2019 Western/Southern Section Meeting

Time: 11:00am to 12:15pm

Content level: Intermediate

Time: 2:15pm to 3:30pm

Content level: Intermediate

In many institutions, resources to support professional education in research administration are limited. As a result, where they exist, these professional development programs tend to focus intensively on urgent on-boarding issues and regulatory or policy updates and to lean heavily on one mode of education, such as classroom presentations or online slides. These programs can often be driven by vital leadership priorities but can neglect to harness the initiative and expertise of the research administration community itself.  

In this session, participants will learn how to structure their professional development programs to cultivate a vibrant learning community, not just by delivering meaningful content in multiple meaningful ways but by engaging the community in developing and providing the programs themselves. To do this, participants will identify the areas of expertise research administrators in their institutions most need and identify the modes of professional development currently being offered.

From there, using a toolkit offered in the session, participants will assess gaps that currently exist in their offerings. Through brief exercises and discussion, participants will list specific forms of expertise and initiative that reside in their research communities and describe new ways these communities could be engaged to share their expertise with each other. Throughout the session, we will focus on how the very process of structuring professional development programs broadly and inclusively can not only extend limited resources by drawing on the whole community's knowledge, but can also give emerging leaders a chance to learn to lead their peers and can cultivate a powerful culture of shared purpose and continuous learning. 

Learning objectives:

1. Identify specific modes of professional education.
2. Provide expertise and initiative for the research administration community.

Prerequisites: None

Speaker(s):

Laura Lucas, PhD, Training & Development, Tufts University

Time: 3:45pm to 5:00pm

Content level: Basic

In the world of research administration mentorship can be imperative to the trajectory of ones career. This round table is designed to help new research administrators discover the benefits of mentors and develop a mentorship plan. Tools and resources to be used with the mentor of choice will be provided. 

Learning objectives:

1. Identify potential mentors.
2. Develop a mentoring mission and plan. 

Prerequisites: None

Speaker(s):

Hope Grant, CRA,Training Specialist, Rice University

Time: 9:30am to 10:45am

Content level: Basic

Departmental level research administrators present their strategies for reorganizing and maintaining order in pre award administration including web tools, communication chains, using templates, and going paperless…and more! 

Learning objectives:

1. Identify several best practices for organizing and encouraging multiple team members in the pre award administration area.
2. Evaluate tools developed and used by the presenters to maximize efficiency and output by their research administrator teams and faculty. 

Prerequisites:None

Speaker(s):

Amy Thomas, JD, Director of Research Programs, Auburn University College of Sciences & Mathematics

Time: 11:00am to 12:15pm

Content level: Basic

Are these familiar phrases: The project is due in a month.  I’ll get started next week. I need to get organized first. I work best under pressure. I need to get some other things done first, then I’ll get started. 95% of the population has deemed that they have a chronic or serious problem with procrastination. Procrastinators are often looked at as people who “bite” off more than they can chew. Let’s explore some of the reasons why procrastination takes over, consequences of letting procrastination take over and understand the power that procrastination has had over you. During our session, we’ll start a process through which you can start overcoming the procrastination in your life – breaking down the projects, making room for fun, driving out the bad habits, taking small bites, setting up rewards and through interaction with others in the group have a support group to help you through the pitfalls.  “Habits are overcome by other habits”. Having a plan and being better equipped to stay on target will help you live with your procrastination.  

Learning objectives:

1. Determine for you whether it is a symptom or a cause.
2. Have a plan for overcoming your procrastination.

Prerequisites: None

Speaker(s):

Paulette Jones, BA, MRE, Administrator, University of Montana

Time: 2:15pm to 3:30pm

Content level: Basic

Scholarly activity is a hallmark objective and practice in academia. While this activity is usually considered one exclusive to faculty, research administrators can and should publish scholarly work to contribute to the innovation and understanding of the field of research administration. The Journal of Research Administration (JRA) is the premier academic, peer reviewed publication in the field of research administration and management. Published twice a year by SRA International, JRA articles are dedicated to the education and the professional development of research administrators. The Journal publishes articles covering the changing research environment worldwide, focusing on quality and innovation in research administration. JRA is a critically important resource for your growth, for the enrichment of the body of knowledge of research administration, and for the advancement of the art and science of the profession and its allied disciplines. This session will focus on describing the importance of scholarly writing and it will provide a “how to” for participants to understand how to contribute to JRA by sharing their knowledge and experience through a publication in the Journal.

Learning objectives:

1. Understand the mechanics of contributing an article to the Journal of Research Administration.
2. Envision strategies for developing an article from conception and submission all the way through publication.

Prerequisites: None

Speaker(s):

Nathan Vanderford, PhD, Faculty, Research Administrator, University of Kentucky

Time: 3:45pm to 5:00pm

Content level: Intermediate

This round table session will focus on how we identify qualified candidates, hire them, and train them into high performing research administrators. Once hired, we build customized on-boarding plans based on the candidate's prior experience and use our internal subject matter experts which creates a network of mentors and support for the new research administrator. This approach works across the board for those brand new to the field as well as those experienced administrators joining our organization.  

Learning objectives:

1. Learn about the on-boarding process and leverage for your institution.
2. Access on-boarding resources.

Prerequisites: None

Speaker(s):

Gina Liebig, MA, Assistant Director, Engineering Research Administration; Sean Collins, Compliance & Reporting Analyst, Stanford University

Time:  9:15am to 10:30am

Content level: Basic

Stress is part of our lives. No one is immune. What sets us apart is our ability to manipulate our circumstances and environments to better handle our everyday stress. Reducing our stress starts with our understanding of how it affects us as individuals. Each of us responds to their stressors differently. These are called our coping responses. What are your coping responses: sleeping, eating, relaxing, etc. What makes you do what you do? Do you know what drains you or energizes you? You have all these “things” that you want to do but you may feel as though there isn’t enough time or energy to even explore them. Or you don’t know how to tackle all the challenges that the day-to-day brings. Whatever your coping response, it is important for you to understand the stressors and develop energizing, positive habits to cope with your stressors. During our session, we’ll look at your stressors: begin to develop positive responses to them; reduce the stressors that you deal with on a daily basis; develop a plan to cope. 

Learning objectives:

1. Determining how you handle your stress.
2. Developing a plan to manage your stress.

Prerequisites: None

Speaker(s):

Paulette Jones, BA, MRE, Administrator, University of Montana