Index
BWF
u
HHMI
253
pr
esentations
encouraging staff, 102
for job applications, 84
by postdoc applicants, 84
president, university, 26, 40
pr
esubmission inquiries to journals, 179
primary appointments, 29
principal investigator (PI)
as both leader and manager, 51
developing leadership skills, 51–52
improving leadership skills, 52–53
making decisions, 62–63
responsibilities of, 50–53
tasks of, 134–135
printed records, archives of, 148
priorities, setting, in time management, 117
priority scores, for R01 grants, 156, 158
procurement office, 33
professional considerations, of teaching, 234–236
professional societies, educating faculty, 213
professional standards
briefing teaching assistants on, 232
upholding, 101
professional training
for becoming a better teacher, 213
for teaching assistants, 231
Program Announcement (NIH), 154
program officers, NIH, 164–165, 169
progress, assessing for leadership development,
51–52
project management, 2, 125
software, 132–133
steps of, 125, 126
as a training and communication tool, 133
project ownership, 66
projects
controlling, 134–135
expectations on leaving the lab, 66–67
getting started on, 127–130
planning, 126
tracking, 131–132, 134–135
tr
ac
king spending f
or
, 133
project team, supporting, 134
prolonged absences, for members of the lab, 65
promotion.
See also tenure
planning for, 38–45
review process, 40
proposed costs, in grant applications, 169
protected research time, negotiating, 21
provost, university, 26–27
publications, 175–186. See also authorship; journals;
papers
choosing journal for, 177–178
integration of research and, 178
involving staff in, 101–102
on a job application, 9
making pitch for, 179
and material transfers issues, 195
o
v
er
view of, 175–176
as part of tenure dossier, 41
planning for, 177–179
b
y postdocs, 82, 100
process of, 101–102
promotion of, 183–184
resources, 176, 185
review process for, 181–183
and sponsor
ed research agreements, 196
strategies for, 179–183
timing of, 177
public education, participation in, 38
public relations office, 33
public service obligations, 38
publishers, contacting for review copies of
textbooks, 229
purpose section, of a statement of work, 127–128
Q
questions
in Bloom’s Taxonomy, 245–246
developing for examinations, 224–225
directive, 83
encouraging from students, 218
to get student response, 218
handling during job talk, 14
open-ended for interviewing, 83, 84
R
radiation safety requirements, 32
rating of R01 grants, 156, 158, 167
reading, to improve leadership skills, 52
reagents, tracking system for, 150
rebuttal letters, to publication reviews, 182
receiving feedback, in the lab, 62
recombinant DNA research, requirements for
working with, 32
record keeping.
See also documentation; laboratory
notebooks
assisting staff with, 101, 145–146
day-to-day, 143–147
and dismissal proceedings, 92
recruitment, staff, 79–81
reduction to practice, in technology transfer, 146,
188
references
checking, for hiring staff, 83
for dismissed employees, 94
in research proposals, 9–10
reflective questions, for interviewing staff, 83
regulatory compliance, 32, 34
relationships, role in leadership, 50
reporting requirements, 28
and material transfers issues, 195
and sponsored research agreements, 196
reprints, in job applications, 10
Request for Applications (RFA), 154
Request for Materials forms, 150
research
in clinical settings (
See physician-scientists)
commercialization of, 187
costs of
,
26
as criteria for tenure, 38–39
integration of publication and, 178
pr
otected time f
or, 21