Grant Information for Faculty
Click link for useful grant information for faculty members.
Other Funding Opportunities:
Institute of Education Sciences (IES)
National Institutes of Health (NIH)
National Science Foundation (NSF)
Selected External Grant Announcement
Concept Paper Deadline: July 18, 2018
Healthy Eating Research (HER) is a Robert Wood Johnson Foundation (RWJF) national program, which supports research on policy, systems, and environmental (PSE) strategies with strong potential to promote the health and well-being of children at a population level. Specifically, HER aims to help all children achieve optimal nutrition and a healthy weight. HER grantmaking focuses on children and adolescents from birth to 18, and their families, with a priority on lower-income and racial and ethnic minority populations that are at-risk of poor nutrition and obesity. Findings are expected to advance RWJF’s efforts to ensure that all children and their families have the opportunity and resources to experience the best physical, social, and emotional health possible, promote health equity, and build a Culture of Health.
Healthy Eating Research issues calls for proposals (CFPs) to solicit scientifically rigorous, solution-oriented proposals from investigators representing diverse disciplines and backgrounds. This CFP is for two types of awards aimed at providing advocates, decision-makers, and policymakers with evidence to promote the health and well-being of children through nutritious foods and beverages. The award types are Round 11, small- and large-scale grants. The two funding opportunities are described in more detail beginning on page 2 of the CFP.
Due: July 18, 2018
CAREER: The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from early-career faculty at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.
Pre-application Deadline: July 23, 2018
The Skillman Foundation is inviting proposals to fund out-of-school learning and development programs for Detroit youth. Awards will range up to $200,000 for a one-year grant term. Different from the Foundation’s previous youth development RFPs is a requirement that nonprofit organizations applying for the funding must do so in partnership with at least one other entity, whether it be another nonprofit or a school, government agency or department, library, etc.
“Children thrive when they have a strong network of caring adults in their community. The Call for Collaboration is a way to strengthen Detroit’s youth support system,” said Skillman Foundation Program Director David McGhee. “Detroit has many tremendous organizations working on behalf of children in our city, including out-of-school program providers. Supporting partnerships between youth-serving organizations will allow them to strengthen, expand and reach more children.”
To qualify, applicants must combine efforts with a partner organization and deliver year-round programming that take one of either two approaches:
1. Scaled high-quality activities: A high-quality activity provider could partner with an institution to scale that activity across multiple sites throughout the city to expand access to high-quality activity.
2. Deep youth engagement: Two or more providers or a provider and an institution with complimentary youth development and/or academic enrichments could partner to create a continuum of youth development programming for a set of youth who will participate consistently over the course of an academic year and summer.
Awardees are to provide services within Detroit, to Detroit youth. Interested organizations working outside of Detroit are welcome to apply when paired with a local organization.
Out‐of‐school programs provide youth the opportunity to build healthy relationships, learn beyond the classroom, and develop personally and professionally. Youth who frequently participate in after school activities are more likely to show greater levels of attention in class, be more engaged in school, and are less likely to develop an inclination for violent or problem behavior. Extracurricular activities also provide students with the facilities and time to pursue interests that they may not be able to pursue at school.
Deadline: July 24, 2018
The CCAMPIS Program supports the participation of low-income parents in postsecondary education through the provision of campus-based child care services. Priorities: This notice contains one absolute priority and one competitive preference priority. In accordance with 34 CFR 75.105(b)(2)(iv), the priorities are from section 419N(d) of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1070e(d)). Absolute Priority: For FY 2018 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we consider only applications that meet this priority. This priority is: Projects that utilize a sliding fee scale for child care services provided under section 419N of the HEA in order to support a high number of low-income parents pursuing postsecondary education at the institution. Competitive Preference Priority: For FY 2018 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is a competitive preference priority. Under 34 CFR 75.105(c)(2)(i) we award up to an additional 5 points to an application, depending on how well the application meets this priority. This priority is: Projects that leverage significant local or institutional resources, including in-kind contributions, to support the activities assisted under section 419N of the HEA.
Deadline: July 27, 2018
The Training Program provides grants to train the staff and leadership personnel employed in, participating in, or preparing for employment in, projects funded under the Federal TRIO Programs, so as to improve the operation of these projects.
Letter of Intent: June 22, 2018
Full Proposal Deadline: July 27, 2018
SPARK (Simons Foundation Powering Autism Research for Knowledge) is an autism research initiative that aims to recruit, engage and retain a community of 50,000 individuals with autism and their family members living in the U.S. Participation in this cohort will involve contribution of medical and behavioral information, mailing in of saliva for genetic analysis, the option to have genetic findings related to autism returned, and consent to be invited to participate in future research studies.
The project is operated by the Simons Foundation Autism Research Initiative (SFARI) in collaboration with approximately 25 university-affiliated research clinics, whose roles are to help enroll individuals with autism and their families in the study. Numerous national and local autism community organizations across the U.S. are also helping to find research participants and spread the word about this landmark initiative.
To date, SPARK has collected DNA extracted from saliva samples from thousands of individuals affected with autism and their family members. Phenotypic data for these families were collected online and are available through SFARI Base and summarized here: https://www.sfari.org/resource/spark/. SFARI has released whole-exome and genome-wide genotyping data from approximately 500 individuals with ASD and their biological parents. In October 2018, SFARI expects to release whole-exome and genome-wide genotyping data from approximately 4,500 additional individuals with ASD, their biological parents and an unaffected sibling (when available). SFARI also expects to release whole-genome data from an additional 400 individuals with ASD, their biological parents and an unaffected sibling (when available).
This RFA seeks proposals that will advance our understanding of the genetic basis of autism. SFARI welcomes proposals that focus on any type of genetic variants (rare and common variants, single-nucleotide variants (SNVs), copy number variants (CNVs), indels, coding and noncoding variants) that contribute to autism risk. We encourage innovative applications that combine analyses of variants across the allele frequency spectrum. We will prioritize proposals that will analyze SPARK data in conjunction with available genomic data from other ASD and neurodevelopmental genetic cohorts.
SFARI will make the alignment and variant call data available to all eligible researchers (i.e., not only those funded through this RFA) following standard quality control and data processing steps. The first batch of data is already available on SFARI Base, and the remaining data will be made available around October 2018. There will be a publication embargo for six months after all genomic data are released, which will prohibit submission of manuscripts for publication.
SFARI will work with successful applicants to make the genomic data available to their academic or cloud-based computing resources. SFARI understands that validation of de novo variants in recurrent genes/pathways is a key aspect of this project and will coordinate experimental confirmation of de novo calls with awardees.
Deadline: July 30, 2018
The SFEC program is authorized under title IV, part E of the Elementary and Secondary Education Act of 1965, as amended (ESEA). The purpose of the SFEC program is to provide financial support to organizations that provide technical assistance and training to State educational agencies (SEAs) and local educational agencies (LEAs) in the implementation and enhancement of systemic and effective family engagement policies, programs, and activities that lead to improvements in student development and academic achievement. The Secretary is authorized to award grants to statewide organizations (or consortia of such organizations) in partnership with an SEA to establish SFECs that (1) carry out parent education and family engagement in education programs, and (2) provide comprehensive training and technical assistance to SEAs, LEAs, schools identified by SEAs and LEAs, organizations that support family-school partnerships, and other such programs.
Applicant webinar: July 9, 2018
Brief proposal deadline: July 30, 2018
This Robert Wood Johnson Foundation (RWJF) funding opportunity will provide up to $1 million to support an evaluation of a four-day school week policy in rural settings and an associated cost study. The goal of this award is to build the field’s evidence about the pros and cons of this policy and its impact on children’s academic, social, emotional, and physical well-being, as well as the potential impacts on their families and broader communities. This research is intended to guide policy decisions of educators in rural communities in ways that promote the health and well-being of the whole child.
Deadline: July 30, 2018
The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the Nation. The purpose of this Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel competition is to support existing doctoral degree programs that prepare special education, early intervention, and related services personnel who are well-qualified for, and can act effectively in, leadership positions as researchers and preparers of special education, early intervention, and related services personnel in institutions of higher education (IHEs), or as leaders in national organizations, State educational agencies (SEAs), lead agencies (LAs), local educational agencies (LEAs), early intervention services programs (EIS programs), or schools.
Deadline: July 30, 2018
The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the Nation. The purpose of this priority is to increase the number and improve the quality of personnel who are fully credentialed to serve children, including infants and toddlers, and youth with disabilities who have high-intensity needs,1 especially in areas of chronic personnel shortage. The priority will fund high-quality interdisciplinary 2 projects that prepare special education, early intervention, and related services 3 personnel at the master’s degree, educational specialist degree, or clinical doctoral degree levels for professional practice in a variety of educational settings, including natural environments (including the home and community settings in which children without disabilities participate), early learning programs, classrooms, and school settings.
Deadline: August 1, 2018
The Small Research Grants program is intended to support education research projects with budgets of $50,000 or less. In keeping with the Spencer Foundation’s mission, this program aims to fund academic work that will contribute to the improvement of education, broadly conceived.
Historically, the work we have funded through these grants has spanned, a range of topics and disciplines, including education, psychology, sociology, economics, history, and anthropology, and they employ a wide range of research methods. The following examples of recently funded small grants illustrate the diversity of what we support:
• an experimental study of how college students use visual representations in solving math problems
• a study exploring the process of racial and rural identity formation among African American high-school students who attend de facto segregated schools in the rural South
• a mixed-methods study focusing on the different types of knowledge novice and experienced teachers draw on in teaching for reading comprehension
August 1, 2018 (Research)
The PAC program funds theoretically motivated research on a wide-range of topic areas related to typical human behavior with particular focus on perceptual, motor, and cognitive processes and their interactions. Central research topics for consideration by the program include (but are not limited to) vision, audition, haptics, attention, memory, written and spoken language, spatial cognition, motor control, categorization, reasoning, and concept formation. Of particular interest are emerging areas, such as the interaction of sleep or emotion with cognitive or perceptual processes, epigenetics of cognition, computational models of cognition, and cross-modal and multimodal processing. The program welcomes a wide range of perspectives, such as individual differences, symbolic and neural-inspired computation, ecological approaches, genetics and epigenetics, nonlinear dynamics and complex systems, and a variety of methodologies spanning the range of experimentation and modeling. The PAC program is open to co-review of proposals submitted to other programs both within the Social, Behavioral, and Economic Sciences Directorate and across other directorates.
Note: Proposals may be returned without review if the major focus is 1) the organization of neural activity or brain networks; 2) understanding clinical populations; or 3) non-human animals without a clear and direct impact on our understanding of human perception, action, or cognition. Investigators are encouraged to send the program director a one-page summary of the proposed research before submitting a proposal, in order to determine its appropriateness for the PAC program.
Deadline: August 1, 2018
The research grants program of the William T. Grant Foundation supports high-quality field-initiated studies that are relevant to policies and practices that affect the lives of young people in the United States.
To that end, the foundation is accepting applications in support of research projects designed to advance understanding of inequality in youth outcomes and/or improving the use of research evidence in decisions that affect young people.
The foundation will award grants of up to $600,000 over two or three years in support of research designed to build, test, and increase understanding of approaches to reducing inequality in youth outcomes on the basis of race, ethnicity, economic standing, or immigrant origin status. The foundation is particularly interested in research on programs, policies, and practices with the potential to reduce inequality in academic, social, behavioral, and economic outcomes.
To improve the use of research evidence, the foundation will award up to $1 million over two to four years to identify, build, and test strategies that ensure that research evidence reaches the hands of decision makers, responds to their needs, and is used in ways that benefit youth. The foundation is particularly interested in research on improving the use of evidence by state and local decision makers, mid-level managers, and intermediaries.
Deadline: August 3, 2018 and February 4, 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.
Letters and LOIs due: August 6, 2018
Grants awarded through the Bridge to Independence Award program are intended to invest in the next generation of top autism investigators by identifying talented early-career scientists interested in autism research and facilitating their transition to independent research careers.
This request for applications (RFA) is aimed at senior postdoctoral fellows who intend to seek tenure-track faculty positions during the 2018-2019 academic year. Successful applicants will receive a commitment of $495,000 over three years, activated upon assumption of a tenure-track professorship.
Deadline: August 8, 2018
As the nation continues to expand the horizon of opportunities and possibilities through advances in science, technology, engineering and mathematics (STEM), the need for a more diverse and well-prepared STEM workforce is also expanding . The challenge of preparing citizens for the expanding workforce and the changing workplace environments calls for new innovations in STEM education . ITEST is a research and development program that supports projects to promote PreK-12 student interests and capacities to participate in the STEM and information and communications technology (ICT) workforce of the future. The ITEST program supports research on the design, development, implementation, and selective spread of innovative strategies for engaging students in technology-rich experiences that: (1) increase student awareness of STEM occupations; (2) motivate students to pursue appropriate education pathways to STEM occupations; or (3) develop disciplinary-based knowledge and practices, or promote critical thinking, reasoning skills, or communication skills needed for entering STEM workforce sectors. ITEST projects may adopt an interdisciplinary focus that includes multiple STEM disciplines, focus on a single discipline, or focus on one or more sub-disciplines. The ITEST program supports projects that provide evidence for factors, instructional designs, and practices in formal and informal learning environments that broaden participation of students from underrepresented groups in STEM fields and related education and workforce domains. Projects that actively engage business and industry partners to better ensure that PreK-12 experiences foster the knowledge and skill-sets needed for emerging STEM occupations are strongly encouraged.
Competitions with an August 9, 2018 deadline
• Education Research and Development Centers Program (84.305C)
• Research Networks Focused on Critical Problems of Policy and Practice in Special Education (84.324N)
Letter of Intent Due: June 21, 2018
Full Application Due: August 9, 2018
Competitions with an August 23, 2018 deadline
• Education Research Grants (84.305A)
• Special Education Research Grants (84.324A)
• Research Training Programs in Special Education (84.324B)
• Statistical and Research Methodology in Education Competition (84.305D)
• Partnerships and Collaborations Focused on Problems of Practice or Policy (84.305H)
Letter of Intent Due: June 21, 2018
Full Application Due: August 23, 2018
Competitions with a March 7, 2019 deadline
• Low-Cost, Short-Duration Evaluation of Education Interventions (84.305L)
• Low-Cost, Short-Duration Evaluation of Special Education Interventions(84.324L)
Letter of Intent Due: January 10, 2019
Full Application Due: March 7, 2019
Letter of Inquiry deadline: August 20, 2018
Invited full proposal deadline: November 15, 2018
The Russell Sage Foundation's program on Social Inequality supports innovative research on whether rising economic inequality has affected social, political, and economic institutions, and the extent to which increased inequality has affected equality of opportunity, social mobility, and the intergenerational transmission of advantage. We seek investigator-initiated research projects that will broaden our understanding of the causes and consequences of rising economic inequalities in the United States.
Examples of the kinds of topics that are of interest include but are not limited to economic well-being, equality of opportunity, and intergenerational mobility; the political process and resulting policies; psychological and/or cultural change; education; labor markets; child development and child outcomes; neighborhoods and communities; families, family structure, and family formation; and other forms of inequality.
Two-year grants of up to $150,000 will be awarded to qualified organizations.
The foundation encourages methodological variety, but all proposals should have well-developed conceptual frameworks and designs. Analytical models should be specified and research questions and hypotheses should be clearly stated. Awards are available for research assistance, data acquisition, data analysis, and investigator time for conducting research and writing up results.
Deadline: August 28, 2018
The National Science Foundation Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become K-12 mathematics and science (including engineering and computer science) teachers. The program invites creative and innovative proposals that address the critical need for recruiting and preparing highly effective elementary and secondary science and mathematics teachers in high-need local educational agencies. The program offers four tracks: Track 1: The Robert Noyce Teacher Scholarships and Stipends Track, Track 2: The NSF Teaching Fellowships Track, Track 3: The NSF Master Teaching Fellowships Track, and Track 4: Noyce Research Track. In addition, Capacity Building proposals are accepted from proposers intending to develop a future Track 1, 2, or 3 proposal.
Deadline: September 4, 2018
The Spencer Foundation’s Conference Grant program is designed to provide support to scholars for small research conferences and focused symposia. The conference grant program intends 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. Through this grant program, the Foundation rotates the area of focus periodically to generate fresh ideas and perspectives on pressing educational challenges. This grant program supports conference proposals with budgets of $50,000 or less.
Deadline: September 7, 2018
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.
September 11, 2018
Second Tuesday in September, Annually Thereafter
Track - I: IRES Sites
September 18, 2018
Third Tuesday in September, Annually Thereafter
Track-II: Advanced Studies Institutes
September 25, 2018
Fourth Tuesday in September, Annually Thereafter
Track - III: New Concepts in International Graduate Experience
The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally-engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas.
The overarching, long-term goal of the IRES program is to enhance U.S. leadership in research and education and to strengthen economic competitiveness through training the next generation of research leaders.
This solicitation features three mechanisms; proposers are required to select one of the following tracks to submit their proposal.
Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Track III calls for U.S. institutional partnerships and coalitions to develop and evaluate innovative models for high-impact, large-scale international research and professional development experiences for graduate students, as individuals or groups.
Deadline: September 13, 2018
The EHR Core Research (ECR) program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM.
The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in fundamental research on STEM learning and education by fostering efforts to develop foundational knowledge in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The ECR program will fund fundamental research on: human learning in STEM; learning in STEM learning environments, STEM workforce development, and research on broadening participation in STEM.
Deadline: September 15, 2018
The NEA Community Advocacy and Partnership Engagement (CAPE) Department provides state & local partnership funding grants that are intended to assist state/local affiliates identify, engage, and mobilize minority community organizations and community leaders of color around increasing student achievement, engaging members who have participated in leadership trainings, and creating union roles to build capacity to engage community partners. Grant considerations are made on the following strategic priorities:
o Initiatives to Improve Student Achievement, particularly in struggling schools;
o Engaging NEA members who have been trained in NEA’s leadership trainings or those who have a demonstrated record of activism for the purpose of furthering social justice activism and/or professional issues activism;
o Establishing or institutionalizing new union roles related to parent and/or community engagement;
o Focus on advancing NEA’s priority on racial justice in education.
o Deadline-September 15
o CAPE Partnership Funding FAQ ( PDF, 75 KB, 1 pg.)
o CAPE Partnership Funding application template ( MSWORD, 40 KB, 3 pg.)
o Submit your CAPE Partnership Funding application
For questions, please email CAPEGrantsPF@nea.org
Deadline: September 15, 2018
The NEA Center for Great Public Schools provides State & Local Project Grants to develop and promote policy and practice that define a quality education profession; incubate sound practice and gather key learning that benefits student learning; and define national, state and district policy that supports the advancement of Great Public Schools. The application should focus on key education profession levers which can serve as fundamental change catalysts in educators’ career practice, and the role of the union/educators in leadership.
o Deadline: September 15, 2018
o State-Local Project Grant Guidelines 2018-19 ( MS-Word, 104 KB, 7 pgs.)
o Submit your CGPS State & Local Project Grant application The application period opens August 1, 2018 and closes on September 15, 2018.
o For questions, please email CGPS-PF@nea.org
Deadline: September 28, 2018
AERA’s Research Conferences Program awards grants of up to $35,000 for conferences intended to break new ground in substantive areas of inquiry, stimulate new lines of study on issues that have been largely unexplored, or develop innovative research methods or techniques that can contribute more generally to education research. The program aims to foster the accumulation of knowledge, enhance dissemination, encourage innovation, and advance studies of the highest quality in education research.
Letter of Intent Deadline: September 30, 2018
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.
Deadline: September 30, 2018
NEA’s Urban Grants support development of large local NEA affiliates representing pre-K-12 educators, higher education faculty, and education support professionals. This grant funding is intended for projects that increase membership recruitment and involvement, build Association capacity, issue organizing, and organizing and engage communities.
o Deadline: September 30
o Urban Grant Program Guidelines ( PDF, 77 KB, 2 pg.)
o Urban Grant Template ( MSWORD, 37 KB, 2 pg.)
o Submit your Urban Grant application
For questions, please email email@example.com
October 1, 2017 - October 1, 2018
Exploration and Design Tier for Engaged Student Learning & Institution and Community Transformation
October 1, 2018 - September 30, 2019
Exploration and Design Tier for Engaged Student Learning & Institution and Community Transformation
December 11, 2018
Development and Implementation Tier for Engaged Student Learning & Institution and Community Transformation
Beginning in FY 2018, there will be no single date deadlines for Exploration and Design proposals, which may be submitted at any time from October 1, 2017 onward. Please note however that proposals received after May 1 will be held over to the subsequent financial year for possible award (for example awards will be made in FY 19 for proposals received after May 1, 2018).
The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growth in the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy.
The National Science Foundation (NSF) plays a leadership role in development and implementation of efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR program is a core NSF undergraduate STEM education program that seeks to improve the effectiveness of undergraduate STEM education for both majors and non-majors. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate populace. In pursuit of this goal, IUSE: EHR supports projects that have the potential to improve student learning in STEM through development of new curricular materials and methods of instruction, and development of new assessment tools to measure student learning. In addition to innovative work at the frontier of STEM education, this program also encourages replications of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings.
LOI deadline: October 2, 2018
The Lyle Spencer Research Awards Program is intended to support intellectually ambitious research oriented to improving the practice of education, independent of any particular reform agendas or methodological strictures. It supports projects with budgets up to $1 million. In this program, we envision a large-minded conception of educational practice that encompasses formal and informal learning as well as the institutional, policy, and normative frameworks that influence and are influenced by learning and developmental processes. Moreover, we recognize learning occurs across settings—from the classroom to the workplace and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study.
The Lyle Spencer Research Awards Program is an assertion of our determination to search for and support challenging, original, and constructive scholarship and research. Through this endeavor, we hope to press our colleagues in the research community to raise their level of intellectual ambition: to do work that is thoughtful, critical of prevailing assumptions, self-critical about the work and its limitations, and relevant to the aim of building knowledge for improved educational practice.
We want scholars who seek our support to have convincing, well-reasoned answers to this question: How does the work you are undertaking contribute to making the practice of education better? We value work that fosters creative and open-minded scholarship that examines deeper questions of how, when, for whom, and why. It is vital to make clear that in seeking to support work that is less tied to particular policy agendas or particular research methods, we are not aiming to pursue knowledge for its own sake or taking the view that anything goes. We believe the kind of searching inquiry that we aim to promote and support is not only quite demanding but also deeply relevant to the “lasting improvement in education” that our founder Lyle Spencer challenged his foundation to promote.
Deadline: October 4, 2018
The Dissertation Fellowship Program seeks to encourage a new generation of scholars from a wide range of disciplines and professional fields to undertake research relevant to the improvement of education. These $27,500 fellowships support individuals whose dissertations show potential for bringing fresh and constructive perspectives to the history, theory, analysis, or practice of formal or informal education anywhere in the world.
This highly competitive program aims to identify the most talented researchers conducting dissertation research related to education. The Dissertation Fellowship program receives many more applications than it can fund. This year 35 fellowships will be awarded.
Deadline: November 1, 2018
The National Academy of Education (NAEd)/Spencer Postdoctoral Fellowship supports early-career scholars working in critical areas of education research. This nonresidential postdoctoral fellowship funds proposals that make significant scholarly contributions to the field of education. The program also develops the careers of its recipients through professional development activities.
The fellowship of $70,000 will be awarded to 30 scholars. Fellows may elect to take the fellowship full-time over one year or half-time over two years. This is a non- residential fellowship. Scholars may conduct their research at their home institution or at another research site that they have arranged. During their fellowship tenure, fellows are required to attend three professional development retreats hosted by the NAEd and to make a formal presentation of their research to the Academy. The NAEd provides additional travel funds for fellows to attend these meetings.
Deadline: November 6, 2018
The Center for Education and Ethics announces a new grant program. The Center will make awards of up to $40,000 for research projects in philosophy as it relates to educational policy and practice. We encourage applicants to understand educational policy and practice in broad terms, including issues that directly relate to K-12 schools and higher education institutions, but also concerning policies that influence children’s growth and development in the family and other institutions. We also encourage diverse kinds of philosophical research ranging from the highly abstract to the highly applied.
Full Proposal Window: until January 16, 2019
A well-prepared, innovative science, technology, engineering, and mathematics (STEM) workforce is crucial to the Nation's prosperity and security. Future generations of STEM professionals are a key sector of this workforce, especially in the critical scientific areas described in the Big Ideas for Future NSF Investments. To accelerate progress in these areas, the next generation of STEM professionals will need to master new knowledge and skills, collaborate across disciplines, and shape the future of the human-technology interface in the workplace. As a result, NSF recognizes the need to support development of and research on effective educational approaches that can position the future STEM workforce to make bold advances in these Big Ideas.
In response to this need, the NSF’s Education and Human Resources Directorate seeks to invest in projects that can educate the STEM workforce to advance discovery in the six research Big Ideas: Harnessing the Data Revolution; The Future of Work; Navigating the New Arctic; Multi-messenger Astrophysics; The Quantum Leap; and Understanding the Rules of Life. In addition to developing and implementing novel educational and/or training programs, these projects should simultaneously generate new knowledge about effective STEM education, by studying such programs and exploring related issues.
Specifically, NSF accepts proposals to support education research and development projects focused on re- or up-skilling the existing workforce; developing the skilled technical workforce; and/or preparing those at the undergraduate, graduate, or postdoctoral fellow/early career levels. We encourage projects to partner with industry, public, and private sectors to define the needs of tomorrow’s workforce and develop educational and learning strategies to meet those needs. Proposals should address near-, mid-, and long-term challenges and opportunities facing the development of STEM professionals or anticipate new structures and functions of the STEM learning and teaching enterprise. Proposers are encouraged to include approaches that have the potential to increase and diversify participation in STEM. All proposals should contribute to one or more of the six research Big Ideas.
Deadline: July 9, 2019
The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NIGMS R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs. To this end, this funding opportunity announcement (FOA) encourages the development of innovative educational activities for pre-kindergarten to grade 12 (P-12), pre-service and in-service teachers (Teachers) and students from underserved communities with a focus on Courses for Skills Development, Research Experiences, Mentoring Activities, Curriculum or Methods Development and Outreach. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Information on current SEPA projects can be found at: https://www.nigms.nih.gov/Research/crcb/sepa/Pages/default.aspx and http://nihsepa.org. Applicants are strongly encouraged to consult with the SEPA Scientific/Research Contact to be advised on the appropriateness of the intended P-12 STEM or ISE project for SEPA program objectives and the priorities of the NIGMS.
Ralph C. Wilson, Jr. believed effective change should make an impact from the start, yet carry long into the future. To do both, he earmarked a portion of his estate and the eventual sale of his beloved Buffalo Bills to fund his namesake foundation. The Ralph C. Wilson, Jr. Foundation began operations in 2015 to continue his legacy—one of generosity and innovation, healthy risk taking and collaboration, and an unshakeable community focus.
The Foundation’s geographic focus is Southeast Michigan & Western NY State. The Foundation defines SE Michigan as: Wayne, Oakland, Macomb, Monroe, Washtenaw, St. Clair and Livingston Counties. The Foundation’s policies state that “Programs located outside of these regions are generally not encouraged.” What this means, as a practical matter, is that any successful MSU requests will need to be based on activity and relationships within the counties listed.
Wilson Foundation Program areas:
- Children and Youth: For kids, we’re looking for opportunities beyond K-12 education to provide more pathways to success. Here, we focus on strengthening young minds and bodies with early childhood initiatives, sports and youth development programs, and after school programs.
- Young Adults and Working Class Families: Often weighed down by heavy demands and limited resources, working class families and young adults can often miss out on career opportunities. We will invest in skills training and education that can lead to pathways to good paying jobs and increased independence.
- Caregiving: The role of caregiver can be demanding and overwhelming. Here, we support and honor those who care for others – whether paid or voluntarily – through efforts that provide needed skills, resources, education and respite. Early opportunities will focus primarily on those caring for older adults and seniors.
- Health Communities: A thriving community starts with the well-being of its people. Here, we will seek opportunities to support: community design and access to space, and programs that support healthy living; improving non-profit productivity and innovation; and economic development levers that spur regional growth, innovation and equity.
There is no deadline, applications are accepted on a rolling basis. The foundation has indicated that all MSU inquiries and applications should route to Lawrence Wallach, Associate Director of MSU Corporate & Foundation Relations.
Grant applications are accepted year-round. Development Office should be contacted prior to applying to this foundation.
Astellas USA Foundation awards grants in the areas of science, literacy, and education. Priority is given to projects addressing health and well-being; science, technology, engineering, and mathematics (STEM) education; and disaster relief. The foundation awards grants that inspire students to pursue careers in science-based industries. Grants for STEM education programs and after-school enrichment programs provide mentoring and hands-on learning to students to cultivate their critical thinking, collaboration with others, and problem-solving skills.
Grant applications are accepted year-round. Development Office should be contacted prior to applying to this foundation.
The OMRON Foundation, Inc. coordinates the charitable efforts of all OMRON offices in the United States and is funded by OMRON’s subsidiaries in North America, who contribute a portion of their sales. Among the foundation’s funding priorities are programs to support education from elementary to college, with a focus on engineering, science, mathematics, and technology. The foundation also supports programs for the disabled; to provide basic needs (food, clothing, and shelter), disaster relief, and health; and to promote Japanese American cross-cultural enrichment.
Eligible applicants are nonprofit organizations with 501(c)(3) status. The foundation gives preference to local organizations in communities with OMRON operations and organizations where OMRON employees volunteer. The foundation also prefers to fund specific programs over general operating expenses. Grant awards are limited to one year.
The foundation does not support local athletic or sports programs and travel funds for tours, expeditions, or trips, among other restrictions. The full list of exclusions is provided on the website.
The grant request process requires all qualified organizations to submit an application that is a preliminary document, similar to a Letter of Inquiry. The application is available to access online. The completed application and proof of tax-exempt status must be submitted as attachments to the foundation email address. Based on the application, an organization may be invited to submit a full proposal.
Internal Grant Announcements
The Office of the Vice President for Research and Graduate Studies (VPRGS) maintains a list of up-to-date internal grant funding opportunities at Michigan State University.
More information on internal funding from the Clinical and Translational Sciences Institute (CTSI).
Michigan State University faculty and alumni in Turkey are active and supportive of several formal linkages with educational institutions, Turkish and Turkic language course offerings, study abroad programs and international research initiatives in Turkey.
Awards funded by VPRGS on a continuous basis.
The OVPRGS has allocated new funding in FY 2016-2017 to support Targeted Support Grants for Technology Development (TSGTD). TSGTD awards are intended to accelerate the commercial development of inventions, technologies and copyright materials within the entire MSU intellectual property estate. Support is targeted to address narrow, specific technology “gaps”, to better establish proof of concept, and to enable key, go-no go decisions concerning the potential for commercial application. As such, these awards may enhance or create business opportunities including licensing, marketing, new company creation or other business development efforts within the MSU Innovation Center (http://innovation.msu.edu).
Proposals are submitted by MSU Technology Tech Managers in collaboration with faculty inventors. Eligibility for TSGTD funding requires:
- evidence of secure IP (submitted or issued technology patents)
- completion of formal technology screening or full commercial assessment evidencing commercial potential, if not specific market options. This process is initiated routinely upon submission of an invention disclosure.
TSGTD applications are accepted and immediately reviewed at any time throughout the year. Nominations are jointly prepared by inventors and MSUT Tech Managers and submitted to a Research Review Committee convened by the OVPRGS to facilitate confidential peer review by selected internal (MSU) or external expert panels. This approach allows immediate evaluations and funding decisions on a continuous basis. This offers the advantage of avoiding extended time delays inherent in other internal or external grant programs. The TSGTD review process ensures confidentiality to both applicants and expert referees and protects against disclosure of IP.
Award categories range from flexible, short term projects conducted within MSUT (Category A – $5,000 -$10,000), to more complex short or long term research projects involving MSU inventors (Category B/C – $10,000 - $100,000), as well as projects involving co-investments ($ or in-kind) by commercial partners (Category D – $75-150,000). Projects within Category D have high priority based on the commitment of commercial customers willing to share risks of development.
The College of Education’s Institute for Research on Teaching and Learning has funds to support either projects that are likely to lead to larger funded projects or small research projects. The goal of the “seed” grants is to enable COE faculty to develop research grant
proposals and to increase their likelihood of successfully competing for
research funds. However, research projects that stand alone will also be