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Washington State University
College of Education

Grants and Funding

A service for faculty: Help with grant writing, article submission

By Laura Girardeau
Faculty Research Development Coordinator

Laura Girardeau

I would like to extend a warm welcome to new College of Education faculty at all campuses of Washington State University. You — and even some not-so-newcomers — may be surprised to learn that our college offers support for all faculty members who are seeking and writing grants or submitting journal articles. I am fortunate to be able to provide this service, which is relatively rare at institutions like ours.

I’m here to help you find appropriate grants for your research interests, network with collaborators, coach you in the writing process, and offer suggestions on drafts and final submissions. Most faculty are excellent writers when it comes to academic writing style, but many don’t realize that grant writing style can differ significantly. Therefore, coaching during the grant writing process can make the difference between a winning proposal and the usual “practice” proposal.

In January, 2013, when Mike Trevisan took the position of interim dean, I offered to take over a service that he previously provided: journal manuscript review. I would like to use my experience co-authoring articles at the University of Hawaii and editing faculty and graduate manuscripts at WSU’s Graduate & Professional Writing Center to give you thoughtful, encouraging support on your drafts.

We can work together online, so you can save time by emailing me your article manuscripts and grant proposal drafts at any stage in the writing process.

The ball is in your court, and any changes are up to you. I look forward to hearing from you at, or 509- 335-6232. Happy writing!

COE’s first-ever writing retreat – a success by any measure!

Writing workshop participants

Last weekend, nine newer assistant professors from the college met on the Washington State University Tri-Cities campus to work on their writing and learn about ways to increase scholarly productivity, enhance their writing skill, seek grant opportunities, and make connections with colleagues. While writing retreats as a concept are not new, pulling together assistant professors in a college of education for a writing retreat could be unique.

The workshop was facilitated by college Research Development Coordinator Laura Girardeau, myself, and Dean A.G. Rud. Those in attendance were:

Olusola Adesope, Educational Psychology
Chad Lochmiller, Educational leadership
Kristin Huggins, Educational leadership
Eric Johnson, Bilingual education
Kristin Leissig, Mathematics Education
Sarah Newcomber, Literacy
Kelly Puzio, Literacy
Yong-chae Rhee, Sport Management
Sara Ullrich-French, Kinesiology

Faculty were asked to bring one or more writing projects to work on. Book chapters, peer-reviewed journal articles, a grant proposal to NSF, and a dissertation were some of the projects people brought. Some reported entire sections of a manuscript were completed during this time. Yong-chae Rhee completed, submitted, and had accepted an expert column on the U.S. Open tennis tournament in the top Korean portal site, “Daum.” The column is titled “The U.S. Open, the festival for tennis-crazed fans.” The daily traffic for this portal is approximately 3,650,000 people. This  column could have quite an impact.

We spent time discussing challenges to writing, ways to overcome them, and each offered to the group, something they would work on or incorporate into their writing routine.

Time was also spent on seeking grant opportunities, strategies for developing ideas, building collaborations, and ways to promote projects.

We also had some fun in the evening. Assistant Vice Chancellor Liza Nagel had us over to her place for a wonderful dinner and social gathering.

As we broke on Sunday afternoon, one faculty member mentioned to me that while it was understood that improvement of writing was the main outcome for the retreat, getting to know colleagues and making connections that might not be easily done without the retreat, was also a key outcome.

We obtained feedback on what worked well and what could be improved. Planning is already under way for another retreat next year with a different group of faculty.