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Writing Proposals & Grants (MHS 637):

An Asynchronous Online Course in Science Communication

Isabell Cserno May, PhD

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School Of Graduate Studies

University Of Maryland, Baltimore

Class Information

  • Most learners in the SciComm program work full-time in academic and/or communication-related careers
  • The certificate serves as a structured opportunity for professional development
  • All courses are asynchronous, with all course materials fully online
  • Communication with learners occurs primarily through written messages and audio/video recordings
  • Accessible formatting, clear instructions, and well-edited subtitles that produce readable transcripts are essential to ensuring equitable access for all learners

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Before/After Examples

Process & Lessons Learned

  • Break down assignment instructions into manageable chunks for learners and label them as such
  • Review auto-generated transcript/captions immediately after recording
  • Generate a transcript document that learners can read as a text

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Impact

  • Breaking assignments into steps provides clarity, reduces cognitive load, and supports steady, manageable progress
  • Edited transcripts and closed captions improve accessibility and allow learners to engage with content in multiple formats
  • These changes create a more inclusive learning environment that supports diverse schedules, learning preferences, and accessibility needs
  • Final course in a four-class Science Communication Certificate program
  • Introduces core processes of proposal and grant development across scientific funders
  • Emphasizes transparency, strategic thinking, and audience awareness in grant writing
  • Focuses on crafting compelling, story-driven narratives that translate scientific ideas into persuasive proposals
  • Provides hands-on practice and iterative feedback to build a strong foundation in effective grant and proposal writing

Context

Example 1: Instruction for Peer Feedback on the Grant Narrative

Before:

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Directions

Upload your grant narrative to the discussion board by Monday, April 13.

Then, select the narratives of two peers. Make sure that you add a response to your peers' posts that states "Claimed for review." If someone already has two people claiming their narrative, select a peer who does not yet have two people providing feedback.

Post your feedback to your peers by Sunday, April 19.

In your feedback, focus on some of the following:

  • What are your overall impressions?
  • Does the narrative engage audiences about its chosen topic? If yes, how? If not, what do you suggest to change?
  • Does the narrative persuade you to fund this project?

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After:

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Directions

Step 1

Upload your grant narrative to the discussion board by Monday, April 13.

Step 2

Select the narrative of two peers. Make sure that you add a response to your peers' posts that states "Claimed for review." If someone already has two people claiming their narrative, select a peer who does not yet have two people providing feedback.

In your feedback, focus on some of the following:

  • What are your overall impressions?
  • Does the narrative engage audiences about its chosen topic? If yes, how? If not, what do you suggest to change?
  • Does the narrative persuade you to fund this project?

Step 3

Post your feedback to your peers by Sunday, April 19.

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Example 2: Edited Version of Transcript of Audio Recording

Before (auto-generated):

“I don't think of myself as a science communicator, per se, but as a science communication, educator. My path toward science communication was very serendipitous and ah, what's the best word, it wasn't very linear. […]

At this university, I was hired to create a writing center for academic English and that's where I started working with a lot of science PhD, STEMM PhD students.”

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After:

“I don't think of myself as a science communicator, per se, but as a science communication educator. My path toward science communication was very serendipitous and – ah, what's the best word – [laughter]; it wasn't very linear. […]

At this university, I was hired to create a Writing Center for Academic English, and that's where I started working with a lot of science PhD, STEMM [Science, Technology, Engineering, Mathematics, and Medicine] PhD students.”

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Next Steps

  • Incorporate universal design elements such as consistent page layouts, clear navigation, and multiple submission options
  • Expand captioning/transcription quality checks and include descriptive audio or alt-text for visual materials
  • Work with other faculty and staff at UMB to increase accessibly designed learning environments

Contact Information: Email imay@umaryland.edu LinkedIn: Isabell (Cserno) May

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Gratitude for supporting the project: Boosting Course Accessibility mini grant program via the USM William E. Kerwin Center for Academic Innovation