As I've described in previous posts, I am on board with the mandatory "broader impacts" aspect of NSF grant proposals, and I think that activities beyond the basic doing-of-the-Science should be given some serious thought by researchers. I don't think the definition and review criteria for broader impacts should be extreme -- that is, I think that reviewers and panelists and program officers should re-read the examples in the NSF grant proposal guide every once in a while and not downgrade a proposal for only including a thoughtful but standard description of activities involving education, mentoring, and so on.
And I am even on board with the general idea that we don't suddenly learn how to care about Broader Impacts (BI) when we become faculty and need to put something in a grant proposal. This is something that should be learned along the way, and grad students should be aware of these other elements of research, including the importance of communicating research results to a broad audience and considering the education/training aspects of research as part of the overall "impact" of the work.
Where is this post heading? Am I about to complain/whine about getting bad reviews for the broader impacts component of a proposal? No, not this time.
Instead, I am going to opine that, although graduate students should start learning about broader impacts (what they are, why they are important), we should not expect that students will have much experience with BI during their student years. I am talking/complaining about overly severe expectations that students will have impressive BI credentials, e.g., when writing their own grant proposals to NSF or other funding agencies with BI-like components.
Certainly there are BI activities that grad students can do as part of their research, and many do these routinely (e.g., mentor undergrads, visit schools). That's great, but from what I've seen recently, it's not considered enough by some reviewers and panels.
I don't think that's fair to the students. We expect a lot from grad students in terms of research and communicating research results (publishing, going to conferences); there's a lot to learn and a lot to do. Right now, expecting serious BI participation from students seems like adding time and effort without changing the number of hours in the day. Oh yes, and we also want to get the time-to-degree statistics for grad students down at our institutions.
Is it just me, or have others noticed that BI expectations are quite stringent even for student proposals?
There should be a way to teach students about BIs, encourage them to be involved and contribute their ideas and energy (as time permits) to BI activities (keeping in mind, of course, that the students themselves are BIs for their advisors), but that expectations should be reasonable for what students can and should be doing at this stage of their careers.
And I am even on board with the general idea that we don't suddenly learn how to care about Broader Impacts (BI) when we become faculty and need to put something in a grant proposal. This is something that should be learned along the way, and grad students should be aware of these other elements of research, including the importance of communicating research results to a broad audience and considering the education/training aspects of research as part of the overall "impact" of the work.
Where is this post heading? Am I about to complain/whine about getting bad reviews for the broader impacts component of a proposal? No, not this time.
Instead, I am going to opine that, although graduate students should start learning about broader impacts (what they are, why they are important), we should not expect that students will have much experience with BI during their student years. I am talking/complaining about overly severe expectations that students will have impressive BI credentials, e.g., when writing their own grant proposals to NSF or other funding agencies with BI-like components.
Certainly there are BI activities that grad students can do as part of their research, and many do these routinely (e.g., mentor undergrads, visit schools). That's great, but from what I've seen recently, it's not considered enough by some reviewers and panels.
I don't think that's fair to the students. We expect a lot from grad students in terms of research and communicating research results (publishing, going to conferences); there's a lot to learn and a lot to do. Right now, expecting serious BI participation from students seems like adding time and effort without changing the number of hours in the day. Oh yes, and we also want to get the time-to-degree statistics for grad students down at our institutions.
Is it just me, or have others noticed that BI expectations are quite stringent even for student proposals?
There should be a way to teach students about BIs, encourage them to be involved and contribute their ideas and energy (as time permits) to BI activities (keeping in mind, of course, that the students themselves are BIs for their advisors), but that expectations should be reasonable for what students can and should be doing at this stage of their careers.