Grant Information for Faculty
Click link for useful grant information for faculty members.
Other Funding Opportunities:
Institute of Education Sciences (IES)
National Institutes of Health (NIH)
National Science Foundation (NSF)
Selected External Grant Announcement
Applications are accepted through July 1, 2017
The mission of The Frank M. and Gertrude R. Doyle Foundation is to promote communities of productivity and prosperity with access to education and advancement. The foundation offers academic scholarships to enable students to pursue further education in order to encourage the endurance of a productive, prosperous, and resourceful community. The foundation also provides grants to nonprofit organizations in an effort to fulfill Mr. And Mrs. Doyle’s dream of a better world for all. If you need financial assistance as a means of making “your way” in the world, tell us your story…we’re here to help you.
Deadline: July 6, 2017
This career development program supports promising early-career researchers with interests in reducing inequality or understanding the use of research evidence.
The William T. Grant Scholars Program supports career development for promising early-career researchers. The program funds five-year research and mentoring plans that significantly expand junior researchers’ expertise in new disciplines, methods, and content areas. We recognize that early-career researchers are rarely given incentives or support to take such risks, so this award includes a mentoring component, as well as an emphasis on community and collaboration.
Scholars Program applicants should have a track record of conducting high-quality research and an interest in pursuing a significant shift in their trajectories as researchers. Proposed research plans must address questions of policy and practice that are relevant to the Foundation’s focus areas.
Deadline: July 6, 2017
Purpose of Program: The purposes of this program are to: (1) Help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
The purpose of this priority is to fund a cooperative agreement to establish and operate a national center for improving teacher and leader performance to better serve children with disabilities to achieve, at a minimum, the following outcomes: (a) Improved capacity of States to review and strengthen certification or licensure standards and requirements, in collaboration with IHEs and LEAs that operate teacher and leader preparation programs, in order to ensure that these standards: (1) Are derived from frameworks and practices supported by evidence; and (2) reflect the knowledge and skills necessary for teachers and leaders to successfully serve students with disabilities in inclusive classrooms and school settings, including, at a minimum, competencies in evidence-based interventions in reading, math, behavior, and school climate. (b) Improved capacity of States to adopt and implement rigorous program approval standards for teacher and leader preparation programs. (c) Increased capacity of IHEs to embed practices and frameworks supported by evidence and aligned to State licensure or certification requirements, into their preparation programs. (d) Increased capacity of SEAs and IHEs to use data from a variety of sources, including student data attributed to teachers and leaders who successfully exit preparation programs, to inform continuous improvement of those programs. (e) Increased capacity of SEAs to align and implement statewide plans (e.g., Educator Equity Plans and State Systemic Improvement Plans, State Quality Rating and Improvement Systems) to include certification or licensure reform and IHE teacher and leader program reform to improve outcomes for students with disabilities.
Deadline: July 6, 2017
The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
The purpose of this priority is to fund a cooperative agreement to establish and operate a center that will design, develop, and disseminate digital open educational tools and resources to build the capacity of educators to use practices supported by evidence and improve results for students with disabilities. The Center must achieve, at a minimum, the following outcomes: (a) Design, develop, and deliver innovative accessible digital open educational tools and resources to enhance educators’ knowledge, skills, and competencies in developing, delivering, and evaluating instruction and intervention supported by evidence to students with disabilities; (b) Ensure that the tools and resources developed by the Center are licensed through an open access licensing authority; (c) Increase the capacity of pre-service training programs to expand the range of instructional practices and interventions supported by evidence included in their curricula for educators who will serve students with disabilities and their families; (d) Increase the capacity of State educational agencies (SEAs), local educational agencies (LEAs), and other professional development providers to select and deliver professional development supported by evidence, using digital learning tools and resources, and to certify knowledge or skill acquisition by participants; and (e) Increase the capacity of educators to independently increase their knowledge, skills, and use of instructional practices and interventions supported by evidence.
Deadline: July 10, 2017
The purposes of the Educational Technology, Media, and Materials for Individuals with Disabilities Program are to: (1) Improve results for students with disabilities by promoting the development, demonstration, and use of technology; (2) support educational activities designed to be of educational value in the classroom for students with disabilities; (3) provide support for captioning and video description that is appropriate for use in the classroom; and (4) provide accessible educational materials (AEM) to students with disabilities in a timely manner.
This priority is: Educational Materials in Accessible Formats for Children and Students with Visual Impairments and Print Disabilities. Background: The purpose of this priority is to fund a cooperative agreement to establish and operate a center that will provide free educational materials,1 including textbooks, in accessible formats to eligible children and students— individuals who are: (1) Blind, have a visual impairment, have a physical disability, or have a print disability; (2) certified by a competent authority as unable to read typical printed material as a result of physical limitations (e.g., dyslexia, specific reading disability, and disabilities in which students are unable to manipulate standard books and materials); and (3) enrolled in elementary or secondary schools (as defined by the State) or postsecondary or graduate schools.2 AEM include, but are not limited to: Electronic text, braille, audio files, description, closed captioning, and tactile graphics. IDEA requires the provision of free educational materials, including textbooks and instructional materials, in accessible formats to eligible children and students. State educational agencies (SEAs) and local educational agencies (LEAs) must provide materials in accessible formats in a timely manner (IDEA Part B, section 612(a)(23)(B) and section 613(a)(6)(B)). Further, under section 504 of the Rehabilitation Act of 1973, as amended, institutions of higher education (IHEs), SEAs, and LEAs must provide educational materials in accessible formats as a means to accommodate students who are blind, have a visual impairment, have a physical disability, or have a print disability. The accessible formats are needed to provide these students with an equal educational opportunity. 34 CFR 104.4.
Deadline: July 10, 2017
The purposes of the Educational Technology, Media, and Materials for Individuals with Disabilities Program are to: (1) Improve results for students with disabilities by promoting the development, demonstration, and use of technology; (2) support educational activities designed to be of educational value in the classroom for students with disabilities; (3) provide support for captioning and video description that is appropriate for use in the classroom; and (4) provide accessible educational materials to students with disabilities in a timely manner.
This priority is: Research and Development Center on Developing Software To Adapt and Customize Instruction in Digital Learning Environments To Improve Results for Children with Disabilities. Background: The purpose of this priority is to fund a cooperative agreement to establish and operate a research and development center that will develop software designed to adapt and customize digital materials for children with disabilities, whether or not delivered online (Center). The software should enable teachers to differentiate instruction to meet the diverse needs of children with disabilities. In this way, the software will: (a) Enable educators, children with disabilities, and their parents to select settings and preferences that provide access and customize instructional materials to meet their individual needs in digital or online instruction; and (b) self-adjust so that material is presented at appropriate instructional levels based upon an individual child’s input.1 When possible, the software should be embedded during production of the digital materials.
Deadlines: July 12, 2017 and January 18, 2018
The Science of Learning program supports potentially transformative basic research to advance the science of learning. The goals of the SL Program are to develop basic theoretical insights and fundamental knowledge about learning principles, processes and constraints. Projects that are integrative and/or interdisciplinary may be especially valuable in moving basic understanding of learning forward but research with a single discipline or methodology is also appropriate if it addresses basic scientific questions in learning. The possibility of developing connections between proposed research and specific scientific, technological, educational, and workforce challenges will be considered as valuable broader impacts, but are not necessarily central to the intellectual merit of proposed research. The program will support research addressing learning in a wide range of domains at one or more levels of analysis including: molecular/cellular mechanisms; brain systems; cognitive affective, and behavioral processes; and social/cultural influences. The program supports a variety of methods including: experiments, field studies, surveys, secondary-data analyses, and modeling.
Deadline: July 17, 2017
DS supports basic research that increases our understanding of cognitive, linguistic, social, cultural, and biological processes related to human development across the lifespan. Research supported by this program will add to our knowledge of the underlying developmental processes that support social, cognitive, and behavioral functioning, thereby illuminating ways for individuals to live productive lives as members of society.
DS supports research that addresses developmental processes within the domains of cognitive, social, emotional, and motor development across the lifespan by working with any appropriate populations for the topics of interest including infants, children, adolescents, adults, and non-human animals. The program also supports research investigating factors that affect developmental change including family, peers, school, community, culture, media, physical, genetic, and epigenetic influences. Additional priorities include research that: incorporates multidisciplinary, multi-method, microgenetic, and longitudinal approaches; develops new methods, models, and theories for studying development; includes participants from a range of ethnicities, socioeconomic backgrounds, and cultures; and integrates different processes (e.g., memory, emotion, perception, cognition), levels of analysis (e.g., behavioral, social, neural), and time scales.
The budgets and durations of supported projects vary widely and are greatly influenced by the nature of the project. Investigators should focus on innovative, potentially transformative research plans and then develop a budget to support those activities, rather than starting with a budget number and working up to that value.
While there are no specific rules about budget limitations, a typical project funded through the DS program is approximately 3 years in duration with a total cost budget, including both direct and indirect costs, between $100,000 and $200,000 per year. Interested applicants are urged to explore the NSF awards database for the DS program to review examples of awards that have been made.
The DS program also accepts proposals for workshops and small conferences. These typically have total cost budgets, including direct and indirect costs, of approximately $35,000.
Deadline: July 19, 2017
CAREER: The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from early-career faculty at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.
Deadline: August 1, 2017
The PAC program funds theoretically motivated research on a wide-range of topic areas focused on typical human behavior. The aim is to enhance the fundamental understanding of perceptual, motor, and cognitive processes and their interactions. Central research topics for consideration by the program include (but are not limited to) vision, audition, haptics, attention, memory, reasoning, written and spoken language, motor control, categorization, and spatial cognition. Of particular interest are emerging areas, such as the interaction of sleep or emotion with cognitive or perceptual processes and the epigenetics of cognition. The program welcomes a wide range of perspectives, such as individual differences, symbolic computation, connectionism, ecological, genetics and epigenetics, nonlinear dynamics and complex systems, and a variety of methodologies including both experimental studies and modeling. The PAC program is open to co-review of proposals submitted to other programs both within the Social, Behavioral, and Economic Sciences Directorate and across other directorates.
2017 Deadlines: August 1, and November 1
The Small Research Grants program is intended to support education research projects with budgets of $50,000 or less. In keeping with the Spencer Foundation’s mission, this program aims to fund academic work that will contribute to the improvement of education, broadly conceived.
Historically, the work we have funded through these grants has spanned, a range of topics and disciplines, including education, psychology, sociology, economics, history, and anthropology, and they employ a wide range of research methods. The following examples of recently funded small grants illustrate the diversity of what we support:
- an experimental study of how college students use visual representations in solving math problems
- a study exploring the process of racial and rural identity formation among African American high-school students who attend de facto segregated schools in the rural South
- a mixed-methods study focusing on the different types of knowledge novice and experienced teachers draw on in teaching for reading comprehension
The majority of small grant proposals that are funded by the Foundation are “field-initiated” in the sense that they are not submitted in response to a Request for Proposal (RFP).
LOI deadlines: August 2, 2017
We support high-quality research that is relevant to policies and practices that affect the lives of young people ages 5 to 25 in the United States.
We fund research that increases our understanding of programs, policies, and practices that reduce inequality in youth outcomes, and research that identifies, builds, and tests strategies to improve the use of research evidence in ways that benefit youth. The application process for all research grants begins with a letter of inquiry. Letters of inquiry are generally received three times a year, in January, May, and August.
Research grants on reducing inequality typically range from $100,000 to $600,000 and cover two to three years of support. Improving the use of research evidence grants will range from $100,000 to $1,000,000 and cover two to four years of support. Officers’ Research grants for both initiatives cover budgets up to $25,000. To learn more about our research grants, eligibility requirements, and application process, please see the materials and links listed below.
Deadline: August 3, 2017
The Science, Technology, and Society (STS) program supports research that uses historical, philosophical, and social scientific methods to investigate the intellectual, material, and social facets of the scientific, technological, engineering and mathematical (STEM) disciplines. It encompasses a broad spectrum of STS topics including interdisciplinary studies of ethics, equity, governance, and policy issues that are closely related to STEM disciplines, including medical science.
The program’s review process is approximately six months. It includes appraisal of proposals by ad hoc reviewers selected for their expertise and by an advisory panel that meets twice a year. The deadlines for the submission of proposals are February 2nd for proposals to be funded as early as July, and August 3rd for proposals to be funded in or after January. There is one exception: Doctoral Dissertation Improvement Grant proposals will have only one deadline per year, August 3rd.
The Program encourages potential investigators with questions as to whether their proposal fits the goals of the program to contact one of the program officers.
First Stage Proposals due: August 7, 2017
The Simons Foundation Autism Research Initiative (SFARI) seeks to improve the understanding, diagnosis and treatment of autism spectrum disorders by funding innovative research of the highest quality and relevance.
The autism research community has expanded substantially in recent years and SFARI has contributed to this change by attracting outstanding established scientists to the field of autism. In order to sustain this level of scientific excellence in future years, SFARI is extending our support to promising early-career investigators. One of the most salient milestones in a scientific career is the transition from formal mentorship to an independent position. Unfortunately, this transition has become increasingly tenuous in recent years, in part because of the decreasing number of tenure-track faculty positions, compounded by the increasing number of Ph.D. graduates and postgraduate traineeships.1 SFARI created the Bridge to Independence Award program to address this issue and to encourage continued excellence in the autism research field.
Grants awarded through the Bridge to Independence Award program are intended to invest in the next generation of top autism investigators by identifying talented early-career scientists interested in autism research and facilitating their transition to an independent research career. This request for applications (RFA) is aimed at senior postdoctoral fellows who intend to seek tenure-track faculty positions during the 2017–18 academic year. Successful applicants will be notified that they are finalists in the Bridge to Independence Award program and will have one year to submit an approval application, which includes confirmation of a tenure-track professorship at a U.S. academic institution, review of the institution’s research environment and resources, and institutional signoff. After the Simons Foundation accepts the approval application, the finalist will become a grantee and receive a commitment of $150,000 per year over three years, awarded through their faculty appointment institution.
Education Research Grants 84.305A
Deadline: August 17, 2017 4:30 p.m.
This program seeks to improve the quality of education for all students—prekindergarten through postsecondary and adult education—by supporting rigorous education research and the development of programs and interventions that advance understanding of what works in a wide range of educational topics. In FY 2018, applications will be accepted in 12 topics: Cognition and Student Learning; Early Learning Programs and Policies; Education Leadership; Education Technology; Effective Teachers and Effective Teaching; English Learners; Improving Education Systems; Postsecondary and Adult Education; Reading and Writing; Science, Technology, Engineering, and Mathematics Education; Social and Behavioral Context for Academic Learning; and three Special Topics (Arts in Education, Career and Technical Education, and Systemic Approaches to Educating Highly Mobile Students). ESTIMATED GRANT AWARD: $100,000– $760,000
Education Research and Development Centers 84.305C
Deadline: September 21, 2017 4:30 p.m.
The mission of the National Education Research and Development (R&D) Centers is to contribute to the production and dissemination of rigorous evidence and products that provide practical solutions to important education problems in the United States. The R&D Centers develop, test, and disseminate new approaches to improve teaching and learning; work cooperatively to conduct supplemental research within its broad topic area; and provide national leadership in defining research and development directions within its topic area. NCER is accepting applications for four R&D Centers—Improving Education Outcomes for Disadvantaged Students in Choice Schools; Improving Rural Education; Writing in Secondary Schools, and Exploring Science Teaching in Elementary School Classrooms. ESTIMATED GRANT AWARD: $1 million – $2 million
Partnerships and Collaborations Focused on Problems of Practice or Policy 84.305H
Deadline: August 17, 2017 4:30 p.m.
IES is committed to building partnerships between researchers and practitioners to conduct relevant research that informs education locally and across the country. This grant program will sponsor grants in two areas. The Researcher-Practitioner Partnerships in Education Research program brings research institutions together with state or local education agencies that have identified a high-priority education issue or problem. These partnerships carry out initial research on that issue and develop a plan for future research. The Evaluation of State and Local Education Programs and Policies program supports efforts to determine the impact of local or state efforts to improve education. The grants will allow for the evaluation of fully-developed programs and policies that the local or state education agency identifies as priorities. The results of these evaluations are not only useful to the state or district that is involved, but also to other states or districts that are using similar programs or policies. ESTIMATED GRANT AWARD: $50,000 – $1 million
Low-Cost, Short Duration Evaluation of Education Interventions 84.305L
Deadline: August 3, 2017 4:30 p.m.
The Low-Cost, Short-Duration Evaluation of Education Interventions program is designed to support rigorous evaluations of education interventions that state or local education agencies expect to produce meaningful improvements in student outcomes in a single academic year, and that can be evaluated using administrative data. Projects will be conducted by research institutions and education agencies working together over a two-year period. ESTIMATED GRANT AWARD: $50,000 – $125,000. NOTE: A second grant competition will be held in early 2018, with applications available on January 11, 2018 and due on March 1, 2018
Special Education Research and Training:
Special Education Research Grants 84.324A
Deadline: August 17, 2017 4:30 p.m.
The Special Education Research Grants program uses a topic and goal structure to divide the research process into stages for both theoretical and practical purposes. Each application must be submitted to one topic and one goal. Individually, the topics and goals are intended to help focus the work of researchers. Together, they are intended to cover the range of research, development, and evaluation activities necessary for building a scientific enterprise that can provide solutions to the education problems in our nation. Education has always produced new ideas, new innovations, and new approaches, but only appropriate empirical evaluation can identify those that are in fact improvements. Taken together, work across the Institute’s topics and goals should not only yield information about the practical benefits and the effects of specific interventions on education outcomes but also contribute to the bigger picture of scientific knowledge and theory on learning, instruction, and education systems.
Research Training Programs in Special Education 84.324B
Deadline: August 17, 2017 4:30 p.m.
In this announcement, the Institute of Education Sciences (Institute) describes its Research Training Programs in Special Education (Training) funded through the National Center for Special Education Research. The training programs aim to prepare individuals to conduct rigorous and relevant special education and early intervention research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. In FY 2018, grants will be made under three topics:
• The Postdoctoral Research Training in Special Education and Early Intervention program funds programs at doctoral-granting institutions to further prepare researchers who have obtained their doctorate to become researchers capable of conducting high-quality, independent special education or early intervention research that advances knowledge within the field and addresses issues important to education leaders and practitioners.
• The Early Career Development and Mentoring program provides support for an integrated research and career development plan for investigators in the early stages of their academic careers who have established an interest in special education research. The ultimate aim of this program is to help launch independent research careers focused on infants, toddlers, children, and youth with or at risk for disabilities. The award will provide support for research (including salary for protected time to conduct research) and career development that includes training under the guidance of an experienced mentor or mentors.
• The Methods Training Using Sequential, Multiple Assignment, Randomized Trial (SMART) Designs for Adaptive Interventions in Education program provides support for the training of education researchers in methodology and data analysis skills related to using SMART designs as part of rigorous and relevant research on adaptive interventions focused on children with or at risk for disabilities.
Low-Cost, Short-Duration, Evaluation of Special Education Interventions 84.324L
Deadline: August 3, 2017 4:30 p.m.
The Low-Cost, Short-Duration Evaluation of Special Education Interventions (Low-Cost Evaluation) grant program is designed to support rigorous evaluations of special education interventions (broadly defined as practices, programs, and policies) that state or local education agencies expect to produce meaningful improvements in student education outcomes within a short period (for example, within a single semester or academic year). These evaluations are to be conducted for $250,000 or less and completed within 2 years. The program will be carried out by research institutions and state or local education agencies working together as partners. The evaluations will use randomized controlled trials or regression discontinuity designs to determine the impact of special education interventions on student education outcomes, and will rely on administrative data or other sources of secondary data to provide measures of these student outcomes. Evaluation results are to be disseminated to the education agency and the public before the end of the grant.
Applicants may propose to evaluate interventions for students in prekindergarten through high school. The Institute is interested in interventions that are expected to improve outcomes for students with or at risk for disabilities. The Institute is not specifying categories of interventions beyond that an intervention is implemented by a state or local education agency and of high importance to that agency, and that the intervention can be evaluated in a timely fashion. Note that the costs of interventions and their implementation are to be covered by the state and/or local education agency; they will not be covered by this grant program.
Research Networks Focused on Critical Problems of Policy and Practice in Special Education 84.324N
Deadline: September 21, 2017 4:30 p.m.
For FY 2018, the National Center for Special Education launched a new competition, the Research Networks Focused on Critical Problems of Policy and Practice in Special Education (Networks) program. This new program aims to focus resources and attention on high-priority issues in special education and to create both a structure and process for researchers who are working on these issues to share ideas, build new knowledge, and strengthen their research and dissemination capacity. The long-term outcomes of this program are to advance the field’s understanding of an issue beyond what an individual research project or team is able to do on its own and to assist policymakers and practitioners in using this information to strengthen education policies and programs and improve student education outcomes for students with or at risk for disabilities.
The Multi-Tiered Systems of Support (MTSS) Network is the focus for FY 2018. MTSS are frameworks that provide multiple levels of support through coordinated, evidence-based practices, strategies, and structures to meet the academic, social, emotional, and behavioral needs of all learners. For this topic, MTSS must occur at the elementary school level, integrate both academic and behavioral supports, and address the needs of children with or at risk for disabilities.
Letter of Intent Deadline: August 9, 2017
Despite significant increases in the proportion of women pursuing science, technology, engineering, and mathematics (STEM) doctoral degrees, women are significantly underrepresented as faculty, particularly in upper ranks, and in academic administrative positions, in almost all STEM fields. The problems of recruitment, retention, and advancement that are the causes of this underrepresentation vary by discipline and across groups of women faculty (e.g., by race/ethnicity, disability status, sexual orientation, foreign-born and foreign-trained status, and faculty appointment type). The ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that impede the full participation and advancement of all women faculty in academic institutions. Organizational barriers that inhibit equity may exist in areas such as policy, practice, culture, and organizational climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement and create a culture of differential treatment and rewards. Policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could mean that women and underrepresented minorities are evaluated less favorably, perpetuating their underrepresentation and contributing to a climate that is not inclusive.
The goals of the ADVANCE program are (1) to develop systemic approaches to increase the representation and advancement of women in academic STEM careers; (2) to develop innovative and sustainable ways to promote gender equity that involve both men and women in the STEM academic workforce; and (3) to contribute to the research knowledge base on gender equity and the intersection of gender and other identities in STEM academic careers. The ADVANCE program contributes to the development of a more diverse science and engineering workforce because of the focus on equity for STEM academic faculty who are educating, training, and mentoring undergraduate and graduate students and postdoctoral scholars.
Deadline: August 9, 2017
ITEST is a program that promotes PreK-12 student interests and capacities to participate in the science, technology, engineering, and mathematics (STEM) and information and communications technology (ICT) workforce of the future. To achieve this objective, ITEST supports the development, implementation, and selective spread of innovative strategies for engaging students in experiences that: (1) increase student awareness of STEM and ICT careers; (2) motivate students to pursue the education necessary to participate in those careers; and/or (3) provide students with technology-rich experiences that develop their knowledge of related content and skills (including critical thinking skills) needed for entering the STEM workforce. ITEST projects may adopt an interdisciplinary focus on multiple STEM domains, focus on a single domain, or focus on one or more sub-disciplines within a domain. ITEST projects must involve students, and may also include teachers. The ITEST program is especially interested in broadening participation of students from traditionally underrepresented groups in STEM fields and related education and workforce domains. Projects that actively engage business and industry partners to better ensure that PreK-12 experiences foster the knowledge and skill-sets needed for emerging STEM-related occupations are strongly encouraged. ITEST supports two project types: Strategies projects and SPrEaD (Successful Project Expansion and Dissemination) projects. Strategies projects support the design, implementation, and testing of innovative educational experiences that support the objectives of the ITEST program. SPrEaD projects support the wider and broader testing and dissemination of promising strategies to generate evidence and greater understanding of contextual factors that operate to enhance, moderate, or constrain anticipated project impacts. All ITEST projects may include activities designed to inform judgments regarding the feasibility of implementing strategies in typical learning environments associated with formal classrooms, out-of-school settings, or combinations of such environments. The ITEST program also invites proposals for an ITEST Resource Center to provide technical assistance to projects and provide assistance with the outreach activities of the ITEST program.
Deadline: August 18, 2017
The Decision, Risk and Management Sciences program supports scientific research directed at increasing the understanding and effectiveness of decision making by individuals, groups, organizations, and society. Disciplinary and interdisciplinary research, doctoral dissertation research improvement grants (DDRIGs), and workshops are funded in the areas of judgment and decision making; decision analysis and decision aids; risk analysis, perception, and communication; societal and public policy decision making; management science and organizational design. The program also supports small grants that are time-critical (Rapid Response Research - RAPID) and small grants that are high-risk and of a potentially transformative nature (EArly-Concept Grants for Exploratory Research - EAGER).
Deadline: August 29, 2017
The National Science Foundation Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become K-12 mathematics and science (including engineering and computer science) teachers. The program invites creative and innovative proposals that address the critical need for recruiting and preparing highly effective elementary and secondary science and mathematics teachers in high-need local educational agencies. The program offers four tracks: Track 1: The Robert Noyce Teacher Scholarships and Stipends Track, Track 2: The NSF Teaching Fellowships Track, Track 3: The NSF Master Teaching Fellowships Track, and Track 4: Noyce Research Track. In addition, Capacity Building proposals are accepted from proposers intending to develop a future Track 1, 2, or 3 proposal.
Deadline: August 31, 2017
The Methodology, Measurement, and Statistics (MMS) Program is an interdisciplinary program in the Directorate for Social, Behavioral, and Economic Sciences that supports the development of innovative, analytical, and statistical methods and models for those sciences. MMS seeks proposals that are methodologically innovative, grounded in theory, and have potential utility for multiple fields within the social and behavioral sciences. As part of its larger portfolio, the MMS Program partners with a consortium of federal statistical agencies to support research proposals that further the development of new and innovative approaches to surveys and to the analysis of survey data.
The MMS Program provides support through a number of different funding mechanisms. The following mechanisms are addressed in this solicitation:
Regular Research Awards
Awards for conferences, workshops, and community-development activities
Doctoral Dissertation Research Improvement (DDRI) Grants
Research Experience for Undergraduates (REU) Supplements
MMS also supports Faculty Early Career Development (CAREER) awards.
Deadline: September 12, 2017
The American Educational Research Association (AERA) invites proposals for conferences in education research. AERA supports research conferences intended to break new ground in substantive areas of inquiry, stimulate new lines of study on issues that have been largely unexplored, or develop innovative research methods or techniques that can contribute more generally to education research. Conferences may focus on conceptual, empirical, or methodological issues important to understanding the state of the knowledge and charting directions for future research. It is anticipated that research conferences will draw upon diverse disciplines and fields of inquiry where there is relevant scientific and scholarly expertise. The purpose of this program is to foster the accumulation of knowledge, to enhance dissemination, to encourage innovation, and to advance studies of the highest quality in education research.
Deadline: September 12, 2017
The Institutional Challenge Grant encourages research institutions to build sustained research-practice partnerships with public agencies or nonprofit organizations in order to reduce inequality in youth outcomes. Applications are welcome from partnerships in youth-serving areas such as education, justice, child welfare, mental health, immigration, and workforce development.
The Institutional Challenge Grant encourages research institutions to build sustained research-practice partnerships with public agencies or nonprofit organizations in order to reduce inequality in youth outcomes.
To do so, research institutions will need to build the capacity of researchers to produce relevant work and the capacity of agency and nonprofit partners to use research. Equally important, research institutions will need to shift their policies and practices to value collaborative research.
Applications are welcome from partnerships in youth-serving areas such as education, justice, child welfare, mental health, immigration, and workforce development.
Deadline: September 14, 2017
The EHR Core Research (ECR) program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM.
The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in fundamental research on STEM learning and education by fostering efforts to develop foundational knowledge in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The ECR program will fund fundamental research on: human learning in STEM; learning in STEM learning environments, STEM workforce development, and research on broadening participation in STEM.
Deadline: October 3, 2017 or April 3, 2018
The Autism Science Foundation invites applications for its Research Accelerator Grants. These grants are designed to expand the scope, speed the progress or increase the efficiency and improve final product dissemination of active autism research grants.
Autism Science Foundation will make a number of Awards determined by its available financial resources. The term of the award cannot exceed the IRB approval period on the underlying grant.
Grants of up to $5000 are available to enhance, expand and enrich grants currently funded by other sources (including ASF). Staff salary may be covered by this award. All projects must have prior IRB approval. No portion of these funds shall be used to cover indirect university costs.
Letter of Intent due: October 12, 2017
Full proposals will be due in late February 2018
In the Spring of 2014, the Spencer Foundation introduced an ambitious new grant program, The Lyle Spencer Research Awards: Advancing Understanding of Education Practice and Its Improvement. This program is the successor to our long-standing field-initiated major grant program.
With this program, we aim to reinforce our commitment to intellectually ambitious research, oriented ultimately to improving the practice of education, and independent of any particular reform agendas or methodological strictures. This is not at base a change of direction for a foundation that has always aimed to foster creative and open-minded scholarship; it is however an emphatic assertion of our determination to search for and support the most challenging, original, and constructive scholarship and research we can find. We intend through this endeavor to press our colleagues in the research community to raise their level of intellectual ambition, to encourage work that is more thoughtful, more critical of prevailing assumptions, more self-critical about their own work and its limitations, and more relevant to the aim of building knowledge for improved educational practice.
Preliminary Proposal Deadline Dates:
October 18, 2017
Full Proposal Target Dates:
December 20, 2017
The Industry-University Cooperative Research Centers (IUCRC) program develops long-term partnerships among industry, academe, and government. The Centers are catalyzed by an investment from the National Science Foundation (NSF) and are primarily supported by industry Center members, with NSF taking a supporting role in the development and evolution of the Center. Each Center is established to conduct research that is of interest to both the industry members and the Center faculty. An IUCRC contributes to the nation's research infrastructure base and enhances the intellectual capacity of the engineering and science workforce through the integration of research and education. As appropriate, an IUCRC uses international collaborations to advance these goals within the global context.
Internal Deadline: April 20th each year
Charitable organizations in the Lansing, Denver, Nashville or Chicago areas that are interested in applying for a grant or sponsorship through the Jackson National Community Fund (JNCF) are encouraged to submit this application for consideration. Jackson National Life Insurance Company (Jackson)® directs the majority of its funding to nonprofits that benefit children or seniors in those communities in which the company operates.
MSU has a single point of contact for all philanthropic requests to the Jackson National Community Fund. If you are interested in requesting funding, do not contact Jackson National, contact Larry Wallach at firstname.lastname@example.org.
1. All MSU units or programs that want to apply for JNL support during our next fiscal year that begins on July 1st will provide me with a brief description of their potential request, along with the amount, by April 20th of each year.
2. I will put these potential requests into a single menu for Danielle/JNL’s review, which I will provide to her by May 1st.
3. Upon review, Danielle /JNL will let us know in mid-May which potential requests JNL will invite a full proposals for.
4. Those invited to submit a full proposal will then apply online during Cycle C, before JNL’s June application deadline, which falls on June 22nd this year. See attached link: https://www.jackson.com/our-company/in-the-community/jncf-grant-application.xhtml (Note: Danielle has asked that, from now on, ALL MSU requests for which a proposal has been invited apply during the Cycle C period only and not during JNL’s other grant cycles.)
Ralph C. Wilson, Jr. believed effective change should make an impact from the start, yet carry long into the future. To do both, he earmarked a portion of his estate and the eventual sale of his beloved Buffalo Bills to fund his namesake foundation. The Ralph C. Wilson, Jr. Foundation began operations in 2015 to continue his legacy—one of generosity and innovation, healthy risk taking and collaboration, and an unshakeable community focus.
The Foundation’s geographic focus is Southeast Michigan & Western NY State. The Foundation defines SE Michigan as: Wayne, Oakland, Macomb, Monroe, Washtenaw, St. Clair and Livingston Counties. The Foundation’s policies state that “Programs located outside of these regions are generally not encouraged.” What this means, as a practical matter, is that any successful MSU requests will need to be based on activity and relationships within the counties listed.
Wilson Foundation Program areas:
- Children and Youth: For kids, we’re looking for opportunities beyond K-12 education to provide more pathways to success. Here, we focus on strengthening young minds and bodies with early childhood initiatives, sports and youth development programs, and after school programs.
- Young Adults and Working Class Families: Often weighed down by heavy demands and limited resources, working class families and young adults can often miss out on career opportunities. We will invest in skills training and education that can lead to pathways to good paying jobs and increased independence.
- Caregiving: The role of caregiver can be demanding and overwhelming. Here, we support and honor those who care for others – whether paid or voluntarily – through efforts that provide needed skills, resources, education and respite. Early opportunities will focus primarily on those caring for older adults and seniors.
- Health Communities: A thriving community starts with the well-being of its people. Here, we will seek opportunities to support: community design and access to space, and programs that support healthy living; improving non-profit productivity and innovation; and economic development levers that spur regional growth, innovation and equity.
There is no deadline, applications are accepted on a rolling basis. The foundation has indicated that all MSU inquiries and applications should route to Lawrence Wallach, Associate Director of MSU Corporate & Foundation Relations.
Internal Grant Announcements
The Office of the Vice President for Research and Graduate Studies (VPRGS) maintains a list of up-to-date internal grant funding opportunities at Michigan State University.
More information on internal funding from the Clinical and Translational Sciences Institute (CTSI).
Michigan State University faculty and alumni in Turkey are active and supportive of several formal linkages with educational institutions, Turkish and Turkic language course offerings, study abroad programs and international research initiatives in Turkey.
Awards funded by VPRGS on a continuous basis.
The OVPRGS has allocated new funding in FY 2016-2017 to support Targeted Support Grants for Technology Development (TSGTD). TSGTD awards are intended to accelerate the commercial development of inventions, technologies and copyright materials within the entire MSU intellectual property estate. Support is targeted to address narrow, specific technology “gaps”, to better establish proof of concept, and to enable key, go-no go decisions concerning the potential for commercial application. As such, these awards may enhance or create business opportunities including licensing, marketing, new company creation or other business development efforts within the MSU Innovation Center (http://innovation.msu.edu).
Proposals are submitted by MSU Technology Tech Managers in collaboration with faculty inventors. Eligibility for TSGTD funding requires:
- evidence of secure IP (submitted or issued technology patents)
- completion of formal technology screening or full commercial assessment evidencing commercial potential, if not specific market options. This process is initiated routinely upon submission of an invention disclosure.
TSGTD applications are accepted and immediately reviewed at any time throughout the year. Nominations are jointly prepared by inventors and MSUT Tech Managers and submitted to a Research Review Committee convened by the OVPRGS to facilitate confidential peer review by selected internal (MSU) or external expert panels. This approach allows immediate evaluations and funding decisions on a continuous basis. This offers the advantage of avoiding extended time delays inherent in other internal or external grant programs. The TSGTD review process ensures confidentiality to both applicants and expert referees and protects against disclosure of IP.
Award categories range from flexible, short term projects conducted within MSUT (Category A – $5,000 -$10,000), to more complex short or long term research projects involving MSU inventors (Category B/C – $10,000 - $100,000), as well as projects involving co-investments ($ or in-kind) by commercial partners (Category D – $75-150,000). Projects within Category D have high priority based on the commitment of commercial customers willing to share risks of development.
The College of Education’s Institute for Research on Teaching and Learning has funds to support either projects that are likely to lead to larger funded projects or small research projects. The goal of the “seed” grants is to enable COE faculty to develop research grant
proposals and to increase their likelihood of successfully competing for
research funds. However, research projects that stand alone will also be