There is an increasing demand and critical importance for those in academic positions to be conducting high quality research in addition to teaching well and successfully obtaining grants is often necessary to fund such scientific inquiry (Shaw, 2002). Faculty members in academic or research positions are likely to be among those spending the most time on such efforts as successful grant writing to support both research and scholarly productivity is compulsory for flourishing in these jobs (Hasche, Perron & Proctor, 2009). In fact, most job announcements in the Chronicle of Higher Education list the ability to acquire external funding as a leading factor in hiring decisions among candidates. Successful grant writing is every bit as important for keeping a new job once it has been obtained as new faculty members failing to meet a high standard of funded research and scholarship are typically released from employment after a predetermined period of time (Cater, Lew, Smith, 2008). According to Inouye and Fiellin (2005), “the competition for funds to conduct clinical research is intense, and only a minority of grant proposals receive funding” (p. 274). Adding to the difficulty and pressure to secure extramural funding in a new research position, universities are currently receiving less federal and state funding and are relying more heavily on their faculty to obtain external grant money (Toews & Yazedjian, 2007).