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
Deadline: June 25, 2018
Program Description: The program provides grants to establish, strengthen, and operate language and area or international studies centers that will be national resources for teaching any modern foreign language. Grants support: instruction in fields needed to provide full understanding of areas, regions or countries; research and training in international studies; work in the language aspects of professional and other fields of study; and instruction and research on issues in world affairs.
Types of Projects: This program supports comprehensive undergraduate National Resource Centers, which: teach at least one modern foreign language; provide instruction in fields needed for full understanding of areas, regions, or countries where a language is commonly spoken; provide resources for research and training in international and foreign language aspects of professional and other fields of study; and provide opportunities for instruction and research on important issues in world affairs.
Additional Information: This program provides grants to institutions of higher education or consortia of institutions of higher education to establish, strengthen, and operate comprehensive and undergraduate language and area/international studies centers that will be national resources for:
• Teaching of any modern foreign language;
• Instruction in fields needed to provide full understanding of areas, regions, or countries in which the language is commonly used;
• Research and training in international studies;
• Language aspects of professional and other fields of study; and
• Instruction and research on issue in world affairs.
A comprehensive or undergraduate National Resource Center (NRC):
• Teaches at least one modern foreign language.
• Provides --
o Instruction in fields necessary to provide a full understanding of the areas, regions, or countries in which the languages are commonly used;Resources for training and research in international and foreign language aspects of professional and other fields of study; or Opportunities for training and research on issues in world affairs that concern one or more countries.
• Provides outreach and consultative services on a national, regional and local basis.
• Maintains linkages with overseas institutions of higher education and other organizations that may contribute to the teaching and research of the Center.
In the case of a comprehensive Center --
• Maintains specialized library collections; and
• Employs scholars engaged in training and research which relates to the subject area of the Center.
In the case of an undergraduate Center --
• Maintains library holdings, including basic reference works, journals, and works in translation; and
• Employs faculty with strong credentials in language, area, and international studies.
• Equipment costs exceeding ten percent of the grant are not allowable.
• Funds for undergraduate travel are allowable only in conjunction with a formal program of supervised study in the subject area on which the center focuses.
• Grant funds may not be used to supplant.
Notice of Intent deadline: June 11, 2018
Full application deadline: June 26, 2018 4:30 p.m.
The Department of Education is issuing a notice inviting applications for fiscal year (FY) 2018 for the Teacher Quality Partnership Grant Program, Catalog of Federal Domestic Assistance (CFDA) number 84.336S.
Purpose of Program: The purposes of the TQP program are to improve student achievement; improve the quality of prospective and new teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing teachers who meet applicable State certification and licensure requirements; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teaching force.
Deadline: July 2, 2018
An innovative science, technology, engineering, mathematics and computing (STEM+C) workforce and well-educated citizenry are crucial to the Nation's prosperity, security and competitiveness. Preparation for the future workforce must begin in the earliest grades from preK-12, where students need to learn not only the science and mathematics central to these areas, but also how computational thinking is integral to STEM disciplines. Because of the powerful innovation and application of computing in STEM disciplines there is an urgent need for real-world, interdisciplinary, and computational preparation of students from the early grades through high school (preK-12) that will provide a strong foundation for mid-level technical careers and for continuing education in higher education. This is particularly important in the key science areas described in the National Science Foundation’s Big Ideas for Future NSF Investment. The STEM+C program supports research and development proposals related to new approaches to pre-K-12 STEM teaching and learning related to Harnessing the Data Revolution, Convergence Research and the Future of Work at the Human-Technology Frontier.
The STEM+C Program focuses on research and development of interdisciplinary and transdisciplinary approaches to the integration of computing within STEM teaching and learning for preK-12 students in both formal and informal settings. The STEM+C program supports research on how students learn to think computationally to solve interdisciplinary problems in science and mathematics. The program supports research and development that builds on evidence-based teacher preparation or professional development activities that enable teachers to provide excellent instruction on the integration of computation and STEM disciplines. Proposals should describe projects that are grounded in prior evidence and theory, are innovative or potentially transformative, and that will generate and build knowledge about the integration of computing and one or more STEM disciplines at the preK-12 level.
A proposal submitted to this program description should describe the integration of computing with one or more STEM disciplines. A proposal may focus on studies on the effects of integrating computational thinking with STEM disciplines or the challenges of implementing these potentially disruptive educational interventions. Proposed projects may develop models, assessments, and technological tools to support teaching and learning in this area as well as conduct research on these models, assessments, and tools.
Outcomes of projects should enable the Nation to have a future workforce with knowledge of computational thinking integrated with STEM disciplines, and students prepared and interested in careers in the skilled technical work force or further education and science careers.
Target: July 2, 2018 – for 2018 funding
Full Proposal Window: until January 16, 2019
A well-prepared, innovative science, technology, engineering, and mathematics (STEM) workforce is crucial to the Nation's prosperity and security. Future generations of STEM professionals are a key sector of this workforce, especially in the critical scientific areas described in the Big Ideas for Future NSF Investments. To accelerate progress in these areas, the next generation of STEM professionals will need to master new knowledge and skills, collaborate across disciplines, and shape the future of the human-technology interface in the workplace. As a result, NSF recognizes the need to support development of and research on effective educational approaches that can position the future STEM workforce to make bold advances in these Big Ideas.
In response to this need, the NSF’s Education and Human Resources Directorate seeks to invest in projects that can educate the STEM workforce to advance discovery in the six research Big Ideas: Harnessing the Data Revolution; The Future of Work; Navigating the New Arctic; Multi-messenger Astrophysics; The Quantum Leap; and Understanding the Rules of Life. In addition to developing and implementing novel educational and/or training programs, these projects should simultaneously generate new knowledge about effective STEM education, by studying such programs and exploring related issues.
Specifically, NSF accepts proposals to support education research and development projects focused on re- or up-skilling the existing workforce; developing the skilled technical workforce; and/or preparing those at the undergraduate, graduate, or postdoctoral fellow/early career levels. We encourage projects to partner with industry, public, and private sectors to define the needs of tomorrow’s workforce and develop educational and learning strategies to meet those needs. Proposals should address near-, mid-, and long-term challenges and opportunities facing the development of STEM professionals or anticipate new structures and functions of the STEM learning and teaching enterprise. Proposers are encouraged to include approaches that have the potential to increase and diversify participation in STEM. All proposals should contribute to one or more of the six research Big Ideas.
Deadline: July 5, 2018 3:00 PM
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.
We fund research that increases understanding in one of our two focus areas:
• programs, policies, and practices that reduce inequality in youth outcomes, and
• strategies to improve the use of research evidence in ways that benefit youth.
We seek research that builds stronger theory and empirical evidence in these two areas. We intend for the research we support to inform change. While we do not expect that any one study will create that change, the research should contribute to a body of useful knowledge to improve the lives of young people.
Deadline: July 10, 2018
The NSF SBIR program focuses on transforming scientific discovery into products and services with commercial potential and/or societal benefit. Unlike fundamental research, the NSF SBIR program supports startups and small businesses in the creation of innovative, disruptive technologies, getting discoveries out of the lab and into the market.
The NSF SBIR Program funds early or "seed" stage research and development. The program is designed to provide equity-free funding and entrepreneurial support at the earliest stages of company and technology development.
The SBIR program is Congressionally mandated and intended to support scientific excellence and technological innovation through the investment of federal research funds to build a strong national economy by stimulating technological innovation in the private sector; strengthening the role of small business in meeting federal research and development needs; increasing the commercial application of federally supported research results; and fostering and encouraging participation by socially and economically disadvantaged and women-owned small businesses.
The SBIR program at NSF solicits proposals from the small business sector consistent with NSF's mission to promote the progress of science; to advance the national health, prosperity, and welfare; and to secure the national defense.
Deadline: July 10, 2018
The NSF STTR program focuses on transforming scientific discovery into products and services with commercial potential and/or societal benefit. Unlike fundamental research, the NSF STTR program supports startups and small businesses in the creation of innovative, disruptive technologies, getting discoveries out of the lab and into the market.
The NSF STTR Program funds early or "seed" stage research and development. The program is designed to provide equity-free funding and entrepreneurial support at the earliest stages of company and technology development.
The STTR program is Congressionally mandated and intended to support scientific excellence and technological innovation through the investment of federal research funds to build a strong national economy by stimulating technological innovation in the private sector; strengthening the role of small business in meeting federal research and development needs; increasing the commercial application of federally supported research results; and fostering and encouraging participation by socially and economically disadvantaged and women-owned small businesses.
The STTR program at NSF solicits proposals from the small business sector consistent with NSF's mission to promote the progress of science; to advance the national health, prosperity, and welfare; and to secure the national defense.
Deadline: July 11, 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 16, 2018
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.
Deadline: July 16, 2018
The Linguistics Program supports basic science in the domain of human language, encompassing investigations of the grammatical properties of individual human languages, and of natural language in general. Research areas include syntax, semantics, morphology, phonetics, and phonology.
The program encourages projects that are interdisciplinary in methodological or theoretical perspective, and that address questions that cross disciplinary boundaries, such as (but not limited to):
• What are the psychological processes involved in the production, perception, and comprehension of language?
• What are the computational properties of language and/or the language processor that make fluent production, incremental comprehension or rapid learning possible?
• How do the acoustic and physiological properties of speech inform our theories of natural language and/or language processing?
• What role does human neurobiology play in shaping the various grammatical properties of language?
• How does language develop in natural learning contexts across the life-span?
• What social and cultural factors underlie language variation and change?
The Linguistics Program does not fund research that takes as its primary goal improved clinical practice or applied policy, nor does it support work to develop or assess pedagogical methods or tools for language instruction.
Deadline: July 16, 2018
The Social Psychology Program at NSF supports basic research on human social behavior, including cultural differences and development over the life span.
Among the many research topics supported are: attitude formation and change, social cognition, personality processes, interpersonal relations and group processes, the self, emotion, social comparison and social influence, and the psychophysiological and neurophysiological bases of social behavior.
The scientific merit of a proposal depends on four important factors: (1) The problems investigated must be theoretically grounded. (2) The research should be based on empirical observation or be subject to empirical validation. (3) The research design must be appropriate to the questions asked. (4) The proposed research must advance basic understanding of social behavior.
Due: July 18, 2018
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.
Letter of Intent: June 22, 2018
Full Proposal Deadline: July 27, 2018
SPARK (Simons Foundation Powering Autism Research for Knowledge) is an autism research initiative that aims to recruit, engage and retain a community of 50,000 individuals with autism and their family members living in the U.S. Participation in this cohort will involve contribution of medical and behavioral information, mailing in of saliva for genetic analysis, the option to have genetic findings related to autism returned, and consent to be invited to participate in future research studies.
The project is operated by the Simons Foundation Autism Research Initiative (SFARI) in collaboration with approximately 25 university-affiliated research clinics, whose roles are to help enroll individuals with autism and their families in the study. Numerous national and local autism community organizations across the U.S. are also helping to find research participants and spread the word about this landmark initiative.
To date, SPARK has collected DNA extracted from saliva samples from thousands of individuals affected with autism and their family members. Phenotypic data for these families were collected online and are available through SFARI Base and summarized here: https://www.sfari.org/resource/spark/. SFARI has released whole-exome and genome-wide genotyping data from approximately 500 individuals with ASD and their biological parents. In October 2018, SFARI expects to release whole-exome and genome-wide genotyping data from approximately 4,500 additional individuals with ASD, their biological parents and an unaffected sibling (when available). SFARI also expects to release whole-genome data from an additional 400 individuals with ASD, their biological parents and an unaffected sibling (when available).
This RFA seeks proposals that will advance our understanding of the genetic basis of autism. SFARI welcomes proposals that focus on any type of genetic variants (rare and common variants, single-nucleotide variants (SNVs), copy number variants (CNVs), indels, coding and noncoding variants) that contribute to autism risk. We encourage innovative applications that combine analyses of variants across the allele frequency spectrum. We will prioritize proposals that will analyze SPARK data in conjunction with available genomic data from other ASD and neurodevelopmental genetic cohorts.
SFARI will make the alignment and variant call data available to all eligible researchers (i.e., not only those funded through this RFA) following standard quality control and data processing steps. The first batch of data is already available on SFARI Base, and the remaining data will be made available around October 2018. There will be a publication embargo for six months after all genomic data are released, which will prohibit submission of manuscripts for publication.
SFARI will work with successful applicants to make the genomic data available to their academic or cloud-based computing resources. SFARI understands that validation of de novo variants in recurrent genes/pathways is a key aspect of this project and will coordinate experimental confirmation of de novo calls with awardees.
Deadline: July 30, 2018
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 mission of the Office of Special Education and Rehabilitative Services (OSERS) is to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the Nation. The purpose of this Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel competition is to support existing doctoral degree programs that prepare special education, early intervention, and related services personnel who are well-qualified for, and can act effectively in, leadership positions as researchers and preparers of special education, early intervention, and related services personnel in institutions of higher education (IHEs), or as leaders in national organizations, State educational agencies (SEAs), lead agencies (LAs), local educational agencies (LEAs), early intervention services programs (EIS programs), or schools.
Deadline: July 30, 2018
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, and youth 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 mission of the Office of Special Education and Rehabilitative Services (OSERS) is to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the Nation. The purpose of this priority is to increase the number and improve the quality of personnel who are fully credentialed to serve children, including infants and toddlers, and youth with disabilities who have high-intensity needs,1 especially in areas of chronic personnel shortage. The priority will fund high-quality interdisciplinary 2 projects that prepare special education, early intervention, and related services 3 personnel at the master’s degree, educational specialist degree, or clinical doctoral degree levels for professional practice in a variety of educational settings, including natural environments (including the home and community settings in which children without disabilities participate), early learning programs, classrooms, and school settings.
August 1, 2018 (Research)
The PAC program funds theoretically motivated research on a wide-range of topic areas related to typical human behavior with particular focus on 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, written and spoken language, spatial cognition, motor control, categorization, reasoning, and concept formation. Of particular interest are emerging areas, such as the interaction of sleep or emotion with cognitive or perceptual processes, epigenetics of cognition, computational models of cognition, and cross-modal and multimodal processing. The program welcomes a wide range of perspectives, such as individual differences, symbolic and neural-inspired computation, ecological approaches, genetics and epigenetics, nonlinear dynamics and complex systems, and a variety of methodologies spanning the range of experimentation 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.
Note: Proposals may be returned without review if the major focus is 1) the organization of neural activity or brain networks; 2) understanding clinical populations; or 3) non-human animals without a clear and direct impact on our understanding of human perception, action, or cognition. Investigators are encouraged to send the program director a one-page summary of the proposed research before submitting a proposal, in order to determine its appropriateness for the PAC program.
Deadline: August 1, 2018
The research grants program of the William T. Grant Foundation supports high-quality field-initiated studies that are relevant to policies and practices that affect the lives of young people in the United States.
To that end, the foundation is accepting applications in support of research projects designed to advance understanding of inequality in youth outcomes and/or improving the use of research evidence in decisions that affect young people.
The foundation will award grants of up to $600,000 over two or three years in support of research designed to build, test, and increase understanding of approaches to reducing inequality in youth outcomes on the basis of race, ethnicity, economic standing, or immigrant origin status. The foundation is particularly interested in research on programs, policies, and practices with the potential to reduce inequality in academic, social, behavioral, and economic outcomes.
To improve the use of research evidence, the foundation will award up to $1 million over two to four years to identify, build, and test strategies that ensure that research evidence reaches the hands of decision makers, responds to their needs, and is used in ways that benefit youth. The foundation is particularly interested in research on improving the use of evidence by state and local decision makers, mid-level managers, and intermediaries.
Deadline: August 8, 2018
As the nation continues to expand the horizon of opportunities and possibilities through advances in science, technology, engineering and mathematics (STEM), the need for a more diverse and well-prepared STEM workforce is also expanding . The challenge of preparing citizens for the expanding workforce and the changing workplace environments calls for new innovations in STEM education . ITEST is a research and development program that supports projects to promote PreK-12 student interests and capacities to participate in the STEM and information and communications technology (ICT) workforce of the future. The ITEST program supports research on the design, development, implementation, and selective spread of innovative strategies for engaging students in technology-rich experiences that: (1) increase student awareness of STEM occupations; (2) motivate students to pursue appropriate education pathways to STEM occupations; or (3) develop disciplinary-based knowledge and practices, or promote critical thinking, reasoning skills, or communication skills needed for entering STEM workforce sectors. ITEST projects may adopt an interdisciplinary focus that includes multiple STEM disciplines, focus on a single discipline, or focus on one or more sub-disciplines. The ITEST program supports projects that provide evidence for factors, instructional designs, and practices in formal and informal learning environments that broaden participation of students from 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 occupations are strongly encouraged.
Competitions with an August 9, 2018 deadline
• Education Research and Development Centers Program (84.305C)
• Research Networks Focused on Critical Problems of Policy and Practice in Special Education (84.324N)
Letter of Intent Due: June 21, 2018
Full Application Due: August 9, 2018
Competitions with an August 23, 2018 deadline
• Education Research Grants (84.305A)
• Special Education Research Grants (84.324A)
• Research Training Programs in Special Education (84.324B)
• Statistical and Research Methodology in Education Competition (84.305D)
• Partnerships and Collaborations Focused on Problems of Practice or Policy (84.305H)
Letter of Intent Due: June 21, 2018
Full Application Due: August 23, 2018
Competitions with a March 7, 2019 deadline
• Low-Cost, Short-Duration Evaluation of Education Interventions (84.305L)
• Low-Cost, Short-Duration Evaluation of Special Education Interventions(84.324L)
Letter of Intent Due: January 10, 2019
Full Application Due: March 7, 2019
Letter of Inquiry deadline: August 20, 2018
Invited full proposal deadline: November 15, 2018
The Russell Sage Foundation's program on Social Inequality supports innovative research on whether rising economic inequality has affected social, political, and economic institutions, and the extent to which increased inequality has affected equality of opportunity, social mobility, and the intergenerational transmission of advantage. We seek investigator-initiated research projects that will broaden our understanding of the causes and consequences of rising economic inequalities in the United States.
Examples of the kinds of topics that are of interest include but are not limited to economic well-being, equality of opportunity, and intergenerational mobility; the political process and resulting policies; psychological and/or cultural change; education; labor markets; child development and child outcomes; neighborhoods and communities; families, family structure, and family formation; and other forms of inequality.
Two-year grants of up to $150,000 will be awarded to qualified organizations.
The foundation encourages methodological variety, but all proposals should have well-developed conceptual frameworks and designs. Analytical models should be specified and research questions and hypotheses should be clearly stated. Awards are available for research assistance, data acquisition, data analysis, and investigator time for conducting research and writing up results.
Deadline: August 28, 2018
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.
September 11, 2018
Second Tuesday in September, Annually Thereafter
Track - I: IRES Sites
September 18, 2018
Third Tuesday in September, Annually Thereafter
Track-II: Advanced Studies Institutes
September 25, 2018
Fourth Tuesday in September, Annually Thereafter
Track - III: New Concepts in International Graduate Experience
The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally-engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas.
The overarching, long-term goal of the IRES program is to enhance U.S. leadership in research and education and to strengthen economic competitiveness through training the next generation of research leaders.
This solicitation features three mechanisms; proposers are required to select one of the following tracks to submit their proposal.
Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Track III calls for U.S. institutional partnerships and coalitions to develop and evaluate innovative models for high-impact, large-scale international research and professional development experiences for graduate students, as individuals or groups.
Deadline: September 13, 2018
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.
October 1, 2017 - October 1, 2018
Exploration and Design Tier for Engaged Student Learning & Institution and Community Transformation
October 1, 2018 - September 30, 2019
Exploration and Design Tier for Engaged Student Learning & Institution and Community Transformation
December 11, 2018
Development and Implementation Tier for Engaged Student Learning & Institution and Community Transformation
Beginning in FY 2018, there will be no single date deadlines for Exploration and Design proposals, which may be submitted at any time from October 1, 2017 onward. Please note however that proposals received after May 1 will be held over to the subsequent financial year for possible award (for example awards will be made in FY 19 for proposals received after May 1, 2018).
The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growth in the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy.
The National Science Foundation (NSF) plays a leadership role in development and implementation of efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR program is a core NSF undergraduate STEM education program that seeks to improve the effectiveness of undergraduate STEM education for both majors and non-majors. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate populace. In pursuit of this goal, IUSE: EHR supports projects that have the potential to improve student learning in STEM through development of new curricular materials and methods of instruction, and development of new assessment tools to measure student learning. In addition to innovative work at the frontier of STEM education, this program also encourages replications of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings.
LOI deadline: October 2, 2018
The Lyle Spencer Research Awards Program is intended to support intellectually ambitious research oriented to improving the practice of education, independent of any particular reform agendas or methodological strictures. It supports projects with budgets up to $1 million. In this program, we envision a large-minded conception of educational practice that encompasses formal and informal learning as well as the institutional, policy, and normative frameworks that influence and are influenced by learning and developmental processes. Moreover, we recognize learning occurs across settings—from the classroom to the workplace and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study.
The Lyle Spencer Research Awards Program is an assertion of our determination to search for and support challenging, original, and constructive scholarship and research. Through this endeavor, we hope to press our colleagues in the research community to raise their level of intellectual ambition: to do work that is thoughtful, critical of prevailing assumptions, self-critical about the work and its limitations, and relevant to the aim of building knowledge for improved educational practice.
We want scholars who seek our support to have convincing, well-reasoned answers to this question: How does the work you are undertaking contribute to making the practice of education better? We value work that fosters creative and open-minded scholarship that examines deeper questions of how, when, for whom, and why. It is vital to make clear that in seeking to support work that is less tied to particular policy agendas or particular research methods, we are not aiming to pursue knowledge for its own sake or taking the view that anything goes. We believe the kind of searching inquiry that we aim to promote and support is not only quite demanding but also deeply relevant to the “lasting improvement in education” that our founder Lyle Spencer challenged his foundation to promote.
Deadline: November 6, 2018
The Center for Education and Ethics announces a new grant program. The Center will make awards of up to $40,000 for research projects in philosophy as it relates to educational policy and practice. We encourage applicants to understand educational policy and practice in broad terms, including issues that directly relate to K-12 schools and higher education institutions, but also concerning policies that influence children’s growth and development in the family and other institutions. We also encourage diverse kinds of philosophical research ranging from the highly abstract to the highly applied.
Deadline: July 9, 2019
The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NIGMS R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs. To this end, this funding opportunity announcement (FOA) encourages the development of innovative educational activities for pre-kindergarten to grade 12 (P-12), pre-service and in-service teachers (Teachers) and students from underserved communities with a focus on Courses for Skills Development, Research Experiences, Mentoring Activities, Curriculum or Methods Development and Outreach. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Information on current SEPA projects can be found at: https://www.nigms.nih.gov/Research/crcb/sepa/Pages/default.aspx and http://nihsepa.org. Applicants are strongly encouraged to consult with the SEPA Scientific/Research Contact to be advised on the appropriateness of the intended P-12 STEM or ISE project for SEPA program objectives and the priorities of the NIGMS.
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.
Grant applications are accepted year-round. Development Office should be contacted prior to applying to this foundation.
Astellas USA Foundation awards grants in the areas of science, literacy, and education. Priority is given to projects addressing health and well-being; science, technology, engineering, and mathematics (STEM) education; and disaster relief. The foundation awards grants that inspire students to pursue careers in science-based industries. Grants for STEM education programs and after-school enrichment programs provide mentoring and hands-on learning to students to cultivate their critical thinking, collaboration with others, and problem-solving skills.
Grant applications are accepted year-round. Development Office should be contacted prior to applying to this foundation.
The OMRON Foundation, Inc. coordinates the charitable efforts of all OMRON offices in the United States and is funded by OMRON’s subsidiaries in North America, who contribute a portion of their sales. Among the foundation’s funding priorities are programs to support education from elementary to college, with a focus on engineering, science, mathematics, and technology. The foundation also supports programs for the disabled; to provide basic needs (food, clothing, and shelter), disaster relief, and health; and to promote Japanese American cross-cultural enrichment.
Eligible applicants are nonprofit organizations with 501(c)(3) status. The foundation gives preference to local organizations in communities with OMRON operations and organizations where OMRON employees volunteer. The foundation also prefers to fund specific programs over general operating expenses. Grant awards are limited to one year.
The foundation does not support local athletic or sports programs and travel funds for tours, expeditions, or trips, among other restrictions. The full list of exclusions is provided on the website.
The grant request process requires all qualified organizations to submit an application that is a preliminary document, similar to a Letter of Inquiry. The application is available to access online. The completed application and proof of tax-exempt status must be submitted as attachments to the foundation email address. Based on the application, an organization may be invited to submit a full proposal.
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