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Selected External Grant Announcements

Spencer Foundation – Lyle Spencer Research Awards

Deadline: May 22, 2019
The Lyle Spencer Research Awards Program supports intellectually ambitious research projects oriented to improving the practice of education with budgets between $525,00 and $1 million and durations of up to five years. In this program, we envision a broad 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.
This focus on the centrality of a clearly articulated commitment to lasting improvement is what distinguishes the Lyle Spencer Awards from our other research award programs. Through this program, we hope to engage the research community in thinking big: 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 the “lasting improvement in education” that our founder Lyle Spencer challenged his foundation to promote.


Russell Sage Foundation – Social Inequality Research

Letter of Inquiry deadline: May 23, 2019
The Russell Sage Foundation's program on Social, Political, and Economic Inequality supports innovative research on the myriad factors that contribute to inequality in the U.S., and the extent to which social, political and economic inequalities affect social, psychological, political, and economic outcomes, including equality of access and opportunity, social mobility, civic mobilization and representation, and the intergenerational transmission of advantage and disadvantage. We seek investigator-initiated research that will contribute to our understanding of social, political, and economic inequalities and the mechanisms by which they influence the lives of individuals and families in the U.S. RSF encourages methodological variety and inter-disciplinary collaboration.


Department of Health and Human Services – Enhancing Science, Technology, EnginEering, and Math Educational Diversity (ESTEEMED) Research Education Experiences (R25)

Letter of Intent due date: April 24, 2019 (not required)
Application deadline: May 24, 2019

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this National Institute of Biomedical Imaging and Bioengineering (NIBIB) R25 program is to support educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce.
To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Research Experiences and Mentoring Activities for underrepresented undergraduate freshmen and sophomores in a science, technology, engineering, or mathematics (STEM) field, especially those fields which broadly impact bioengineering. The ESTEEMED program is intended to support underrepresented racial and ethnic groups, individuals with disabilities, and individuals from disadvantaged backgrounds. It will prepare these participants for an Advanced Honors Program, such as a MARC U-STAR (T34) program and institutional program with similar goals, in the junior and senior years and subsequently, to pursue a Ph.D. or M.D./Ph.D. degree and a biomedical research career in academia or industry.


Spencer Foundation Research-Practice Partnerships: Collaborative research for educational change

Deadline: May 24, 2019
The Research-Practice Partnership (RPP) Grants Program is intended to support education research projects that engage in collaborative and participatory partnerships with project budgets up to $400,000 and durations of up to three years.
This grant program is open to partnerships between researchers and a broad array of practitioners. We define practitioners as school districts, county offices of education, state educational organizations, universities, community-based organizations, out of school time providers, informal educators, or other social sectors that importantly impact students’ lives. As such, we are open to applications from design-based research teams, network improvement communities, and placed-based research alliances.
We expect the partners in the RPPs we fund to have engaged in fruitful long-term collaborations. How this history is evidenced can vary. For example, teams might have a track record of success as demonstrated by in-process or completed research studies, solutions-in-progress, established trusting relationships, or data-sharing agreements, amongst other possibilities. This grant program is specifically intended to build the capacity of partnerships to make educational change. Effective governance is a key aspect of successful partnerships, and as such all proposals should specify their governance structures and how the work is jointly developed across all partners. Additionally, we expect that partnerships will centralize issues of diversity, equity, and inclusion and articulate these dimensions in the project design.
While this grant program is open to all partnership configurations across a range of learning contexts, in addition to pre k-12 school systems, we especially encourage applications from partnerships that include scholars and institutions of higher education, rural geographic locations, and partnerships that deeply engage community-based organizations and families.


Spencer Foundation Conference Grants

Deadline: May 31, 2019
The Conference Grant Program provides support to scholars for small research conferences and focused symposia. This program is intended to bring together researchers whose substantive knowledge, theoretical insight, and methodological expertise can be assembled in ways that build upon and advance best practices in education research. This grant program supports conference proposals with budgets of $50,000 or less.


U.S. Agency for International Development Kazakhstan USAID-Almaty Uzbekistan Education Reform

Concept Letter deadline: May 31, 2019
This proposed activity will support Uzbekistan's ambitious efforts to reform and modernize the education sector and ensure that the human capital demands of the country are met through the provision of high-quality basic education service delivery. This activity will apply scientific, technological, and innovative approaches and engagement with a diversity of partners, including the higher education community. Overall, the activity will work closely with the Ministry of Public Education (MOPE) and the Government of Uzbekistan (GOU) to identify, select, and support targeted interventions in primary and secondary schools, or clusters of schools, throughout the country. These interventions will result in improved student learning by transforming the way schools are managed, teachers are trained, instruction is delivered, and learning materials (traditional and ICT) are developed and utilized. The Activity will also develop methods and strategies to increase transparency and accountability in schools and improve school management and service delivery.


Child Health Foundation Innovative Small Grants Program

Deadline: May 31, 2019
For the year 2019 the Child Health Foundation (CHF) wishes to receive proposals from registered non-governmental organizations (NGO)s) for innovative research or innovative service projects directed at improving the health and well-being of new-born infants during their first month of life. This is a time of high risk for babies and their mothers, and we believe that local groups may have some innovative ideas about how to improve the lives of these vulnerable infants. The maximum budget for these projects is $5,000 over a one-year period. Successful applications receive $4,000 when the project is scheduled to start and another $1,000 upon receipt of a final report. Organizations must be certified, that is, hold registration in the country of origin. And we will ask for a credible reference. To save time and money for yourselves and us, please do not include certificates of registration, recommendations, annual reports, or photos until they are requested. No other proposals will be considered.
CHF will consider a range of technologies and approaches including both biomedical and social science projects that show promise, are innovative, and may have wide-spread application. Projects that involve only general medical care of children, but without innovative aspects, will not be considered.

Caplan Foundation for Early Childhood

Letter of Intent deadline: May 31, 2019
The Caplan Foundation for Early Childhood is an incubator of promising research and development projects that appear likely to improve the welfare of young children, from infancy through 7 years, in the United States. Welfare is broadly defined to include physical and mental health, safety, nutrition, education, play, familial support, acculturation, societal integration and childcare.
Grants are only made if a successful project outcome will likely be of significant interest to other professionals, within the grantee’s field of endeavor, and would have a direct benefit and potential national application. The Foundation’s goal is to provide seed money to implement those imaginative proposals that exhibit the greatest chance of improving the lives of young children, on a national scale. Because of the Foundation’s limited funding capability, it seeks to maximize a grant's potential impact.


NSF - ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE)

2. Full Proposal deadline for Catalyst Proposals: June 3, 2019

3. Preliminary Proposal Target Date: October 1, 2019 (IT-Preliminary proposals – only required for IHEs that want a chance to submit a full Institutional Transformation proposal)

4. Letter of Intent for January 2020 Adaptation and Partnership competition: November 1, 2019 (required)
Full proposal deadline for Adaptation and Partnership: January 15, 2020

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.[1] In this solicitation, the NSF ADVANCE program seeks to build on prior NSF ADVANCE work and other research and literature concerning gender, racial, and ethnic equity. The NSF ADVANCE program goal is to broaden the implementation of evidence-based systemic change strategies that promote equity for STEM [2] faculty in academic workplaces and the academic profession. The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive.
All NSF ADVANCE proposals are expected to use intersectional approaches in the design of systemic change strategies for STEM faculty in recognition that gender, race and ethnicity do not exist in isolation from each other and from other categories of social identity. The solicitation includes four funding tracks Institutional Transformation (IT), Adaptation, Partnership, and Catalyst,in support of the NSF ADVANCE program goal to broaden the implementation of systemic strategies that promote equity for STEM faculty.


NIH – Typical and Atypical Patterns of Language & Literacy in Dual Language Learners (R01)

Standard dates apply, next deadline: June 5, 2019
Expiration date: December 17, 2020
The purpose of this FOA is to support investigator-initiated R01 applications that will inform our understanding of the typical and atypical patterns of language and literacy development of dual language learners (DLLs) in the United States. Applicants are encouraged to take advantage of advances in the language sciences and related fields to identify and clarify specific cognitive, linguistic, neurobiological, and sociocultural factors associated with normal and impaired language and literacy acquisition in young DLL populations.
Companion Funding Opportunity for an R21 Exploratory/Developmental Grant: PA-18-328


NSF – EHR Core Research (ECR): Building Capacity in STEM Education Research

Deadline: June 7, 2019
ECR’s Building Capacity for STEM Education Research (ECR: BCSER) solicitation supports projects that build individuals’ capacity to carry out high quality STEM education research that will enhance the nation’s STEM education enterprise and broaden the pool of researchers that can conduct fundamental research in STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.
Specifically, ECR: BCSER supports activities that enable early and mid-career researchers to acquire the requisite expertise and skills to conduct rigorous fundamental research in STEM education. ECR: BCSER seeks to fund research career development activities on topics that are relevant to qualitative and quantitative research methods and design, including the collection and analysis of new qualitative or quantitative data, secondary analyses using extant datasets, or meta-analyses.
This career development may be accomplished through investigator-initiated projects or through professional development institutes that enable researchers to integrate methodological strategies with theoretical and practical substantive issues in STEM education. Early and mid-career faculty new to STEM education research, particularly underrepresented minority faculty and faculty at minority-serving and two-year institutions, are encouraged to submit proposals.
As a special emphasis under this solicitation, ECR: BCSER seeks proposals that will result in a single award for the development and implementation of an ECR Data Resource Hub. The hub will facilitate data sharing and analysis and provide technical assistance to advance data skills, tools, and resources across the STEM education research community.


U.S. Department of State Bureau of South and Central Asian Affairs English Language Teachers’ Forum

Deadline: June 8, 2019
Proposals will be accepted for a minimum of $75,000 and a maximum of $100,000 to partner with RELO Pakistan to convene an “International English Language Teacher Education Forum” that will include presentations, workshops, and symposia on best practices in English Language Teaching (ELT) and the professional development of Pakistani English language teachers and researchers. The Forum will gather alumni from RELO programs and Pakistani English language teaching professionals across Pakistan from a cross-section of instructional and institutional levels to initiate and sustain meaningful professional dialogues.
The Forum will also be a platform for the RELO to work with members of existing organizations (and/or parties interested in forming new associations) to reflect on the current status of professional English language teachers’ associations in Pakistan. RELO Islamabad has a vested interest in an active and healthy professional teachers’ organization in Pakistan. Teachers’ associations can be important partners to identify need for programming, can act as conveners to facilitate programs that address needs, and can greatly extend the reach of RELO programs through a country-wide network. The applicant may administer sub-grants for regional conferences and assist in supporting the promotion of viable new and/or existing professional English teachers’ associations in Pakistan.


Longview Foundation Internationalizing Teacher Preparation

Deadline for Funding Inquiry Forms: June 13, 2019
As economic, social, and technological transformations link us in unprecedented ways, the critical role of teachers in preparing young people for a new global reality has never been clearer; yet, few teachers begin their careers with the deep knowledge and robust skills necessary to bring the world into their classrooms.
In February 2008, the Longview Foundation brought together leaders in education, government, and other sectors to examine what is currently being done in schools, colleges, and departments of education to prepare future teachers for the new global reality and to generate momentum to do more. The result was the commissioning of a new report and funding stream for Longview.
Teacher Preparation for the Global Age: The Imperative for Change, highlights promising practices identified during this meeting and subsequent discussions and suggests a framework for internationalizing the education of all pre–service teachers and increasing the number of world language teachers, especially in less commonly taught languages.
Teacher preparation programs that have been comprehensively internationalized ensure that the following actions occur:
• General education coursework helps each prospective teacher to develop deep knowledge of at least one world region, culture, or global issue, and facility in one language in addition to English.
• Professional education courses teach the pedagogical skills to enable future teachers to teach the global dimensions of their subject matter.
• Field experiences for faculty and students support the development of pre–service teachers’ global perspectives and contribute the broader research base of the aligned strategic plan.
• More teachers are prepared to teach less commonly taught languages and language education pedagogy is updated based on current research and best practice.
• There are incentives, not barriers, to faculty at all levels engaging in this work.
In addition, since the publication of the report, the following elements have been identified as critical to comprehensive, sustainable internationalization for today’s teacher education programs:
• Programs and courses are creating and utilizing formative and summative assessments to evaluate the effectiveness of new strategies in developing the global competence of prospective teachers.
• Technology is integrated into the student experience to enhance instructional practice and to facilitate connections to the world.
• Prerequisites for language study are in place and opportunities to build further proficiency and language application exist during students’ course of study.
• Key partnerships locally, regionally, and nationally exist and larger reform initiatives tie back to campus and college’s strategic plans.
• All work aligns to the global aspects of the college and campus strategic vision.
Though the strategies outlined in this report have begun to represent a consensus on the best way forward, we hope they will continue to inspire and challenge teacher preparation to embrace its pivotal role in educating teachers to better prepare tomorrow’s citizens for their roles in the world.


NSF – Small Business Innovation Research Program Phase I (SBIR)

(solicitation will be updated March 4, 2019 when application window opens)
Deadline: June 13, 2019 and December 12, 2019
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 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.


NSF – Small Business Technology Transfer Program Phase I (STTR)

(solicitation will be updated March 4, 2019 when application window opens)
Deadline: June 13, 2019 and December 12, 2019
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 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.


Autism Science Foundation – Research Accelerator Grant

Deadline: June 14, 2019
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. The funding is not meant to fully support a project. Projects that do not fit the goal of the mechanism or that do not adhere to the proposal preparation instructions will be returned without review.
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 or primary 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.


NSF – Perception, Action & Cognition (PAC)

Conference Proposals Deadline: June 17, 2019

Research Proposals Deadline: August 1, 2019
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.


Spencer Foundation Large Research Grants

Deadline: June 20, 2019
The Large Research Grants on Education Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets ranging from $125,000 up through $500,000 for projects ranging from one to five years. This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, or method. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education.
We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, this program supports proposals with multiple disciplinary and methodological perspectives, both domestically and internationally, and from scholars at various stages in their career. We seek to support scholarship that develops new foundational knowledge that may also have a lasting impact on policy-making, practice, or educational discourse.


NSF – Science and Technology Centers: Integrative Partnerships

Pre-proposal Deadline: June 25, 2019
Full Proposal Deadline: January 27, 2020

The Science and Technology Centers (STC): Integrative Partnerships program supports exceptionally innovative, complex research and education projects that require large-scale, long-term awards. STCs focus on creating new scientific paradigms, establishing entirely new scientific disciplines and developing transformative technologies which have the potential for broad scientific or societal impact. STCs conduct world-class research through partnerships among institutions of higher education, national laboratories, industrial organizations, other public or private entities, and via international collaborations, as appropriate. They provide a means to undertake potentially groundbreaking investigations at the interfaces of disciplines and/or highly innovative approaches within disciplines. STCs may involve any area of science and engineering that NSF supports. STC investments support the NSF vision of creating and exploiting new concepts in science and engineering and providing global leadership in research and education.
Centers provide a rich environment for encouraging future scientists, engineers, and educators to take risks in pursuing discoveries and new knowledge. STCs foster excellence in education by integrating education and research, and by creating bonds between learning and inquiry so that discovery and creativity fully support the learning process.
NSF expects STCs to demonstrate leadership in the involvement of groups traditionally underrepresented in science and engineering at all levels (faculty, students, and postdoctoral researchers) within the Center. Centers use either proven or innovative mechanisms to address issues such as recruitment, retention and mentorship of participants from underrepresented groups.
Centers must undertake activities that facilitate knowledge transfer, i.e., the exchange of scientific and technical information with the objective of disseminating and utilizing knowledge broadly in multiple sectors. Examples of knowledge transfer include technology transfer, providing key information to public policy-makers, or dissemination of knowledge from one field of science to another.


U.S. Department of State U.S. Mission to India Conference “Opportunities for U.S.-Indian Higher Education STEM Collaboration”

Deadline: June 29, 2019
A two-day conference in Mumbai will be organized in partnership with the U.S. Consulate and the Indian state of Maharashtra’s task-force on Globalization of Higher Education (GHE). Entitled “Opportunities for U.S.-Indian Higher Education STEM Collaboration,” the event would provide a platform for up to 15 universities from throughout the United States and at least 10 universities in the Indian state of Maharashtra to make in-person connections and explore areas of potential collaboration.


NWEA – Educators for Equity

Deadline: June 30, 2019
NWEA, a not-for-profit provider of assessment solutions headquartered in Portland, Oregon, has announced the launch of its Educators for Equity Grant Program, a new initiative aimed at helping schools foster academic growth and achievement for pre-K-12 students who face systemic barriers to academic opportunities.
Educators, including teachers, principals, and education specialists, may apply for a grant award for their schools or districts to fund programs and activities that directly support the academic progress of students. Fundable activities can include curricula as well as programs that support student engagement in the classroom; help facilitate dialogue amongst educators, students and families about high academic expectations; and provide needed academic supports such as academically-focused afterschool programs.
For 2019, at least three grants of up to $10,000 will be awarded to schools, school districts, and nonprofit organizations in support of initiatives and programs designed to advance the academic development of underserved students.
To be eligible, applicants must be either a public school or not-for-profit organization in the U.S. serving students from pre-K through 12th grade. Applications will be evaluated on the extent to which the award will benefit students who face systemic barriers to academic opportunities, including students who identify as black or African American, Hispanic/Latino, Native American, or Asian/Pacific Islander; students learning English and speaking a language other than English fluently; and students experiencing economic disadvantage. Programs also will be evaluated based on evidence base, equity focus, cultural relevance, and academic focus. Use of NWEA products and services is not required for eligibility and will not be considered when selecting grant recipients.


Spencer Foundation Small Research Grants Program

Deadline: July 1, 2019
The Small Research Grants on Education Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. We accept applications three times per year.
This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, or method. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research. We recognize that learning occurs across the life course as well as across settings—from the classroom to the workplace, to family and community contexts and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study that makes significant contributions to the field. We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, this program supports proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, from scholars at various stages in their career. We anticipate that proposals will span a wide range of topics and disciplines that innovatively investigate questions central to education, including for example education, anthropology, philosophy, psychology, sociology, economics, history, or neuroscience, amongst others.
We encourage rigorous research designs that sensibly investigate the focal phenomena with the appropriate partners and expertise. We expect and welcome methodological diversity in answering pressing questions thus we are open to projects that utilize a wide array of research methods including quantitative, qualitative, mixed-methods, ethnographies, design-based research, participatory methods, historical research, to name a few.


Whitaker International Program Biomedical Engineering

Deadline: July 1, 2019
The Whitaker Foundation closed in 2006 after supporting the development of biomedical engineering in the United States for thirty years, with a focus on the establishment and enhancement of formal education programs and support for especially talented students and faculty.
Recognizing that scientific and technological endeavors were becoming increasingly international, the foundation decided to facilitate the development of biomedical engineers with international experience and expertise.
To serve this objective, the Whitaker International Fellows and Scholar program was initiated in 2005 by a fifteen-year endowment to the Institute of International Education. In the years since, the program has enabled nearly two hundred young biomedical engineers to spend one or two years overseas studying, doing research, and participating in collaborative projects.
In accordance with the original plan, the last group of grantees received support through 2018. To further promote the overall program objective, in 2018 several grantees received funding to pursue initiatives of their own design. That set of activities, now designated as Concluding Initiative #1, will end at the end of 2020.
The program’s steering committee has authorized a final competition, designated as Concluding Initiative #2, to further enhance the legacy of the program, with the $550,000 remaining from the original endowment dedicated to the initiative.
Under this call for proposals, the initiative will the development and implementation of activities designed to help develop U.S. leaders in the profession of biomedical engineering who are not only superb engineers and scientists but who will effectively serve and lead the profession with an international outlook.
There is no specific limit on the amount of funds that may be requested, but applicants should recognize that the total amount expected to be available is about $550,000. (A maximum 10 percent of direct costs is allowed for overhead expenses.)

William T. Grant Foundation Scholars Program

Deadline: July 2, 2019
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 researchers’ expertise in new disciplines, methods, and content areas.
Applicants should have a track record of conducting high-quality research and an interest in pursuing a significant shift in their trajectories as researchers. We recognize that early-career researchers are rarely given incentives or support to take measured risks in their work, so this award includes a mentoring component, as well as a supportive academic community.
Awards are based on applicants’ potential to become influential researchers, as well as their plans to expand their expertise in new and significant ways. The application should make a cohesive argument for how the applicant will expand his or her expertise. The research plan should evolve in conjunction with the development of new expertise, and the mentoring plan should describe how the proposed mentors will support applicants in acquiring that expertise. Proposed research plans must address questions that are relevant to policy and practice in the Foundation’s focus areas.

U.S. Department of Health and Human Services and National Institutes of Health (NIH) – NIH Science Education Partnership Award (SEPA) (R25)

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: and 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.


NSF – Partnerships for Innovation (PFI)

Deadlines: July 10, 2019 and January 8, 2020
The Partnerships for Innovation (PFI) Program within the Division of Industrial Innovation and Partnerships (IIP) offers researchers from all disciplines of science and engineering funded by NSF the opportunity to perform translational research and technology development, catalyze partnerships and accelerate the transition of discoveries from the laboratory to the marketplace for societal benefit.
PFI has five broad goals, as set forth by the American Innovation and Competitiveness Act of 2017 (“the Act”, S.3084 — 114th Congress; Sec. 602. Translational Research Grants): (1) identifying and supporting NSF-sponsored research and technologies that have the potential for accelerated commercialization; (2) supporting prior or current NSF-sponsored investigators, institutions of higher education, and non-profit organizations that partner with an institution of higher education in undertaking proof-of-concept work, including the development of technology prototypes that are derived from NSF-sponsored research and have potential market value; (3) promoting sustainable partnerships between NSF-funded institutions, industry, and other organizations within academia and the private sector with the purpose of accelerating the transfer of technology; (4) developing multi-disciplinary innovation ecosystems which involve and are responsive to the specific needs of academia and industry; (5) providing professional development, mentoring, and advice in entrepreneurship, project management, and technology and business development to innovators.
In addition, PFI responds to the mandate set by Congress in Section 601(c)(3) of the Act (Follow-on Grants), to support prototype or proof-of-concept development work by participants, including I-Corps participants, with innovations that because of the early stage of development are not eligible to participate in a Small Business Innovation Research Program or a Small Business Technology Transfer Program.
Finally, PFI seeks to implement the mandate set by Congress in Section 102(c)(a) of the Act (Broader Impacts Review Criterion Update) by enhancing partnerships between academia and industry in the United States, and expanding the participation of women and individuals from underrepresented groups in innovation, technology translation, and entrepreneurship.


NSF – Faculty Early Career Development Program (CAREER)

Deadline: July 17, 2019
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.


NSF – Science, Technology, and Society (STS)

Deadline: August 5, 2019
The Science, Technology, and Society (STS) program supports research that uses historical, philosophical, and social scientific methods to investigate the intellectual, material, and social facets of the scientific, technological, engineering and mathematical (STEM) disciplines. It encompasses a broad spectrum of STS topics including interdisciplinary studies of ethics, equity, governance, and policy issues that are closely related to STEM disciplines, including medical science.
The program’s review process is approximately six months. It includes appraisal of proposals by ad hoc reviewers selected for their expertise and by an advisory panel that meets twice a year. The deadlines for the submission of proposals are February 2nd for proposals to be funded as early as July, and August 3rd for proposals to be funded in or after January. There is one exception: Doctoral Dissertation Improvement Grant proposals will have only one deadline per year, August 3rd.
The Program encourages potential investigators with questions as to whether their proposal fits the goals of the program to contact one of the program officers.


NSF – Innovative Technology Experiences for Students and Teachers (ITEST)

Deadline: August 14, 2019
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 [1]. The challenge of preparing citizens for the expanding workforce and the changing workplace environments calls for new innovations in STEM education [2]. 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.


NSF – Decision, Risk, and Management Sciences (DRMS)

Deadline: August 19, 2019
The Decision, Risk and Management Sciences program supports scientific research directed at increasing the understanding and effectiveness of decision making by individuals, groups, organizations, and society. Disciplinary and interdisciplinary research, doctoral dissertation research improvement grants (DDRIGs), and workshops are funded in the areas of judgment and decision making; decision analysis and decision aids; risk analysis, perception, and communication; societal and public policy decision making; management science and organizational design. The program also supports small grants that are time-critical (Rapid Response Research - RAPID) and small grants that are high-risk and of a potentially transformative nature (EArly-Concept Grants for Exploratory Research - EAGER). For detailed information concerning these two types of grants, please review Chapter II.E of the NSF Proposal & Award Policies & Procedures Guide (PAPPG).


NSF – Robert Noyce Teacher Scholarship Program

Deadline: August 27, 2019
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.


NSF – Research Experiences for Undergraduates (REU)

Deadline: August 28, 2019
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.


William T. Grant Foundation Institutional Challenge Grant

Deadline: September 6, 2019
The Institutional Challenge Grant encourages university-based research institutes, schools, and centers to build sustained research-practice partnerships with public agencies or nonprofit organizations in order to reduce inequality in youth outcomes.
To do so, research institutions will need to shift their policies and practices to value collaborative research. They will also need to build the capacity of researchers to produce relevant work and the capacity of agency and nonprofit partners to use research.
Applications are welcome from partnerships in youth-serving areas such as education, justice, child welfare, mental health, immigration, and workforce development. We especially encourage proposals from teams with African American, Latino, Native American, and Asian American members in leadership roles. The partnership leadership team should include the principal investigator from the research institution and the lead from the public agency or nonprofit organization.


Tinker Foundation Incorporated

Deadline: September 15, 2019
The Foundation's grant making in this program area aims to improve access to high-quality secondary or vocational public education. Proving and scaling successful interventions are key goals for the Education program, where scale can be defined at the local, regional, or national level. Funds may be used to develop new programs, to conduct applied research and evaluations that will facilitate replication or adoption of successful programs by policy makers, or to generate public and policy debate on the topic. We will support programs that address the following areas:
We are interested in innovative programs and policies to increase access to secondary school and vocational education among marginalized youth, including, but not limited to, juvenile defenders or post-incarcerated youth, returning migrants, adolescents at risk of early unions or pregnancy, indigenous and rural youth, and young people who have aged out of the school system. Programs to ameliorate high school dropout rates are also of interest.
This funding strategy aims to support programs that improve the capacity of teachers and school directors at the secondary level to provide high-quality education. We are interested in programs that empower teachers by improving their subject matter expertise, use of proven pedagogical methods, and strategies to support students in managing their lives outside the classroom where violence, discrimination, and economic insecurity are daily concerns.
Public Financing
Ultimately, programs to improve access and quality cannot become widespread without improved public financing for education. Grants in this area will support organizations that propose and advocate for improved and increased government financing and accountability in this area.


NSF – Documenting Endangered Languages (DEL)

Deadline: September 16, 2019
This funding partnership between the National Science Foundation (NSF) and the National Endowment for the Humanities (NEH) supports projects to develop and advance knowledge concerning endangered human languages. Made urgent by the imminent death of roughly half of the approximately 7000 currently used languages, this effort aims to exploit advances in information technology to build computational infrastructure for endangered language research. The program supports projects that contribute to data management and archiving, and to the development of the next generation of researchers. Funding can support fieldwork and other activities relevant to the digital recording, documenting, and archiving of endangered languages, including the preparation of lexicons, grammars, text samples, and databases. Funding will be available in the form of one- to three-year senior research grants, fellowships from six to twelve months, and conference proposals. Note: a conference proposal should generally be submitted at least a year in advance of the scheduled date of the conference. For additional information about creating and submitting conference proposals to the DEL program, please refer to Chapter II. D.7 of the NSF Proposal & Award Policies & Procedures Guide.


NSF – Innovations in Graduate Education (IGE) Program

Deadline: September 27, 2019
The Innovations in Graduate Education (IGE) program is designed to encourage the development and implementation of bold, new, and potentially transformative approaches to STEM graduate education training. The program seeks proposals that explore ways for graduate students in research-based master’s and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers.
IGE focuses on projects aimed at piloting, testing, and validating innovative and potentially transformative approaches to graduate education. IGE projects are intended to generate the knowledge required for their customization, implementation, and broader adoption. The program supports testing of novel models or activities with high potential to enrich and extend the knowledge base on effective graduate education approaches.
The program addresses both workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. Strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners are encouraged.


NSF – Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR)

Deadline: September 30, 2019
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.
IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students, and projects that promote institutional partnerships for collaborative research and development. IUSE: EHR especially welcomes proposals that will pair well with the efforts of NSF INCLUDES ( to develop STEM talent from all sectors and groups in our society. Collaborations are encouraged between IUSE proposals and existing INCLUDES projects, provided the collaboration strengthens both projects.


NSF – EHR Core Research (ECR)

Deadline: October 3, 2019
The EHR Core Research program (ECR) invites proposals for fundamental research (basic research or use-inspired basic research) that advances knowledge in one or more of the three Research Tracks: Research on STEM Learning and Learning Environments, Research on Broadening Participation in STEM fields, and Research on STEM Workforce Development.
The ECR program places emphasis on the rigorous development of theory and accumulation of knowledge to inform efforts to address challenges in STEM interest, learning, and participation, for all groups and all ages in formal and informal settings. This emphasis includes research on advancing evaluative methodologies to support research efforts funded through ECR.
ECR supports a wide range of research activities. ECR seeks to fund fundamental research that could involve the collection of new qualitative or quantitative data, secondary analyses using extant datasets, or meta-analyses. In addition, ECR supports research to develop innovative research methods, metrics, and conceptual models to measure existing and emerging phenomena, and to test theories that inform core scientific questions about STEM education and learning. The three levels of funding should align with the maturity of the proposed work, the size and scope of the empirical effort, and the capacity of the team to conduct the proposed research: (1) Level I proposals: have a maximum award size of $500,000 and a maximum duration of 3 years; (2) Level II proposals have a maximum award size of $1,500,000 and a maximum duration of 3 years; (3) Level III proposals have a maximum award size of $2,500,000 and a maximum duration of 5 years.

NSF - EHR Core Research (ECR) Fundamental Research in Science, Technology, Engineering and Mathematics (STEM) Education

Deadline: October 3, 2019

See two Dear Colleague Letters, links included below.

The EHR Core Research program (ECR) invites proposals for fundamental research (basic research or use-inspired basic research) that advances knowledge in one or more of the three Research Tracks: Research on STEM Learning and Learning Environments, Research on Broadening Participation in STEM fields, and Research on STEM Workforce Development.
The ECR program places emphasis on the rigorous development of theory and accumulation of knowledge to inform efforts to address challenges in STEM interest, learning, and participation, for all groups and all ages in formal and informal settings. This emphasis includes research on advancing evaluative methodologies to support research efforts funded through ECR.


NSF Dear Colleague Letter: Developing and Testing New Methodologies for STEM Learning Research, Research Syntheses, and Evaluation, NSF 19-036

Deadline: October 3, 2019

Dear Colleagues:
The National Science Foundation's (NSF's) Directorate for Education and Human Resources (EHR) wishes to notify the community of its intention to support, through the EHR Core Research (ECR) program solicitation NSF 19-508, methodological research and synthesis projects that help grow the community's collective capacity to conduct rigorous research and evaluation on science, technology, engineering and mathematics (STEM) learning and learning environments, workforce development, and broadening participation.
With this Dear Colleague Letter (DCL), ECR invites proposals on the development, application, and extension of formal models and methodologies for STEM learning research, research synthesis (including meta-analysis and meta-synthesis), and evaluation. Submissions might propose: fundamental research to develop and test new methodologies that support valid inferences in STEM learning; research on methods for improving statistical modeling, qualitative modeling, measurement, replication, and learning analytics; or research on methodological aspects of new or existing procedures for data collection, curation, and inference in STEM learning.
The deadlines for submission of proposals to NSF 19-508 are January 24, 2019, October 3, 2019, and the first Thursday in October annually thereafter. Conference and EAGER proposals may be submitted throughout the year. When responding to this DCL, please begin your proposal title with "ECR Methods DCL:". Submissions should follow the NSF Proposal & Award Policies & Procedures Guide (PAPPG) and the guidelines in ECR solicitation NSF 19-508.


NSF Dear Colleague Letter: Fundamental Research on Equity, Inclusion, and Ethics in Postsecondary Academic Workplaces and the Academic Profession within the EHR Core Research Program

Deadline: October 3, 2019

Dear Colleagues:
The National Science Foundation's (NSF) Directorate for Education and Human Resources (EHR) wishes to notify the community of its intention to support, through the EHR Core Research (ECR) program solicitation NSF 19-508, fundamental research on equity, inclusion, and/or ethics for science, technology, engineering and mathematics (STEM) faculty. Proposers are encouraged to explore a wide range of fundamental research projects on equity, inclusion, and/or ethical issues for STEM faculty in postsecondary STEM academic workplaces and academic professions. Examples of areas for research include, but are not limited to:
• Fundamental theoretical constructs about equity, inclusion and/or ethics in STEM academic workplaces and the academic profession and diversity and innovation in STEM research and teaching;
• The implications for equity, inclusion and/or ethical issues within the STEM academic workforce of national and global changes in the academic professions, such as reductions in the numbers of full-time, tenure track and tenured faculty, and increases in part-time, contingent, term, adjunct, and teaching- or research- only faculty;
• The similarities and differences in equity, inclusion and/or ethical issues for STEM faculty among the range of different types of academic organizations (community colleges, minority-serving institutions, predominantly undergraduate institutions, doctoral universities, etc.);
• Reliable and valid metrics of equitable, inclusive and/or ethical culture and climate in STEM academic, organizational and professional contexts;
• The societal and organizational characteristics that influence perceptions of equity, inclusion, and/or ethics by those in the STEM academic workforce and those in the pool of potential academic professionals (e.g., barriers to broadening participation and the effectiveness of mitigation efforts);
• The perception of equity, inclusion and ethical issues on STEM faculty academic career outcomes, work-life balance, and scientific discovery and innovation;
• Fundamental research on how people recognize, reason about, experience and respond to issues of equity, inclusion, and/or ethics in STEM academic workplaces and academic professions; and
• Fundamental research into the cognitive, affective, social and cultural consequences of ethical phenomena on human development and STEM educational and workforce outcomes.
The deadlines for submission of proposals to NSF 19-508 are January 24, 2019, October 3, 2019, and the first Thursday in October annually thereafter. When responding to this DCL, please begin your proposal title with "ECR EIE DCL:". Submissions should follow the NSF Proposal & Award Policies & Procedures Guide (PAPPG) and the guidelines in ECR solicitation NSF 19-508.


Robert Wood Johnson Foundation – Pioneering Ideas

Brief Proposals deadline: October 15, 2019
The goal of the Pioneering Ideas Brief Proposal funding opportunity is to explore; to look into the future and put health first as we design for changes in how we live, learn, work and play; to wade into uncharted territory in order to better understand what new trends, opportunities and breakthrough ideas can enable everyone in America to live the healthiest life possible.
While improving the status quo is vital to the health and well-being of millions of Americans now, the Pioneering Ideas Brief Proposal opportunity reaches beyond incremental changes to explore the ideas and trends that will influence the trajectory and future of health. Ultimately, we support work that will help us learn what a Culture of Health can look like—and how we can get there.


The Lawrence Foundation

Deadline: October 31, 2019
The Lawrence Foundation awards grants in the areas of the environment, education, human services, and disaster relief.
The foundation awards both program and operating grants, without geographic restriction, to nonprofit organizations that have tax-exempt status under section 501(c)(3) of the Internal Revenue Code, as well as public schools and libraries.
Grants are awarded twice a year. The grant application process is fairly simple and is initiated by submitting a grant application using the Common Grant Application Web site. Specific advice about the types of grants that we will or will not fund and our deadlines is available below. Detailed information about all of the grants we have approved is available at on our Past Grants and our 990-PFs. This should give you an insight into our interests and how they have evolved over time. If you think your grant application will fall within our interests then the process for submitting a grant application can be found at Apply for a Grant.
The Common Grant Application Web site has tables that list the number of grant applications we have received during each year and the number and dollar amounts of grants that we have approved in each of those years. Grants that have been approved in one year may be paid over one or more years. As of our June 2018 cycle, we have received over 12,000 grant applications since the inception of our foundation and approved 610 of those applications for over $5 million.
• Grants typically range between $5,000 - $10,000. In some limited cases we may make larger grants, but that is typically after we have gotten to know your organization over a period of time. We also generally don’t make multi-year grants, although we may fund the same organization on a year by year basis over a period of years.
• General operating or program/project grant requests within our areas of interests are accepted.


National Committee of Teachers of Mathematics Principles to Actions: Ensuring Mathematical Success for All – 7-12 Classroom Research Grants

Deadline: November 1, 2019
Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that teachers must identify what counts as evidence of student progress toward mathematics learning goals and reflect on evidence to inform the planning of future instruction (p. 56). Additionally, teachers should work collaboratively with colleagues, families, and community members to ensure that all students have the support they need to maximize success in the mathematics classroom (p. 69).
The purpose of this grant is to support and encourage classroom-based research in precollege mathematics education in collaboration with college or university mathematics educators. For 2020-21, grants with a maximum of $6,000 each will be awarded to mathematics educators or classroom teachers currently teaching mathematics at the grades 7-12 level. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grades 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom). The proposal may include, but is not restricted to, research on the following topics:
• Curriculum development and implementation
• Involvement of at-risk students or students from diverse backgrounds and experiences
• Students' thinking about a particular mathematics concept or set of concepts
• Connection of mathematics to other disciplines
• Focused learning and teaching of mathematics with embedded use of technology (any acquisition of equipment must support the proposed plan but not be the primary focus of the grant)
• Innovative assessment or evaluation strategies
Involvement of preservice teachers is encouraged but not required. This research should lead to a draft article suitable for submission in the Mathematics Teacher Educator,Journal for Research in Mathematics Education , or in one of the NCTM school journals. Proposals must address the following: research design, the plan for collecting and analyzing data, and the anticipated impact on students' learning.


The Foundation for Physical Medicine & Rehabilitation

Membership required on these, see link for details.
Fall Cycle November 1 deadlines:
Justus Lehmann Research Grant
• One grant of $10,000 for research in the area of biomechanics and/or biophysics related to rehabilitation
Midcareer Investigator Research Grant
• One grant of $20,000 to a proven physiatric investigator to expand his/her research in a new direction
Milbank Foundation TBI/SCI Grant
• One grant of $20,000 for research on a topic related to Traumatic Brain Injury or Spinal Cord Injury
NOTE: This grant is currently unavailable but will be reinstated when funding is available
Aspen Medical Products Spinal Bracing Grant
• One grant of $10,000 for research on a topic related to the use of spinal bracing in rehabilitation
Osteoporosis-Related Rehabilitation Research Grant
• One grant of $10,000 for research on a topic related to physiatric research for individuals with osteoporosis-related disability


Ultra Sports Science

Deadline: November 1, 2019
The Foundation supports basic, applied, clinical and behavioral research associated with ultra-endurance sports. Research directly applicable to ultra-endurance sports, as well as research using ultra-endurance activities as models for other physiological or psychological stress, is of interest. The Foundation will also consider supporting sociological, environmental and economic related research that is relevant to ultra-endurance sports.
The purpose of the Foundation Research Program is as follows:
• Expand research funding opportunities for studies in ultra-endurance sports
• Promote high quality and publishable research
• Propose and solicit specific lines of research
• Facilitate research at different ultra-endurance events
• Monitor and record outcomes of the funding relative to publications and presentations
The Foundation Research Committee will provide unbiased review of grant submissions. Rest assured that if a Committee member has involvement with a grant submission, they will be properly recused. Decisions regarding approval of proposed research will be based upon the importance, practical impact, and feasibility of the work, likelihood that the work will result in scientific publications, evidence of an appropriate risk to benefit ratio, and that the work will result in tolerable interference for the study participants and the event, if performed at a race.
It is expected that funded research will result in publishable work and that investigators will present their findings at future Medicine & Science in Ultra-Endurance Sports Conferences.


The Center for Ethics & Education Research Grants

Deadline: November 8, 2019
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. Proposals might concern any of the following topics:
• the proper content of moral education and of the rights of parents to choose its content
• the place of religion in schools
• justice and efficiency in the allocation of public funds across schools and school districts
• the content of the curriculum
• the commercialization of schools and childhoods generally
• the obligations to students with special educational needs
• the proper content of sex education in particular and “education for living” more generally (concerning e.g., parenting, financial self-management) and the extent to which it is right for schools to defer to parental preferences regarding these matters
• the moral rights of school students to privacy, to freedom of expression, to freedom of association
• the rights and obligations of teachers with respect to abusive or violent children
• should schools cultivate the virtues needed to sustain a democratic society, and if so, what are they and how is this best done given the other values schools should realize and pursue
• ethical considerations in college admissions and enrollment
We emphasize that this list is illustrative and not exhaustive.


Kavli Civic Science Fellowship

New Fellowship Program launching over the course of this year – the Civic Science Fellowship – you can learn more about this here from the lead founding partner, the Rita Allen Foundation. The Kavli Foundation is supporting a Fellow who will work scientific societies. Led by The American Society for Cell Biology (ASCB), the American Association for the Advancement of Science (AAAS), the American Geophysical Union (AGU) and Research!America, the Fellow will work across multiple scientific societies to connect, and advance the societies' collective support so that scientists are empowered to undertake civic science activities. I know the societies leading this would appreciate broad distribution of this opportunity, thanks in advance for sharing the below (or the link here).
Are you passionate about civic science, including science outreach, communication, and public engagement? We, a collaboration of scientific societies, are looking for someone to lead an initiative that will increase the support and incentives for scientists who incorporate civic science into their work. The Kavli Civic Science Fellow is an ideal position for someone who has experience in civic science and is looking for an opportunity to think more broadly about advancing the field. This fellowship presents a remarkable opportunity to work with leaders across multiple scientific societies, while ultimately, influencing the culture of science and its relevance to society.
The American Society for Cell Biology (ASCB), the American Association for the Advancement of Science (AAAS), the American Geophysical Union (AGU) and Research!America are partnering to support the work of a Kavli Civic Science Fellow who will work across multiple scientific societies to connect, and advance the societies' collective support so that scientists are empowered to undertake civic science activities. As part of their work, the Kavli Civic Science Fellow will follow a collective impact model that will rely on strategizing, data collection, and analysis and team building. The goal of the fellowship is to lay the groundwork for a more cohesive whole among societies, as they work towards influencing long-term culture change within the scientific enterprise to increase value and support for meaningful civic science engagement. This position is an 18-month fellowship.
The Kavli Civic Science Fellow will have the opportunity to shape the activities of the fellowship, with leaders from multiple scientific societies, to meet this larger goal. By working with a wide range of scientific societies, the Kavli Civic Science Fellow along with the scientific societies will set a common agenda, which establishes an agreed understanding of the problem and a shared vision of change. They will then work to establish common progress measures and mutually reinforcing activities.
Some of the activities that may be undertaken by the Kavli Civic Science Fellow in collaboration with representatives from the scientific societies may include:
• Conduct a landscape assessment of scientific societies' visions, goals, capabilities, programs and opportunities related to civic science.
• Recommend ways in which scientific societies can leverage their strengths and authorities to encourage academic and funding institutions to provide deeper support for civic science- including altering their incentive structures.
• Highlight existing resources and speed the development of new resources that support scientific societies' planning, implementation, and evaluation of civic science, including resources that societies make available to their members.
• Increase collaboration among scientific societies to accomplish work at the grassroots level and to find efficiencies in the existing system and leverage these efficiencies to better support societies of varying sizes and scales that want to encourage their members to do effective civic science engagement.
The candidate will also be part of the inaugural class of Civic Science Fellows. The Fellowship will embed emerging leaders from diverse backgrounds in organizations working at the many interfaces of science and society. Additional fellows will be hired by other organizations later this year. The benefits of being a Civic Science Fellow include access to a network of Fellows at other institutions, professional development in subject matter as well as leadership skills, and mentoring.
• Master's degree or higher in science, science communication or related field.
• Experience in an aspect of civic science: science outreach, public engagement, science communication.
• Experience in program or project management.
• Understanding of the culture of science and scientific societies or similar organizations is desirable.
• Strong written and verbal communication skills.
• Ability to work independently.
• Comfortable working with CEOs and with mid-level staff who run programs.
• Possess initiative, be entrepreneurial, and think strategically and long-term.
ASCB will be the fiscal and administrative home institution for the Fellow, who will spend time in several other societies located in the DC area in a series of 2 month rotations. This is an 18-month position. The salary for this fellowship is $80K per year plus benefits.


Simons Foundation – Targeted Grants in MPS

Rolling Deadline for LOIs
The Simons Foundation’s Mathematics and Physical Sciences (MPS) division invites applications for its Targeted Grants in MPS program.
The program is intended to support high-risk theoretical mathematics, physics and computer science projects of exceptional promise and scientific importance on a case-by-case basis.


Alfred P. Sloan Foundation – Research Projects, Non-Research Projects, and Book Proposals

Accepts letters of inquiry year round

About Sloan

The Alfred P. Sloan Foundation makes grants primarily to support original research and education related to science, technology, engineering, mathematics, and economics. The Foundation believes that these fields—and the scholars and practitioners who work in them—are chief drivers of the nation's health and prosperity. The Foundation also believes that a reasoned, systematic understanding of the forces of nature and society, when applied inventively and wisely, can lead to a better world for all.


The Teagle Foundation – Education for American Civic Life

Applications accepted on a rolling basis
The charge of the Teagle Foundation is “to support and strengthen liberal arts education, which we see as fundamental to meaningful work, effective citizenship, and a fulfilling life.” Among the strengths of liberal arts education is the marriage of content and context to cultivate in students the knowledge and skills they need to achieve this vision.
In consideration of “effective citizenship,” the Foundation is especially concerned with undergraduates’ knowledge about American democratic institutions and the general decline in civility in discourse within and beyond our campus communities. Colleges and universities often assume their incoming students received prior preparation on topics such as the formation of the American republic or the crafting of the Constitution. In doing so, they miss opportunities to help undergraduates develop more a sophisticated understanding of the history and fragility of democracy. We encourage institutions to build on these themes across their curriculum and to invite deeper academic inquiry on critical issues that vex our local, national, and global communities.
Through “Education for American Civic Life,” the Foundation seeks to elevate the civic objectives of liberal arts education through faculty-led efforts within the curriculum grounded in the issues that define and challenge American democracy. The Foundation welcomes participation from a diverse array of institutions—community colleges, liberal arts colleges, comprehensive and research universities—that aim to strengthen civic education across the undergraduate curriculum and across disciplines. While grappling with matters of civic knowledge, it is the Foundation’s intention for projects to also mitigate uncivil speech and behavior. Successful proposals are expected move beyond mere additions to the course catalog and reflect an approach to integrative learning that serves the student body and can be sustained beyond the life of the grant.


Smith Richardson Foundation Domestic Public Policy

The Domestic Public Policy Program supports projects that will help the public and policy makers understand and address critical challenges facing the United States. To that end, the Foundation supports research on and evaluation of existing public policies and programs, as well as projects that inject new ideas into public debates.
The Foundation believes that policy makers face a series of challenges that need to be met if the United States is going to continue to prosper and provide opportunity to all of its citizens. Even as public finances begin to recover in the wake of the financial crisis and recession, officials are confronting difficult choices that will have to be made in order to restore long-term fiscal balances while maintaining essential public services. These choices will include decisions regarding how best to raise revenues while also creating an environment conducive to economic growth. Policy makers are also looking for strategies that can deliver key public services, such as education and criminal justice, in an effective and efficient manner. There is also a need to develop strategies to improve the long-term growth rate of the U.S. economy and strengthen economic opportunity. Doing so will require a combination of more effective strategies to develop human capital and establishing an economic climate hospitable to entrepreneurship and growth.
To meet these broad objectives, the Foundation has developed a number of grant making portfolios. A group of grants is focused on the challenges of identifying mechanisms that can inform thinking on fiscal practices at the national, state, and municipal levels. In terms of human capital development, the Foundation has been supporting work to identify how schools can become more productive by, for example, increasing the quality of the teacher workforce or adopting more effective curricula. Because success in the contemporary economy requires individuals to acquire education and training beyond high school, the Foundation is building a portfolio of projects on post-secondary education. Finally, the Foundation is supporting work on the criminal justice system that will examine whether costs can be lowered while still protecting public safety.

Ralph C. Wilson, Jr. Foundation

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.


Astellas USA Foundation

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.

OMRON Foundation, Inc.

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

Center for Research in Autism, Intellectual, and Other Neurodevelopmental Disabilities

Deadline: May 20, 2019
The Office of the Provost and the Senior Vice President for Research and Innovation requests new proposals for the Center for Research in Autism, Intellectual, and other Neurodevelopmental Disabilities (C-RAIND).
This competitive grant program is designed to support projects in key areas of research, scholarship, and creative activities, including – but not limited to – the following five broad research themes:

1. Lifespan Developmental Issues
2. Measurement, Assessment and Diagnostic Issues
3. Intervention and Implementation Science
4. Etiology and Prevention Science
5. Family, Cultural and Societal Issues

Examples of past and current research that might be pursued under each theme can be reviewed at C-RAIND’s fourth round of seed grants have two types of awards, details below.
$25,000 Grant
Two (2) $25,000 grants will be awarded, single or multi investigator proposals accepted. Early career stream faculty are highly encouraged to apply and PIs from different departments/colleges displaying interdisciplinarity will be viewed positively.
To submit a proposal for a $25,000 grant, please email the following items to no later than 5:00 pm on Monday, May 20, 2019:

• Application Form
• Project description – limited to four pages
• Vita for each investigator – limited to two pages
• Executive summary
• Budget

All awards are for eighteen months, ending December 31, 2020 and will require a description of the specific role of all Principal Investigators in the project. Funding will be available on July 1, 2019.
C-RAIND faculty fellows are eligible to submit a proposal. Awards will be made with the expectation that this funding will prepare recipients to be nationally competitive for external funding from agencies and foundations and the funded projects will promote recognition of the faculty and the university.
Micro Grant
Micro-grants will be awarded in amounts up to $5,000 to support research needs such as, but not limited to: conferences, symposia, or workshops to address important research issues and frontiers; program activities coordination; programs with a community engagement piece; bridge small projects, summer student hires, core support in equipment, data processing, and other research resources.
To submit a proposal for a micro-grant, please email the following items to no later than 5:00 pm on Monday, May 20, 2019:

• Application Form
• Project description – limited to two pages
• Vita for investigator – limited to two pages
• Budget

C-RAIND faculty fellows are eligible to submit a proposal. All awards are for one year, ending June 30, 2020 and will require a description of the specific role of the Principal Investigator in the project. Funding will be available on July 1, 2019.


MSU Institute for Public Policy and Social Research (IPPSR) – Michigan Applied Public Policy Research Grant (MAPPR)

Deadline: June 12, 2019
MSU's Institute for Public Policy and Social Research (IPPSR) is now accepting proposals through the Michigan Applied Public Policy Research grant program (MAPPR) for applied research on a current policy-relevant issue in Michigan. The program distributes up to $150,000 in total annually with faculty able to apply for grants of up to $25,000. Grant recipients will conduct and submit a written report on their research findings that is pertinent to policymakers. IPPSR also offers survey research services through the Office for Survey Research and the State of the State Survey and can assist with related budget preparation.
Please send the attached guidelines to your faculty with a recommendation for participation. To apply, faculty should submit a three-page proposal following the attached proposal guidelines by June 12, 2019. Additional information, as well as a list of previously funded MAPPR projects and reports, is available at:
IPPSR also conducts trainings and forums for state policymakers and seeks faculty participation. Our website also includes a blog for faculty to present evidence-based commentary on state policy, Michigan Policy Wonk. A searchable database of policy-relevant research, and a directory of MSU faculty experts as well as many interesting podcasts. We welcome your involvement in this venue.
Questions regarding the proposal or grant process may be directed to AnnMarie Schneider ( Please contact us in advance regarding budget preparation for projects that involve the Office of Survey Research or the State of the State Survey. I would also be happy to answer any faculty questions about our programs or services.


MSU Inclusion and Intercultural Initiatives – “Creating Inclusive Excellence at Michigan State University”

Deadline: June 17, 2019
Foremost among MSU’s values are quality, connectivity, and inclusiveness. Inclusiveness provides opportunity for learners from all backgrounds to bring their passion and talent and join a vibrant, intellectual community built on mutual respect. The MSU community has the opportunity to create synergy within and across organizational systems in support of an inclusive educational and work environment through the “Creating Inclusive Excellence at Michigan State University” funding.
Creating Inclusive Excellence funding presents an opportunity for Colleges and Academic Units to engage in efforts that will enhance academic quality, and through clearly articulated outcomes, demonstrably benefit students and create a more inclusive campus community for all.
Each funding category requires evidence of support from unit or relevant administrators. Proposals will NOT be considered without the requisite evidence of support.
Category 1: Requests for Proposals—College and Academic Unit: Creating Inclusive Excellence at MSU. College and Academic Unit proposals should be aligned with MSU’s six strategic imperatives and incorporate MSU’s value of inclusiveness. Please note, while a request may be made for multiple-year funding, a meritorious proposal may be deemed more appropriate for one year of funding.
Category 2(a) and (b): Requests for Proposals— 2(a) College and Academic Unit, or 2(b) Other Academic/ Administrative Unit Individual or Group: Creating Inclusive Excellence at MSU. Non-recurring funding is available for colleges, or academic unit requests that are supported by the college, and an individual or group of faculty and/or staff in departments, schools or all other major administrative units (e.g., Infrastructure Planning and Facilities, Residential and Hospitality Services, or Student Affairs and Services, etc.). Students may submit proposals with endorsement by faculty and/or staff. Proposals for projects or programs that are not ad hoc (one-time only, e.g., speaker or event) must include an explanation regarding the sustainability of the project or program beyond the funding period by the college, academic or administrative unit. Multiple-year funding is not generally available, but may be considered where appropriate.


MSU International Studies & Programs Alliance for African Partnership – Transforming Institutions Strategic Funding

Proposal accepted on a rolling deadline, but activities should take place before December 31, 2019
The Alliance for African Partnership (AAP) seeks proposals from AAP consortium members and their partners for activities which directly address AAP's Transforming Institutions pillar (transforming institutions to be better able to participate in sustainable, equitable, and research-driven partnerships that make a broader impact on transforming lives). Successful applicants will receive seed funding to develop international strategic partnerships with universities, institutions of higher education and research, and organizations in the public or NGO sectors. Travel can include any of the following--within Africa, to Africa from external locations, to the US or to other locations outside of Africa. The partnerships should focus specifically on institutional strengthening and capacity development.
Proposals may be submitted in one of the following three categories:
1. Exploratory Grants to support initial-stage partnership development. These grants are meant for new partnerships that have not previously worked together.
2. Proposal Development Grants to support partners to develop a proposal in response to a specific funding opportunity.
3. Pilot Workshop Grants to support short-term training activities or workshops.
We highly encourage projects which incorporate south-south collaboration. This has been identified as an AAP priority and will be prioritized in the selection process. We also encourage collaboration across Francophone and Anglophone countries/consortium members.
Funding can cover travel and/or associated meeting or workshop costs (the grant will not cover salary costs). AAP will consider proposals up to a maximum of $20,000 USD requested funds (not including cost share). Proposals should include a combined 20% cost share contribution across all of the partner institutions. This contribution could be monetary, in-kind, or a combination of the two.


Internal Grant Programs in the Office of the Senior Vice President for Research and Innovation (SVPRI)

The Office of the Senior Vice President for Research and Innovation (SVPRI) maintains a list of up-to-date internal grant funding opportunities 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).

International Studies and Programs Center for European, Russian, and Eurasian Studies - MSU in Turkey

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.

MSU Technologies – The Targeted Support Grant 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 (

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 SVPRI 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.

IRTL Seed Grants

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 supported.