Flash video with captions and descriptions
Building an Individual Program of Research
Writing a competitive grant is a skill that needs to be learned. This session focused on building grant-writing skills as a graduate student or as a new faculty member. Presenters provide a Top Ten list of questions, such as: How do you start building your grant management skills? How do you gain “grant” experience? What are the critical "dos and don'ts" when writing your first grant? A link to the PowerPoint slides referred to in the video is provided below.
Dr. Kelley Regan is an assistant professor in the College of Education and Human Development at George Mason University and is co-Coordinator of the Mild Disabilities Program. She received her Ph.D. in Special Education from George Mason University in 2005. Her research interests include effective literacy instruction and behavioral interventions for students with emotional and behavior disabilities and/or learning disabilities, teacher preparation, the teacher-student relationship, and teacher behavior. Kelley is the Project Director on a Personnel Preparation grant funded through OSEP. She is also the co-PI on two grants funded by the Virginia State Department of Education which focus on distance training for special education personnel.
Dr. Christopher Lemons is an assistant professor of special education at the University of Pittsburgh. He received his Ph.D. from Vanderbilt in 2008. His research focuses on improving reading instruction and assessment for children who struggle with learning to read. Chris is the Project Director on two Personnel Prearation grants funded through OSEP. He is the Principal Investigator on an IES grant that focuses on improving reading instruction for children with Down syndrome. Chris is a co-PI on another IES grant which focuses on peer-assisted writing strategies. He previously served as a co-PI on a grant funded through the Office of Elementary and Secondary Education related to modified alternate assessments and on a grant looking at the relationship between achievement and instruction for students in special education which was funded through the state of Pennsylvania.