Want Ads:
Child Care Bureau/Office of Family Assistance (CCB) | Children’s Bureau | Family and Youth Services Bureau | Office of Head Start
Child Care Bureau/Office of Family Assistance (CCB) Want Ads
Want ads do not reflect which grant opportunities will be published in a given year.
| Job Codes | Want Ads |
Early Learning Opportunities Act (ELOA), CCB-001, has been removed. |
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Child Care Research Collaboration and Archive, CCB-002, has been removed. |
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Evaluation of Child Care Provider Training Models, CCB-003, has been removed. |
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Child Care Research Scholars (CCRS), CCB-004, has been removed. |
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CCB-005 |
Seeking Reviewers for Native Hawaiian and Non-profit American Indian Organization Child Care Grants: Reviewers with at least a bachelor's degree, professional knowledge and/or direct service experience in one or more of the following areas: child care and early education, child development, child care quality and outcomes, child care policies and programs, child care market dynamics and family outcomes. Reviewers with experience with the Child Care and Development Fund or Head Start programs, as well as experience in working with Indian Tribes and Native Hawaiian communities, are especially sought. |
| CCB-006 |
Field-Initiated Research Grants, CCB-006, has been removed. |
Children's Bureau Want Ads
Want ads do not reflect which grant opportunities will be published in a given year.
| Job Codes | Want Ads |
CB-001  |
Seeking Reviewers for Child Welfare Training Discretionary Grants (CWT): Trainers or Training Directors in social services education with experience in university and state 'academy' training settings. Curriculum Developers with expertise developing curriculum for academic and/or training activities. Must have working knowledge of current practices for adult education in particular, as well as implications of full-time, part-time, and "on the job" training settings. Program Evaluators (in-house, third party, or consultant) with experience with control group, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. NOTE: If you, your university/school or organization is applying for a grant in the field of child welfare training, you may apply, but would not be eligible to review in that particular area. |
| CB-002 |
Seeking Reviewers for Child Abuse Prevention & Treatment Act Research and Demonstration Projects (CAPTA): All listed below require professional experience in child maltreatment issues, child protective services, or the child welfare field, which is broadly defined as, but not limited to: child protective services, foster or kinship care, school social services, community mental health, community nursing, family preservation, and family support programming. Prevention Specialists with expertise in assessing, designing, and implementing prevention programs. Working knowledge of public health models of primary, secondary, and tertiary prevention and the ability to apply those concepts in making assessments about prevention programs is essential. Expertise may be in fields other than child maltreatment (e.g., alcohol and other drug abuse, high-risk behaviors) and child welfare (e.g., prevention of placement in foster care), although applicability to prevention of child maltreatment will have to be well-articulated as expertise in prevention of child maltreatment is particularly requested. Program Evaluators (in-house, third party, or consultant) with knowledge and experience with control group, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Researchers (in-house, third party, or consultant) with expertise in a variety of methodologies. Must have significant successful research history verified by publications, training, reputation, and presentations. An understanding of practitioner reluctance to embrace research and experience moderating that reluctance is required. Must be able to articulate the role of a researcher in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Statistical expertise preferred, but not required. In your resume please describe knowledge and experience with pertinent data sets (including but not limited to NSCAW, NCANDS, AFCARS, NIS, CFSR-data collection). Specialists with expertise in service programming for children and families who are multiply diagnosed or face co-occurring or multi-challenges. Must be experienced in programs (e.g., administration, evaluation, service delivery) from a variety of disciplines (e.g., social services, psychology, public administration, law, nursing, and medicine). NOTE: If you have this kind of expertise but have never reviewed before, you are encouraged to apply. |
| CB-003 |
Seeking Reviewers for Community Based Child Abuse Prevention Program (CBCAP): All listed below require professional experience in child abuse, neglect, and prevention issues. Experience in community-based service delivery, community organizations, and group work and family services may also apply. Reviewers with experience in the following area may also apply (when appropriate): social services. Program Evaluators (in-house, third party, or consultant) with knowledge and experience with control groups, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Prevention Specialists with expertise in assessing, designing, and implementing prevention programs. Working knowledge of public health models of primary, secondary, and tertiary prevention and the ability to apply those concepts in making assessments about prevention programs is essential. Expertise may be in fields other than child maltreatment (e.g., alcohol and other drug abuse, high-risk behaviors) and child welfare (e.g., prevention of placement in foster care), although applicability to prevention of child maltreatment will have to be well-articulated as expertise in prevention of child maltreatment is particularly requested. Specialists with expertise in service programming for children and families who are multiply diagnosed or face co-occurring or multi-challenges. Must be experienced in programs (e.g., administration, evaluation, service delivery) from a variety of disciplines (e.g., social services, psychology, public administration, law, nursing, and medicine). Specialists with expertise in designing, implementing, or evaluating community-based services and community-based agencies. Experience with faith-based organizations is also desired. In your resume, please describe your pertinent experience. |
| CB-004 |
Seeking Reviewers for Abandoned Infants Assistance (AIA): All listed below require expertise in one or more of the following areas: HIV/AIDS, abandoned infants, boarder babies, medical/social and family services, family treatment/services, permanency planning, multi-generational programming, and respite recreational care. Reviewers with experience in one or more of the following areas may also apply (when appropriate): social services, law (especially related to permanency, guardianship, temporary custody), nursing, medicine, and social services. Program Evaluators with knowledge and experience with control groups, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Researchers with expertise in a variety of methodologies. Must have significant successful research history verified by publications, training, reputation, and presentations. An understanding of practitioner reluctance to embrace research and experience moderating that reluctance is required. Must be able to articulate the role of a researcher in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Statistical expertise preferred, but not required. In your resume please describe knowledge and experience with pertinent data sets (including but not limited to NSCAW, NCANDS, AFCARS, NIS, CFSR-data collection). Prevention Specialists with expertise in assessing, designing, and implementing prevention programs. Working knowledge of public health models of primary, secondary, and tertiary prevention and the ability to apply those concepts in making assessments about prevention programs is essential. Expertise may be in fields other than child maltreatment (e.g., alcohol and other drug abuse, high-risk behaviors) and child welfare (e.g., prevention of placement in foster care), although applicability to prevention of child maltreatment will have to be well-articulated as expertise in prevention of child maltreatment is particularly requested. Specialists with expertise in service programming for children and families who are multiply diagnosed or face co-occurring or multi-challenges. Must be experienced in programs (e.g., administration, evaluation, service delivery) from a variety of disciplines (e.g., social services, psychology, public administration, law, nursing, and medicine). NOTE: If you have this kind of expertise but have never reviewed before, you are encouraged to apply. |
| CB-005 |
Seeking to Review for Adoption Opportunities (AO): All listed below require expertise in one or more of the following areas: adoption, adoption exchange, and parenting (especially family strengthening, healthy marriage, and father involvement). Adoption specialists, adoption service managers, and outreach specialists may also apply. Reviewers from the following areas may also apply (when appropriate): social services and law. Program Evaluators must have knowledge and experience with control group, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Researchers with expertise in a variety of methodologies. Must have significant successful research history verified by publications, training, reputation, and presentations. An understanding of practitioner reluctance to embrace research and experience moderating that reluctance is required. Must be able to articulate the role of a researcher in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Statistical expertise preferred, but not required. In your resume please describe knowledge and experience with pertinent data sets (including but not limited to NSCAW, NCANDS, AFCARS, NIS, CFSR-data collection). NOTE: If you have this kind of expertise but have never reviewed before, you are encouraged to apply. |
| CB-006 |
Seeking Reviewers for Infant Adoption Awareness Training (IAATP): All listed below require expertise in one or more of the following areas: adoption, parenting, pregnancy, public health service delivery, family planning, and counseling. Reviewers from the following areas may also apply (when appropriate): social services, nursing, and medicine. Researchers with expertise in a variety of methodologies. Must have significant successful research history verified by publications, training, reputation, and presentations. An understanding of practitioner reluctance to embrace research and experience moderating that reluctance is required. Must be able to articulate the role of a researcher in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Statistical expertise preferred, but not required. In your resume please describe knowledge and experience with pertinent data sets (including but not limited to NSCAW, NCANDS, AFCARS, NIS, CFSR-data collection). Program Evaluators with knowledge and experience with control group, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Curriculum Developers with expertise developing curriculum for academic and/or training activities. Must have working knowledge of current practices for adult education in particular, as well as implications of full-time, part-time, and "on the job" training settings. |
| CB-007 |
Seeking grant reviewers for the Healthy Marriage Initiative (HMI): All areas listed below require professional experience and a broad range of knowledge and skills necessary to the formation and enhancement of healthy marriages. Experience in pre-marital education, healthy marriage and enrichment services, and education for couples becoming parents via birth, foster care, adoption or kinship care. Marriage Specialists with expertise in assessing, designing, and implementing marriage education programs. Experience in working with the child welfare system in the areas of child abuse and neglect, foster care and adoption with practical experience in service programming for children and families who are multiply diagnosed or face co-occurring or multi-challenges. Experienced in programs (e.g., administration, evaluation, service delivery) from a variety of disciplines (e.g., social services, psychology, public administration, law, nursing, and medicine). Expertise in designing, implementing, or evaluating community-based services. Experience with faith-based organizations and community based agencies is also desired. Program Evaluators (in-house, third party, or consultant) with knowledge and experience with control groups, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Researchers with expertise in a variety of methodologies. Must have significant successful research history verified by publications, training, reputation, and presentations. An understanding of practitioner reluctance to embrace research and experience moderating that reluctance is required. Must be able to articulate the role of a researcher in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Statistical expertise preferred, but not required. NOTE: In your resume please describe knowledge and experience with pertinent data sets (including but not limited to NSCAW, NCANDS, AFCARS, NIS , CFSR-data collection). Curriculum Developers with expertise developing curriculum for academic and/or training activities. Must have working knowledge of current practices for adult education in particular, as well as implications of full-time, part-time, and "on the job" training settings. |
| NEW added 2/07 | |
| CB-008 |
Seeking grant reviewers for Promoting Safe and Stable Families Program grants (or) for Targeted Grants to Increase the Well-Being of, and to Improve Permanency Outcomes for, Children Affected by Methamphetamine or Other Substance Abuse: All areas listed below require professional experience in child abuse and neglect, child welfare and substance abuse treatment. Experience in regional linkages, community-based service delivery, substance abuse treatment and recovery services and comprehensive family assessment and family services may also apply. Program Evaluators (in-house, third party, or consultant) with knowledge and experience with control groups, comparison groups, quasi-experimental designs, process, outcome, impact, or descriptive evaluations. Ability to develop logic models, implement performance indicators for outcome measurement and to collect, analyze and report on quantitative and qualitative data. An appreciation for and experience with child welfare program evaluation is required. Must be able to articulate the role of an evaluator in the "research to practice" enterprise. Experience being a reviewer (familiarity with the workload and commitment) is essential. Specialists with expertise in service programming for children and families who are multiply diagnosed or face co-occurring or multi-challenges. Must be experienced in programs (e.g., administration, evaluation, and service delivery) from a variety of disciplines (e.g., child welfare, child abuse and neglect, substance abuse treatment, mental health, developmental disabilities, and health care) as well as services including prevention, early intervention, comprehensive family assessment and treatment, and substance abuse treatment and recovery. |
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Family and Youth Services Bureau Want Ads
Want ads do not reflect which grant opportunities will be published in a given year.
| Job Codes | Want Ads |
FYSB-001 |
Seeking Reviewers for the Basic Center Program (BCP): Youth Advocates or Workers, with a bachelor's degree in the social sciences or with 3 years relevant experience. Experience may include the fields of social services, human services, juvenile probation, mental health therapy, education, etc. Must have direct service experience working with youth in at-risk situations such as runaway or homeless youth, or in a residential or day treatment setting. Must possess excellent writing and analytical skills. Youth workers, advocates, and others may also serve as reviewers provided that they are able to demonstrate that runaway or homeless youth is a major focus of their work. Similarly, other areas of experience (e.g., youth mentoring, counseling) will be considered to the extent that they are relevant to runaway and homeless youth issues. Knowledge in the Positive Youth Development Approach (PYD) desired. |
| FSYB-002 |
Seeking Young Adult Reviewers (Ages 19-24) for the Basic Center Program (BCP): Students or Young Adults (Ages 19-24) currently enrolled in an institution of higher learning (with at least a sophomore status) or with a degree from an accredited college/university with a discipline in the social sciences, such as public health, social work, psychology, or sociology, have volunteered or employed in the field of runaway and homeless youth, and/or have worked or been the recipient of long or short-term services from a residential facility for homelessness issues. Must possess excellent writing and analytical skills. |
| FYSB-003 |
Seeking Reviewers for the Transitional Living Program (TLP): Youth Advocates or Workers, with a bachelor's degree in the social sciences or with 3 years relevant experience. Experience may include the fields of social work, human services, juvenile probation, mental health therapy, education, etc. Must have direct service experience working with youth in at-risk situations such as runaway or homeless youth, or in a residential or day treatment setting. Youth workers, advocates, and others may also serve as reviewers provided that they are able to demonstrate that runaway or homeless youth is a major focus of their work. Similarly, other areas of experience (e.g., youth mentoring, counseling) will be considered to the extent that they are relevant to runaway and homeless youth issues. Knowledge in the Positive Youth Development Approach (PYD) desired. Must possess excellent writing and analytical skills. |
| FSYB-004 |
Seeking Young Adult Reviewers (Ages 19-24) for the Transitional Living Program (TLP): Students or Young Adults (Ages 19-24) currently enrolled in an institution of higher learning (with at least sophomore status) or with a degree from an accredited college/university with a discipline in the social sciences, such as public health, social work, psychology, or sociology, have volunteered or employed in the field of runaway and homeless youth, and/or have worked or been the recipient of long or short-term services from a residential facility for homelessness issues. Must possess excellent writing and analytical skills. |
| FYSB-005 |
Seeking Reviewers for Training and Technical Assistance (TTA): Youth Advocates, Youth Workers, and Training Practitioners with a bachelor's degree in the social sciences or with 3 years relevant experience. Experience may include the fields of social work, human services, juvenile probation, mental health therapy, education, etc. The reviewer must have direct service experience in the provision of training and technical assistance to programs serving youth in at-risk situations. Knowledge in the Runaway and Homeless Youth field and experience working in a Basic Center, Transitional Living, or Street Outreach Program preferred. Knowledge in Positive Youth Development (PYD) approach desired. Must possess excellent writing and analytical skills. |
| FYSB-006 |
Seeking Reviewers for the Street Outreach Program (SOP): Youth Advocates or Outreach Workers with a bachelor's degree in the social sciences or 3 years relevant experience. Experience may include the fields of social work, human services, juvenile probation, mental health therapy, education, etc. The reviewer must have direct service experience working with youth that are on the streets. Youth workers, advocates, and others may also serve as reviewers provided that they are able to demonstrate that runaway or homeless youth is a major focus of their work. Similarly, other areas of experience (e.g., youth mentoring, counseling) will be considered to the extent that they are relevant to runaway and homeless youth issues. Knowledge in and experience working in a Street Outreach Program preferred. Knowledge in Positive Youth Development (PYD) approach desired. Must possess excellent writing and analytical skills. |
| FYSB-007 |
Seeking Young Adult Reviewers (Ages 19-24) for the Street Outreach Program (SOP): Students or Young Adults (Ages 19-24) currently enrolled in an institution of higher learning (with at least sophomore status) or with a degree from an accredited college/university with a discipline in the social sciences, such as public health, social work, psychology, or sociology, have volunteered or employed in the field of runaway and homeless youth, and/or have worked or been the recipient of long or short-term services from a residential facility. Must possess excellent writing and analytical skills. |
| FYSB-010 |
Seeking Reviewers for the Mentoring Children of Prisoners Program (MCP): Youth Advocates or Workers with a bachelor's degree in the social sciences or 3 years relevant experience. The reviewer must have direct service experience working in or with a program that mentors children and youth and/or understands the family dynamics around incarceration of a family member. Experience may include the fields of social work, human services, juvenile probation, mental health therapy, education, or having been a mentor with a varied background. Knowledge in Positive Youth Development (PYD) approach and the Mentoring Children of Prisoners field preferred. Must possess excellent writing and analytical skills. |
| FYSB-011 |
Seeking Young Adult Reviewers (Ages 19-24) for the Mentoring Children of Prisoners Program (MCP): Students or Young Adults (Ages 19-24) currently enrolled in an institution of higher learning (at least a sophomore status) or with a degree from an accredited college/university with a discipline in the social sciences, such as public health, social work, psychology, sociology, etc. Must possess excellent writing and analytical skills. Must demonstrate active civic engagement activities, such as involvement in mentoring, coaching, or teaching programs. |
| FYSB-012 |
Seeking Reviewers for the Family Violence Prevention and Services Program (FVPSA): Domestic Violence Advocates or Allies with 3 years relevant experience in social sciences. Must have expertise and knowledge of domestic/family violence issues through experience as an advocate, professional, academic, or survivor in the field. Experience in reviewing applications for the Family Violence Prevention and Services Program preferred. Must possess excellent writing and analytical skills. Special Requirements for Reviewers: Must have expertise, experience and knowledge of domestic/family violence issues through experience as an advocate, professional, academic, community activist, or survivor in the field. Must be able to absorb the comments of other panelists, engage in discussion, bridge differences and reach consensus in the production of objective, evaluative, applicable comments. Special Requirements for Chairpersons: Expertise and knowledge of domestic/family violence issues through experience as an advocate, professional, academic, or survivor in the field. Must have excellent oral, written, and facilitation skills. Must manage paperwork well, have the ability to evaluate and synthesize Reviewer comments, and have a good working familiarity with interactive computer programs. |
| FYSB-013 |
Seeking Reviewers for the Community-Based Abstinence Education Program (CBAE): Administrators, Practitioners, Education Specialists, and Program Evaluators with a degree in the social sciences and/or health or 3 years relevant experience. The reviewer must have direct service experience working in the field of Abstinence Education in an administrative, educational research, or professional advocacy capacity. The reviewer must have knowledge and experience promoting “abstinence education” which for the purposes of this announcement is defined as an educational or motivational program which— Youth workers, prevention specialists, teachers, and others may also serve as reviewers provided that they are able to demonstrate that abstinence education is a major focus of their work. Similarly, other areas of experience (e.g., youth mentoring and counseling, child and adolescent health, etc.) will be considered to the extent that they are relevant to abstinence education. Must possess excellent writing and analytical skills. |
| FYSB-014 |
Seeking Young Adult Reviewers (Ages 19-24) for the Community-Based Abstinence Education Program (CBAE): Students or Young Adults (Ages 19-24) currently enrolled or earned a degree from an accredited college or university (at least a sophomore status) with a discipline in the social sciences, such as public health, social work, psychology, human development and family studies, or sociology; and have been involved as a student, volunteer, or employed in the field of Abstinence Education. Consideration will also be given to other areas of experience (e.g., youth mentoring and counseling, child and adolescent health, etc.) to the extent that they are relevant to abstinence education. Must possess excellent writing and analytical skills. |
| NEW added 2/07 | |
| FYSB-015 |
Seeking Reviewers for the Transitional Living Program – Maternity Group Home (MGH): Youth Advocates or Workers, with a bachelor's degree in the social sciences or with 3 years relevant experience. Experience may include the fields of social work, human services, juvenile probation, mental health therapy, education, etc with a focus on pregnant or parenting youth. Youth workers, advocates, and others may also serve as reviewers provided that they are able to demonstrate that pregnant or parenting youth is a major focus of their work. Similarly, other areas of experience will be considered to the extent that they are relevant to pregnant or parenting youth issues. Knowledge in the Positive Youth Development Approach (PYD) desired. Must possess excellent writing and analytical skills. Please note that because this is a specialized group of people, we will not recruit youth reviewers for this program. |
Office of Head Start Want Ads
Want ads do not reflect which grant opportunities will be published in a given year.
| Job Codes | Want Ads |
OHS-001 |
Seeking Reviewers for
Services-Based Head Start and Early Head Start Discretionary
Grant Reviews: |
| OHS-002 |
Seeking Reviewers for
Research-Based Discretionary Grant Reviews: Researchers, Evaluators, or Fellows
with experience in one or more of the following areas: Head
Start, Early Head Start or early childhood research, program
evaluation, research methodologies, longitudinal studies, qualitative
and quantitative analysis, and research collaboration or partnerships.
Head Start or Early Head Start Directors with experience in research partnerships or evaluation are encouraged to apply. NOTE: Current and past Head Start research scholars or individuals pursuing an advanced degree in Head Start research who have never reviewed before are encouraged to apply. |
| NEW added 2/07 | |
| OHS-003 |
Seeking Reviewers for
the Healthy Marriage Initiative (HMI): All areas listed below require professional experience and a broad range of knowledge and skills necessary to the formation and enhancement of healthy marriages. Experience in premarital education and marriage skills training for couples or individuals interested in marriage, including knowledge of marriage education, marriage skills, and relationship skills programs. Marriage Specialists with expertise in assessing, designing, and implementing marriage education programs. Experience in working with diverse populations, families and individuals with low incomes, and/or receiving TANF services. Knowledge of the Head Start program and parent involvement services. Practical experience in service programming for individuals and families who are multiply diagnosed or face co-occurring or multi-challenges. Experienced in programs (e.g., administration, evaluation, service delivery, education) from a variety of disciplines (e.g., social services, psychology, early childhood, public administration, law, nursing, and medicine). Expertise in designing, implementing, or evaluating faith-based and community services. Medical/social and family services, family treatment/services, multi-generational programming. Experience in serving culturally, ethnically, racially and linguistically diverse populations. |
| NEW added 2/07 | |
| OHS-004 |
Seeking Reviewers with experience leading and/or accrediting Early Childhood Education higher education degree programs with an emphasis on educating and preparing teaching staff to work in Early Childhood, preschool or birth-to-five programs. Please see the minimum requirements for chairpersons and grant reviewers. Chairpersons applying must have federal reviewer experience (rather than state, private, etc.). Reviewers who also have experience or demonstrated knowledge of Head Start or Early Head Start will be selected over those who do not. |
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Minimum requirements for Chairpersons: Must have good communication skills (oral and written). Must have high level of comfort facilitating a group process toward a specific goal in a time-limited situation. Must manage paper work well, have excellent word-processing skills on a laptop, and be able to synthesize information from a variety of written and conversational sources. Must have the highest personal standards of ethically reviewing proprietary information, maintaining confidentiality and avoiding any conflict of interest. Experience being a reviewer is required. Expertise in the area to be reviewed is a plus. Must be willing and able to work long hours for the entire week of review. Minimum requirements for Grant Reviewers: Must be willing and able to read and evaluate approximately 1000 pages of typed text spread out across several days. Must be able to provide both written and oral evaluative comments1 based on professional knowledge measured against published criteria - not personal opinion. As a team member working under the leadership of a Chairperson, must be able to listen attentively to the input of other panelists, engage in discussion, bridge differences, and work with the Chairperson to synthesize evaluative comments. Must have the highest personal standards of ethically reviewing proprietary information, maintaining confidentiality, and avoiding any conflict of interest. Expertise in the subject area to be reviewed is a must. Must be willing and able to work long hours for the entire week of review. Still not sure if reviewing is right for you? Go to Step 1 to read in detail the work and skill expectations for grant reviewers and panel chairpersons. |
1 Evaluative Comments as they relate to the grant review process, are panel reviewers' comments summarizing their opinions, conclusions, or judgments resulting from their analysis of an applicant's response to the grant program's evaluation criteria. The comments are written as strengths or weaknesses. (back) (NOTE: Reviewers' ability to formulate meaningful and acceptable evaluative comments is based on their level of knowledge and/or experience relating to the particular grant program and their ability to write clearly). |