Grant Information for New Faculty Members
Are you a new faculty member in the College of Education? We have a page with useful grant information for new faculty members.
Institute of Education Sciences National Institutes of Health
National Science Foundation
Search the SciVal Funding database for funding opportunties.
Full Proposal Deadline: July 3, 2013
The chief goal of WIDER is to transform institutions of higher education into supportive environments for STEM faculty members to substantially increase their use of evidence-based teaching and learning practices. The first recommendation in the Report of the President's Council of Advisors on Science and Technology (PCAST), "Engage to Excel," is to increase widespread implementation of evidence-based practices in order to increase persistence in STEM and contribute to the goal of producing 1 million additional STEM graduates.
Through this process, WIDER seeks to substantially increase the scale of application of highly effective methods of STEM teaching and learning in institutions of higher education, by employing instructional materials and methods that have a convincing evidentiary basis of effectiveness. In particular WIDER seeks this transformation for high enrollment, lower division courses required for many STEM majors and taken by many other students to fulfill general education distribution requirements.
Included in our broad definition of effective STEM teaching and learning are not only instructional practices in traditional learning environments, but also modern laboratory methods and field research, proven distance education methods (or hybrid designs incorporating both face-to-face and distance methods), and improved approaches to motivating student interest in STEM. In all cases, the primary goal of WIDER is to increase substantially the scale of these improvements within and across the higher education sector in order to achieve:
(1) Improved student learning;
(2) Increased numbers of students choosing STEM majors, particularly from demographic groups underrepresented in STEM;
(3) Improved retention in the first two years of undergraduate study and to graduation of all STEM majors.
Applicants may apply for WIDER grants to begin institutional planning efforts, to support implementation efforts for evidence-based teaching and learning practices, and for research on how to increase the importance placed on evidence-based practices in institutional strategic planning and faculty rewards.
Full Proposal Deadline Date: July 12, 2013 and February 4, 2014
The EHR Core Research (ECR) program establishes a mechanism in the Directorate for Education and Human Resources to provide funding in foundational research areas that are broad, essential and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following core areas: STEM learning, STEM learning environments, workforce development, and broadening participation in STEM. We invite researchers to identify and conduct research on questions or issues in order to advance the improvement of STEM learning in general, or to address specific challenges of great importance. Two types of proposals are invited: Core Research Proposals (maximum 5 years, $1.5 million) that propose to study a foundational research question/issue designed to inform the transformation of STEM learning and education and Capacity Building Proposals (maximum 3 years, $300,000) intended to support groundwork necessary for advancing research within the four core areas.
Capacity-Building Projects (CAPs)
Letter of Intent Deadline Date: May 14, 2013
for Integration and Deployment Projects (INDPs) only
Full Proposal Deadline Date: July 15, 2013
Integration and Deployment Projects (INDPs)
Through the Cyberlearning: Transforming Education program, NSF seeks to integrate advances in technology with advances in what is known about how people learn to
- better understand how people learn with technology and how technology can be used productively to help people learn, through individual use and/or through collaborations mediated by technology;
- better use technology for collecting, analyzing, sharing, and managing data to shed light on learning, promoting learning, and designing learning environments; and
- design new technologies for these purposes, and advance understanding of how to use those technologies and integrate them into learning environments so that their potential is fulfilled.
Of particular interest are technological advances that allow more personalized learning experiences, draw in and promote learning among those in populations not served well by current educational practices, allow access to learning resources anytime and anywhere, and provide new ways of assessing capabilities. It is expected that Cyberlearning research will shed light on how technology can enable new forms of educational practice and that broad implementation of its findings will result in a more actively-engaged and productive citizenry and workforce.
Cyberlearning awards will be made in three research categories, each focusing on a different stage of research and development: Exploratory (EXP), Design and Implementation (DIP), and Integration and Deployment (INDP). The Cyberlearning program will also support small Capacity-Building Projects (CAP) and a Cyberlearning Resource Center (CRC).
Full Proposal Target Date: July 15, 2013
July 15, Annually Thereafter
DLS supports fundamental research that increases our understanding of cognitive, linguistic, social, cultural, and biological processes related to children's and adolescents' development and learning. Research supported by this program will add to our basic knowledge of how people learn and the underlying developmental processes that support learning, with the objective of leading to better educated children and adolescents who grow up to take productive roles as workers and as citizens.
Among the many research topics supported by DLS are: developmental cognitive neuroscience; development of higher-order cognitive processes; transfer of knowledge from one domain or situation to another; use of molecular genetics to study continuities and discontinuities in development; development of peer relations and family interactions; multiple influences on development, including the impact of family, school, community, social institutions, and the media; adolescents’ preparation for entry into the workforce; cross-cultural research on development and learning; and the role of cultural influences and demographic characteristics on development. Additional priorities include research that: incorporates multidisciplinary, multi-method, microgenetic, and longitudinal approaches; develops new methods, models, and theories for studying learning and development; and integrates different processes (e.g., learning, memory, emotion), levels of analysis (e.g., behavioral, social, neural), and time scales (e.g. infancy, middle childhood, adolescence).
This program supports Integrative Research Activities for Developmental Science (IRADS). The program currently is at its capacity for supporting such large-scale awards, and is therefore not considering new IRADS proposals at this point in time. The program is accepting proposals for individual investigator projects (average total budget of approximately $100,000 per year) and workshops/ small conferences (average total one-time budget of approximately $15,000).
Establish Applicant Eligibility: June 4, 2013
Full Proposal Deadline Date: July 16, 2013
The Howard Hughes Medical Institute plays a powerful role in advancing biomedical research and science education in the United States. HHMI’s program in biomedical research rests on
the conviction that scientists of exceptional talent, commitment, and imagination will make fundamental discoveries for the betterment of human health if they receive the resources, time, and
freedom to pursue challenging questions. The Institute’s science education program supports initiatives with the power to transform education in the life sciences for all students. Our objectives
are to recruit and develop talented students who will be the future leaders of science and science education, and to promote scientific literacy among all students. Just as today’s researchers
solve complex questions by working across scientific disciplines and integrating tools from these disciplines, HHMI seeks to support undergraduate science education by integrating a variety
of tools and approaches that will engage students in science.
Deadline: July 22, 2013
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 junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Such activities should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from junior faculty members at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.
Full Proposal Window: June 1, 2013 - June 17, 2013
The June proposal window is only for workshop and conference proposals, not for research proposals. Proposals for workshops and conferences that will be held less than one year after submission may be returned without review.
June 1 - June 15, Annually Thereafter
Full Proposal Window: July 15, 2013 - August 1, 2013
This proposal window is for research proposals only. See above for submission windows for workshop and conference proposals.
July 15 - August 1, Annually Thereafter
Full Proposal Window: January 15, 2014 - February 3, 2014
This proposal window is for research proposals only. See below for submission windows for workshop and conference proposals.
January 15 - February 1, Annually Thereafter
Supports research on perception, action and cognition. Emphasis is on research strongly grounded in theory. Central research topics for consideration by the Perception, Action, and Cognition panel include vision, audition, haptics, attention, memory, reasoning, written and spoken discourse, and motor control. The program encompasses a wide range of theoretical perspectives, such as symbolic computation, connectionism, ecological, 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 (e.g., Linguistics, Developmental and Learning Sciences, Cognitive Neuroscience, etc). Proposals may involve clinical populations, animals, or computational modeling only if the work has direct impact on basic issues of human perception, action, or cognition.
Deadline: August 13, 2013
The NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program provides institutions with funds for student scholarships to encourage and enable academically talented students demonstrating financial need to enter the STEM workforce or STEM graduate school following completion of an associate, baccalaureate, or graduate degree in fields of science, technology, engineering, or mathematics. The program was established by the National Science Foundation (NSF) in accordance with the American Competitiveness and Workforce Improvement Act of 1998 (P.L. 105-277) as modified by P.L. 106-313 and P.L.108-447 in 2004. The Act reflects the national need to increase substantially the number of American scientists and engineers.
Deadline: August 28, 2013
The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. (2) REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects.
Undergraduate student participants in either REU Sites or REU Supplements must be U.S. citizens, U.S. nationals, or permanent residents of the United States.
Students do not apply to NSF to participate in REU activities. Students apply directly to REU Sites or to NSF-funded investigators who receive REU Supplements. To identify appropriate REU Sites, students should consult the directory of active REU Sites on the Web at http://www.nsf.gov/crssprgm/reu/reu_search.cfm.
Deadline: September 1, 2013
With support from the National Science Foundation (NSF), the AERA Grants Program announces it's Research Grants competition. The program seeks to stimulate research on U.S. education issues using data from the large-scale, national and international data sets supported by the National Center for Education Statistics (NCES), NSF, and other federal agencies, and to increase the number of education researchers using these data sets. The program supports research projects that are quantitative in nature, include the analysis of existing data from NCS, NSF or other federal agencies, and have U.S. education policy relevance.
AERA invites education-related research proposals using NCES, NSF, and other federal data bases. Research Grants are available for faculty at institutions of higher education, postdoctoral researchers, and other doctoral-level scholars. Applications are encouraged from a variety of disciplines, such as but not limited to, education, sociology, economics, psychology, demography, statistics, and psychometrics.
Deadline: September 4, 2013
The Institute of Education Sciences accepts applications once or twice each year for its research and research training grant programs generally, the third Thursday in June and the third Thursday in September.
Although the Institute accepts applications for most programs in both June and September, some programs receive applications only once each year. This year, applications are only being accepted for September; there is no June application round.
- Cognition and Student Learning (84.305A): September
- Predoctoral Interdisciplinary Research Training (84.305B): September
- Nat'l Research and Development Center on Developmental Education Assessment and Instruction (84.305C): September
- Statistical and Research Methodology Grants (84.305D): September only
- Researcher - Practitioner Partnerships in Education Research (84.305H): September
Note: For FY 2014, the Institute's National Center for Special Education Research will not hold competitions. A link to the Federal Register announcement.
Preliminary proposal due June 11, 2013. If invited, full proposal due September 4, 2013.
The Evidence for the Classroom RFP seeks to address the gap in the research literature on whether, when, and how student data informs classroom instruction. Many “data-based decision making” reforms are premised on the idea that teachers can effectively use student data. However, there is a dearth of research on how teachers use student data to improve student outcomes, and on the conditions and contexts that support or impede successful use. With this general concern in mind, we are funding research grants, of up to $300,000, on teachers’ use of student performance data from kindergarten through 8th grade.
Proposal Deadlines: May 25, 2013 and September 25, 2013
This Funding Opportunity Announcement (FOA) encourages investigators to submit research grant applications that will identify, develop, evaluate and refine effective and efficient methods, systems, infrastructures, and strategies to disseminate and implement research-tested health behavior change interventions, evidence-based prevention, early detection, diagnostic, treatment and management, and quality of life improvement services, and data monitoring and surveillance reporting tools into public health and clinical practice settings that focus on patient outcomes.
Proposal Deadlines: Exploratory Proposals May 28, 2013 and October 10, 2013; Integrative Proposals: June 3, 2013 and December 10, 2013
The goal of the Smart and Connected Health (SCH) Program is to accelerate the development and use of innovative approaches that would support the much needed transformation of healthcare from reactive and hospital-centered to preventive, proactive, evidence-based, person-centered and focused on well-being rather than disease. Approaches that partner technology-based solutions with biobehavioral health research are supported by multiple agencies of the federal government including the National Science Foundation (NSF) and the National Institutes of Health (NIH). The purpose of this program is to develop next generation health care solutions and encourage existing and new research communities to focus on breakthrough ideas in a variety of areas of value to health, such as sensor technology, networking, information and machine learning technology, decision support systems, modeling of behavioral and cognitive processes, as well as system and process modeling. Effective solutions must satisfy a multitude of constraints arising from clinical/medical needs, social interactions, cognitive limitations, barriers to behavioral change, heterogeneity of data, semantic mismatch and limitations of current cyberphysical systems. Such solutions demand multidisciplinary teams ready to address technical, behavioral and clinical issues ranging from fundamental science to clinical practice.
Spencer Foundation Large Grant Program (for budgets over $40,000)
Deadlines and Review Process: Preliminary proposals are accepted at anytime and take approximately 2 to 4 weeks to review. If invited to submit a full proposal as a result of your preliminary submission, your invitation will be valid for one year from the date of the invitation letter. The invitation letter will contain guidelines for submission of the full proposal, as well as the next approaching deadline for full proposal submission.
Investigators of projects with budgets over $40,000 are asked to submit a preliminary proposal following the guidelines below. If the Foundation is interested in the project, the Principal Investigator will be invited to submit a full proposal. Normally, you will be informed about the status of the preliminary proposal within four to six weeks of receipt.
Proposal Narrative: The proposal narrative should be no longer than 1800 words, not including the reference list. It should include:
- a description of the project, the central research question(s) and its significance;
- a brief summary of the relevant literature, the relationship of the proposed research to that literature, and the new knowledge expected to result from the proposed research;
- a concise summary of the conceptual framework, research methods, data collection instruments, and modes of analysis that the project will employ;
- an explanation of (a) how the proposed work fits within one or more of the Spencer focus areas, or, (b) the unique contribution of the work if it does not fit within one of the Spencer focus areas; and
- a clear identification of the principal investigator(s) and a clear definition of the role(s) he/she and any supporting researcher(s) will play.
Invited Full Proposals: After submitting a preliminary proposal, if you are invited to then submit a full proposal, the invitation will be valid for one year. There are three deadlines per year for invited full proposals: April 1st, July 1st, and December 1st. If you are hoping to receive an invitation for a specific deadline, please note that your preliminary proposal should be received no later than 8 weeks prior to the deadline. Earlier submissions will receive earlier decisions, resulting in additional time for preparation of the full proposal if invited. The review process for invited full proposals takes approximately eight months and may include staff, external, and advisory committee review.
Internal Grant Programs in the Office of the Vice President for Research and Graduate Studies (OVPRGS)
The Office of the Vice President for Research and Graduate Studies (OVPRGS) maintains a list of up-to-date internal grant funding opportunities at Michigan State University.
Other Funding Sources at Michigan State University
Other internal funding sources at Michigan State University.
Internal Funding administered by the Clinical and Translational Sciences Institute (CTSI)
More information on internal funding from the Clinical and Translational Sciences Institute (CTSI).
IRTL Seed Grants
The College of Education’s Institute for Research has funds to support either projects that are likely to lead to larger funded projects or small research projects. Priority is given to projects that are likely to lead to larger funded projects.