“Requesting NSF Facilities for a ‘Small’ Field Campaign: Insights from a Veteran” Bruce Albrecht University of Miami

“Requesting NSF Facilities for a ‘Small’ Field Campaign: Insights from a Veteran” Bruce Albrecht University of Miami GATE 1974

Small Projects (<$1M) –Planning and proposal activities may be just as involved as for a larger projects and there may be fewer participants to help with the process

NSF Proposal and Facility Request –Components of the Facility Request: Importance/Uniqueness of Project Experimental Design Project Management Data Management Education Benefits PI Qualifications –Address Timing Issues: Relatively long lead time Conflicts with other projects Use guidance from EOL –Feasibility and cost assessment critical –Consider who will be reviewing the proposal and the request

Pre-Proposal Phase –Starting points—An idea A scientific problem in need of a solution Technology advancement prompts an idea Workshops and scientific and meetings Previous field experiences –Research the problem: Establish the scientific needs Explore feasibility

Pre-Proposal Phase –Establish early contact with EOL (and Univ. Wyoming, or CSU) and NSF Project Managers Determine the best system match for the observations required Establish the technical capabilities and limitations Obtain general guidance on the proposal process Read the NSF Lower Atmospheric users guide

–Start assessing the basic questions: Where? When? And How long? –Defined by the science, climatology, and cost –Explore mean and variability –Appreciate that the atmosphere is a very imperfect laboratory – Plan for flexibility and alternative actions Pre-Proposal Activities

–Remember Murphy’s Law: If something can go wrong, it will. When its all working, the probability of the occurrence of the weather you want decreases exponetially So plan with Murphy’s Law in mind –Give serendipity a chance— Maximize capability and capacity Maintain flexibility Recognize opportunity Pre-Proposal Activities

Serendipity Example Cloud Precipitation Study UM South Campus/ CSTARS Aug-Sept 2008 CSTARS Image from maps.google.com

What did we experience? Surprise! Surprise! 24 rain bands Fay 8/17-8/22 Gustav 8/30-8/31 Hanna 9/5 Ike 9/9-9/10

Operations –Weather forecasting and daily operations planning if needed –In-field (real-time) allocation of resources –Have a plan that is flexible: aircraft allocation, surface site operations –Involve students as much as possible-Broader Impacts –Consider time and costs of the operations

Broader Impacts—Observing facilities provide a great venue for graduate student training and other educational activities Plan for graduate and undergraduate student involvement Integrate site visit tours and activities into courses. Provide educational tours of the facilities for high-school students and other groups

If you are funded, then what? –May need some reformulating of strategies if the allocation is reduced form what was requested. –Site selection and firming of the dates. Done in conjunction with EOLfacilities staff. My require some initial work by PI followed by more formal site visits and an implementation plan—as called for by the project. –Surface site infrastructure. –Site preparation required. For aircraft may be determined by the facility. –The deployment: For EOL only deployments, this may be the easiest part of the project.

Another Issue –Field Work and Faculty Productivity –Results from a field program take time to come to fruition: A research program with a field effort may result in 3-4 year period between the initial planning and initial publications –The effort required in the planning, implementation, and operational phases of the project can be substantial Reduce teaching loads etc. –Keep fellow faculty and chairs and deans informed of your research plans and field activities; get their feedback on the impacts of these activities on promotion and tenure issues Emphasize the importance of the field activities for teaching and learning.

Good Luck !!! Have Fun !!