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: March 15 – 22, 2017
The BIGDATA program seeks novel approaches in computer science, statistics, computational science, and mathematics, along with innovative applications in domain science, including social and behavioral sciences, education, biology, the physical sciences, and engineering that lead towards the further development of the interdisciplinary field of data science.
The solicitation invites two categories of proposals:
• Foundations (F): those developing or studying fundamental theories, techniques, methodologies, and technologies of broad applicability to big data problems, motivated by specific data challenges and requirements; and
• Innovative Applications (IA): those engaged in translational activities that employ new big data techniques, methodologies, and technologies to address and solve problems in specific application domains. Projects in this category must be collaborative, involving researchers from domain disciplines and one or more methodological disciplines, e.g., computer science, statistics, mathematics, simulation and modeling, etc.
Proposals in both categories must include a clear description of the big data aspect(s) that have motivated the proposed approach(es), for example: the scalability of methods with increasing data volumes, rates, heterogeneity; or data quality and data bias; etc. Innovative Applications proposals must provide clear examples of the impacts of the big data techniques, technologies and/or methodologies on (a) specific domain application(s).
Proposals in all areas of sciences and engineering covered by participating NSF directorates and partnering agencies [the Office of Financial Research (OFR)], are welcome.
Deadline: March 22, 2017
The Upward Bound (UB) Program is one of the seven programs known as the Federal TRIO Programs. The UB Program is a discretionary grant program that supports projects designed to provide students with the skills and motivation necessary to complete a program of secondary education and to enter into, and succeed in, a program of postsecondary education. There are three types of grants under the UB Program: UB; Veterans UB; and UB Math and Science (UBMS) grants. In this notice we invite applications for UBMS grants only. The invitation to apply for UB grants has been announced and we will invite applications for Veterans UB grants in a forthcoming notice. The UBMS Program supports projects designed to prepare high school students for postsecondary education programs that lead to careers in the fields of math and science.
Pre-proposal deadline: March 27, 2017
Invited Full Proposal deadline: August 7, 2017
The Organization for Autism Research is seeking pre-proposals for its 2017 Applied Research Competition.
The annual program aims to promote innovative research that directly supports the autism community by expanding the body of knowledge related to autism intervention and treatment, producing practical and objective results, and providing outcomes that enhance the quality of life for persons with autism and their families.
Preference will be given to the analysis, evaluation, and/or comparison of current models of assessment, intervention, or systems of service delivery, including policy analysis; applied aspects of educational, behavioral, or social/communicative intervention; effective intervention across the lifespan for individuals considered to be severely impacted by autism; adult issues such as continuing education, employment, residential supports, sexuality instruction, quality-of-life determinants, and "later intervention"; and issues related to family support, social and community integration, assessment and intervention with challenging behavior, and the use of technology in support of learners with ASD.
In 2017, OAR will award grants of up to $30,000. Studies can range from one to two years.
Deadline: March 29, 2017
As computing has become an integral part of the practice of modern science, technology, engineering and mathematics (STEM), the STEM + Computing Partnerships program seeks to address the urgent need to prepare students from the early grades through high school in the essential skills, competencies, and dispositions needed to succeed in a computationally-dependent world. Thus, STEM+C advances the integration of computational thinking and computing activities in early childhood education through high school (pre-K-12) to provide a strong and developmental foundation in computing and computational thinking through the integration of computing in STEM teaching and learning, and/or the applied integration of STEM content in pre-K-12 computer science education.
Deadline: April 3, 2017
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.
Deadline: April 7, 2017
The Ronald E. McNair Postbaccalaureate Achievement (McNair) Program is one of the eight programs known as the Federal TRIO Programs, which provides postsecondary educational support for qualified individuals from disadvantaged backgrounds. The McNair Program awards discretionary grants to institutions of higher education for projects designed to provide disadvantaged college students with effective preparation for doctoral study.
The Federal TRIO programs, including the McNair Program, represent a national commitment to education for all students regardless of race, ethnic background, disability status, or economic circumstances. The Department of Education (Department) has a strong interest in ensuring that groups traditionally underrepresented in postsecondary education, such as low-income students, first-generation college students, students who are English learners, students with disabilities, homeless students, students who are in foster care, and other disconnected students, receive the support necessary to assist them in successfully pursuing doctoral degrees. The Department views the McNair Program as a critical component of its efforts to improve postsecondary outcomes for students who have been traditionally underrepresented in postsecondary education and graduate school by providing disadvantaged college students with effective preparation for doctoral study, and improving the quality of student outcomes so that more students are well prepared for graduate school and careers. To strategically align the McNair Program with overarching national strategies for increasing the number of students pursuing and completing degrees in the Science, Technology, Engineering, and Mathematics (STEM) fields, this notice includes a competitive preference priority intended to encourage applicants to propose activities that support this comprehensive goal, consistent with a logic model (as defined in this notice).
U.S. Department. of Education Office of Innovation and Improvement (OII): Education Innovation and Research Program
Deadline: April 13, 2017
The Education Innovation and Research (EIR) Program, established under section 4611 of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field initiated innovations to improve student achievement (as defined in this notice) and attainment for high-need students (as defined in this notice); and rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent educational challenges and to support the expansion of effective solutions to serve substantially larger numbers of students.
The central design element of the EIR program is its multi-tier structure that links the amount of funding that an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers. Applicants proposing innovative practices (as defined in this notice) that are supported by limited evidence can receive relatively small grants to support the development, iteration, and initial evaluation of the practices; applicants proposing practices supported by evidence from rigorous evaluations, such as large randomized controlled trials (as defined in this notice), can receive larger grant awards to support expansion across the country. This structure provides incentives for applicants to: (1) Explore new ways of addressing persistent challenges that other educators can build on and learn from; (2) build evidence of effectiveness of their practices; and (3) replicate and scale successful practices in new schools, districts, and states while addressing the barriers to scale, such as cost structures and implementation fidelity.
EIR Mid-phase projects are expected to refine and expand the use of practices with prior evidence of effectiveness, in order to improve outcomes for high need students. They are also expected to generate important information about an intervention’s effectiveness, including for whom and in which contexts a practice is most effective. To the extent possible, we intend to fund multiple projects addressing similar challenges. By so doing, we aim to accelerate the building of a knowledge base of effective practices for addressing these challenges and increase the likelihood that grantees can learn from one another while still exploring different approaches. We believe that improving outcomes across the education sector depends, in part, upon policymakers, practitioners and researchers continually building upon one another’s efforts to have the greatest impact.
Early-phase EIR grantees are expected to continuously make improvements in project design and implementation before conducting a full-scale evaluation of effectiveness. Grantees should consider questions such as: • How easy would it be for others to implement this practice, and how can its implementation be improved? • How can I use data from early indicators to gauge impact, and what changes in implementation and student achievement do these early indicators suggest? By focusing on continuous improvement and iterative development, Early-stage grantees can make adaptations that are necessary to increase their practice’s potential to be effective and ensure that its EIR-funded evaluation assesses the impact of a thoroughly conceived practice.
EIR Expansion grants are expected to scale practices that have prior evidence of effectiveness, in order to improve outcomes for high-need students. They should also be expected to generate important information about educational practices (e.g., in what contexts does the practice work best? Where does it not work as well? What components of the practice are most critical to its success?). Expansion grants are uniquely positioned to help answer critical questions about the process of scaling a practice across geographies (e.g., how does or should the cost structure of a practice change as it scales? What are ways to facilitate implementation fidelity without making scaling too onerous?). Given that Expansion grants (as with all EIR grants) focus on improving outcomes for high need students, they are a critical resource for practitioners and policymakers in addressing educational disparities across the nation. Identifying and describing the core elements of the EIR-supported practices is a basic expectation for all Expansion grantees, in order to support adoption or replication by other entities. Evaluations of Expansion grants must be conducted in a variety of contexts and for a variety of students in order to determine the context(s) and population(s) for which the EIR-supported practice is most effective and how to effectively adapt the practice for these contexts and populations. An Expansion grantee’s EIR-supported evaluation must examine the cost effectiveness of its practices and identify potential obstacles and success factors to scaling that would be relevant to other organizations. We expect that Expansion grantees will work toward sustaining their projects and continuing to scale successful practices after the EIR grant period ends; EIR grantees can use their evaluations to assess how their EIR-funded practices could be successfully reproduced and sustained.
Deadline: April 24, 2017
The National Professional Development (NPD) program, authorized by section 3131(c)(1)(C) of the Elementary and Secondary Education Act of 1965 as amended by the Every Student Succeeds Act (hereafter in this notice referred to as the ESEA), awards grants on a competitive basis, for a period of not more than five years, to institutions of higher education (IHEs) or public or private entities with relevant experience and capacity, in consortia with State educational agencies (SEAs) or local educational agencies (LEAs). The purpose of these grants is to provide professional development activities that will improve classroom instruction for English learners (ELs) and assist educational personnel working with such children to meet high professional standards, including standards for certification and licensure as teachers who work in language instruction educational programs or serve ELs. Grants awarded under this program may be used— (1) For effective pre-service or inservice professional development programs that will improve the qualifications and skills of educational personnel involved in the education of ELs, including personnel who are not certified or licensed and educational paraprofessionals, and for other activities to increase teacher and school leader effectiveness in meeting the needs of ELs; (2) For the development of program curricula appropriate to the needs of the consortia participants involved; (3) To support strategies that strengthen and increase parent, family, and community member engagement in the education of ELs; (4) To develop, share, and disseminate effective practices in the instruction of ELs and in increasing the student academic achievement of ELs, including the use of technology-based programs; (5) In conjunction with other Federal need-based student financial assistance programs, for financial assistance, including costs related to tuition, fees, and books for enrolling in courses required to complete the degree involved, to meet certification or licensing requirements for teachers who work in language instruction educational programs or serve ELs; and (6) As appropriate, to support strategies that promote school readiness of ELs and their transition from early childhood education programs, such as Head Start or State-run preschool programs, to elementary school programs.
Educator effectiveness is the most important in-school factor affecting student achievement and success. The NPD program is a Federal grant program that offers professional development specifically for educators of ELs. Through its competitions, the NPD program intends to improve the academic achievement of ELs by supporting pre-service and inservice practices for teachers and other staff, including school leaders, working with ELs. Through previous competitions, the NPD program has funded a range of grantees that are currently implementing 121 projects across the country. As the EL population continues to grow, it has become increasingly important to identify and support practices implemented by educators of ELs that effectively improve student learning outcomes. However, there are limited studies that provide evidence about how to best prepare and support educators of ELs in ways that will ultimately improve student learning and outcomes. The existing studies that the Department has identified typically do not meet the highest standards for rigor, and largely focus on professional development for in-service teachers; few focused on preparation for pre-service teachers.
Deadline: April 24, 2017
The DHSI Program provides grants to assist Hispanic Serving Institutions (HSIs) to expand educational opportunities for, and improve the academic attainment of, Hispanic students. DHSI Program grants also enable HSIs to expand and enhance the academic offerings, program quality, faculty quality, and institutional stability of colleges and universities that are educating the majority of Hispanic college students and help large numbers of Hispanic students and low-income individuals complete postsecondary degrees.
Hispanic students are enrolling in postsecondary institutions at higher rates than ever before; however, we continue to lose a substantial number of Hispanic students prior to degree completion. Additionally, while Hispanic students have very high enrollments at 2-year institutions, the transfer rate to 4-year institutions, as well as the rate of certificate and associate degree completion, continues to be low. This is unacceptable especially considering the evidence showing how essential postsecondary education, including certification programs, is to full participation in today’s competitive workforce. Given the growth of the Hispanic population, it is imperative that we ensure educational success for our youngest and fastest growing population. As a nation, we cannot afford to have such a large portion of our population undereducated and therefore underrepresented in competitive careers in a global economy. Progress toward higher rates of Hispanics with postsecondary degrees requires intentional and ongoing support throughout every level of the educational pipeline. To this end, in this competition, the Department is inviting applicants to focus on the various aspects of the teacher preparation pipeline. Currently, Hispanic teachers make up about 7.8 percent of the teacher workforce, yet Hispanic students make up over 24 percent of the public school system’s elementary and secondary student body. HSIs are in a position to enhance and develop programs that improve the preparation, support, and retention of Hispanic teachers. Investing in teacher preparation programs can provide benefits that lead to academic improvement of pre-kindergarten, elementary, and secondary students. A recent report by the Department, ‘‘The State of Racial Diversity in the Educator Workforce,’’ cited the social and academic gains for students of color when they are taught by teachers of color. These gains have the potential to contribute to positive academic outcomes for this targeted population. To increase the number of Hispanic teachers, we will need to ensure postsecondary success for this population. This means we must also further efforts to facilitate transfer programs between 2-year and 4-year institutions. In this competition, we also include a transfer model priority for 2- year HSIs to partner with 4-year institutions. This, we believe, is a comprehensive approach to support multiple levels of the educational pipeline leading to educational success.
2017 Deadlines: May 1, 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: May 3, 2017, and 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: May 26, 2017
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: June 15, 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.
Full Proposal Target Dates:
February 28, 2017
June 21, 2017
December 20, 2017
Preliminary Proposal Deadline Dates:
April 19, 2017
October 18, 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.
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 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.
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 email@example.com.
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
Deadline: March 2, 2017
The Discretionary Funding Initiative (DFI), funded by the Michigan State Foundation, provides bridge funds for tenure stream faculty for additional studies needed for resubmission of an unsuccessful, but nearly fundable, grant application to the same funding agency.
To request funding from this program, faculty must submit a request to the research associate dean of their college (if the faculty member is appointed in multiple colleges, the request must be made to the lead college) using the DFI information form. Applicants will be expected to provide copies of their previous external reviews, if applicable, and describe the work that will be completed to address the comments provided in these documents.
Requests for DFI support that have been approved by the research associate deans will be forwarded in a prioritized list to the Office of the Vice President for Research and Graduate Studies. Note that:
• The maximum award amount is $50K. (The Office of the Vice President for Research and Graduate Studies provides half of that amount from the DFI program and the unit or college provides the other half.)
• Funds are made available for up to two fiscal years.
• The PIs of the recommended projects will be required to submit an electronic transmittal for the DFI application.
• Annual reports will be required at the end of the first and the second year of funding.
Internal Grant Programs in the Office of the Vice President for Research and Graduate Studies (VPRGS)
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