculty in units that can sustain high quality teaching even though funded grants may result in faculty reassignment.
As goals are developed for new grant activity, it is important that on-going efforts and annual awards (continuation as well as new) per college be reported and considered as plans are developed.
