Millions of research dollars pour into the UA annually.

Ever wondered where that money comes from? Where it goes? How students benefit? Here are some answers.

During 1994-95, the University of Arizona received over $239 million in research and non-research grants and contracts, according to Profile '95 € the UA's annual summary of sponsored projects and activities. Profile '95 also stated that about 71 percent of these funds came from federal sources, including the Department of Health and Human Services, NASA and the Department of Defense.

Michael Cusanovich, vice president for research and graduate studies, attributes such generous awards to the excellent faculty at the UA € who are in the top 20 percent of their fields nationally.

The UA ranks 11th among public universities in research awards. High rankings in research lead to more talented students and faculty € and a higher educational standard, Cusanovich said.

However, grant money is not found in equal proportions across the campus.

The Faculty of Science led the research pack, receiving over $104 million last year, with Steward Observatory generating an impressive $56 million, according to Profile '95.

At the other extreme, the College of Fine Arts received just $33,000, according to Profile '95.

Despite the extreme differences in funding, Cusanovich said it merely reflects the nature of the disciplines.

Federal agencies are the primary source of grant money; therefore, funding is closely related to the preferences of Congress, Cusanovich added.

The grant process is long and complicated, but researchers are willing to endure the system to continue their work, said Leslie Tolbert, a professor of neurobiology.

Looking into her laboratory, she said, "The UA provides the floor and the ceiling and not much else."

"We have $250,000 microscopes, but the state isn't paying for such expensive equipment. That money comes from the blood, sweat and tears of the individual researchers applying for the grants," Tolbert said.

But with professors investing countless hours in researching and preparing grant proposals, the question is often raised, "What about the students?"

Cusanovich said that research is a vital part of the education process.

First, Cusanovich said, about one-fourth of the student population are graduate students, and research is an integral part of their programs.

Second, many undergraduate majors € for example, engineering majors € require research for graduation, which makes them more competitive in the job market.

Third, Cusanovich said that last year, $15 million in grant money went toward student wages. He said these funds put students in the research laboratories getting advanced research experience.

Fourth, he said, "to function in the real world you need to be at the leading edge; therefore, you need to learn from professors at the leading edge."

Tolbert was in complete agreement.

"The research for your grants keeps you current in the classroom," Tolbert said.

Even the students who aren't majoring in science can come into these labs and see the kind of work going on, and realize that science isn't just black and white, Tolbert said.

"You hear the complaints (that professors aren't accessible), but when you ask students to come to office hours, nobody comes," Tolbert said.

Tolbert said that at a non-research university, professors may have more time to spend with students. However, she said the students miss the opportunity to be part of the research they will read about in their textbooks.

Research opportunities, seminars and a summary of the direct and indirect costs are published regularly in Research Review, Cusanovich said. He said annual reports on all grant activity are part of the Profile series. Both publications are provided by the Office of the Vice President for Research.