College Meeting Slides and COEHD Leadership Academy Application
by COEHD Communications
Good afternoon, COEHD.
Thank you all for your time and attendance at yesterday’s College Wide Meeting.
Attached you will find a PDF of yesterday’s slides, as well as the application for the COEHD Leadership Academy. The due date for the application is: 11:59 p.m. CDT on May 28, 2021.
We hope you all have a safe and enjoyable summer!
Sincerely,
COEHD Communications Team
5 years, 2 months
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Re: UPDATE: DEADLINE Extended to JUNE 1 ~ Google Certified Educator Level 1
by COEHD Information Technology
Hi COEHD Faculty and Students, you have about 1.5 weeks to finish your Fundamentals training to receive the exam voucher that will make you a Google Certified Educator Level 1.
🙋♀️ Start at COEHD website<begin%20COEHD%20website!>!
-Marisol Johnson
From: COEHD Information Technology <COEHDIT(a)utsa.edu>
Date: Friday, April 23, 2021 at 2:44 PM
To: "coehd(a)lists.it.utsa.edu" <coehd(a)lists.it.utsa.edu>
Subject: [Coehd] UPDATE: DEADLINE Extended to JUNE 1 ~ Google Certified Educator Level 1
Hi COEHD Faculty, we were given an extension for the Exam Vouchers we have for you to become Google Certified Educator Level 1.
You now have the entire month of MAY to complete the training (training has been extended to June 1).
I hope you and your students will have time after the semester is over to complete the Fundamentals Training in May.
Looking forward to seeing you become Google Certified!
Here’s where you begin COEHD website<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Feducati...>!
[Qr code Description automatically generated]
Deadline to complete training for SPRING 2021 is Tuesday, June 1, 2021.
I’ve attached an image and pdf for your use.
[cid:image002.png@01D74E4F.5886A140]
Marisol Johnson
From: COEHD Information Technology <COEHDIT(a)utsa.edu>
Date: Monday, April 12, 2021 at 10:08 AM
To: "coehd(a)lists.it.utsa.edu" <coehd(a)lists.it.utsa.edu>
Subject: [Coehd] Google Certified Educator Level 1
Dear COEHD Faculty and Students, Interested in Google for Education? We have the training and certification for you!
Welcome to Fundamentals training by Google. By reading, watching videos, and doing activities, you'll learn how to integrate Google in your classroom. By the end of this training, you'll be ready to take the exam to become a Google Certified Educator Level 1.
We have Exam Vouchers for you to become Google Certified Educator Level 1 at no charge to you!
(Just follow the instructions on the website)
You will also receive a digital badge from UTSA COEHD using Credly’s Acclaim Platform for completing the Fundamentals training to add to LinkedIn, Twitter and Facebook; over email; embedded in a website or in your email signature.
[Qr code Description automatically generated]
Deadline to complete training for SPRING 2021 is Friday, April 30, 2021.
For more information, please contact:
Marisol Johnson
IT Operations Manager
Office of Dean of the College of Education and Human Development
University of Texas at San Antonio
One UTSA Circle, San Antonio, Texas 78249
E: Marisol.johnson(a)utsa.edu<mailto:Marisol.johnson@utsa.edu>
V: 210.458.5438 |O:[signature_1529715457]Chat with me on Teams!
5 years, 2 months
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Teaching and Learning with Humor
by Vittorio Marone
Dear Colleagues and Friends,
I am writing to invite you to attend a free online webinar (May 24th 2:00-4:00pm) in which you can learn about humor and how it can help reduce stress, increase wellbeing, and contribute to effective teaching. Presenters will share practical and actionable strategies to safely and effectively integrate humor for learning and teaching in the classroom and online.
Please feel free to invite your students, as well. I think this is an important (and fun!) topic for all current and future teachers and educators.
You can learn more about the event and register here: http://bit.ly/wellbeingandhumor
Thank you for your attention!
Kind regards,
Vittorio
Vittorio Marone, Ph.D.
Associate Professor
Instructional Technology Program Coordinator
Department of Interdisciplinary Learning & Teaching
College of Education & Human Development
The University of Texas at San Antonio
One UTSA Circle
San Antonio, TX 78249
5 years, 2 months
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COEHD College Wide Meeting, Thursday, May 20
by Laura Earleywine
Join us for our
COEHD College Wide Meeting
Thursday, May 20
3:00 pm to 4:30 pm
Join Zoom Meeting
One tap mobile:
US: +13462487799,,8097609490#<tel:+13462487799,,8097609490> or +12532158782,,8097609490#<tel:+12532158782,,8097609490>
Meeting URL:
https://utsa.zoom.us/j/8097609490<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.zo...>
Meeting ID:
809 760 9490
Laura Earleywine
Administrative Services Officer III
The University of Texas at San Antonio
College of Education and Human Development | Office of the Dean
One UTSA Circle, MB 3.304
San Antonio, Texas 78249
O: 210.458.5200 | M: 210.458.4370 |
F: 210.458.4487
laura.earleywine(a)utsa.edu<mailto:laura.earleywine@utsa.edu>
5 years, 2 months
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COEHD News | May 18, 2021 - See what's happening in COEHD
by COEHD Communications
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Tuesday | May 18, 2021
[https://mcusercontent.com/136171bc13e56eae0ccfa44e1/images/18a71e41-3bc8-...]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Alum Spotlight: COEHD alum wins three teaching awards
[https://mcusercontent.com/136171bc13e56eae0ccfa44e1/images/a1ef7265-e593-...]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
COEHD alum Erica Camarillo has earned three teaching awards for her hard work and devotion to her students. She has been named Teacher of the Year by Roosevelt Elementary and by Edgewood ISD. Now she has also been awarded the KENS5 EXCEL Award.
READ MORE<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Student Spotlight: Doctoral student awarded national counseling fellowship
[https://mcusercontent.com/136171bc13e56eae0ccfa44e1/images/c4f41c3d-cee9-...]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Please join the Department of Counseling in congratulating Ph.D. student Dhruvi Patel for earning the National Board for Certified Counselors Minority Fellowship. Read more to learn how Patel is seeking to improve representation for Indian Americans and break down cross-cultural barriers in counseling.
READ MORE<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Congrats to our class of 2021 grads!
[Congrats to Class of 2021]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Congrats to all of our students who graduated this weekend! We're continuing the celebration throughout the week by sharing some stories and highlights of our grad's journeys and shared experiences through UTSA and COEHD!
READ MORE<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
COEHD in the News
UTSA and SA Works study San Antonio youth employment trends
________________________________
The top job sectors employing high school students were the hardest hit in the pandemic’s local economic downturn, based on a new study<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...> commissioned by SA Works and conducted by the UTSA Urban Education Institute (UEI).
READ MORE<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
COEHD Events
[Increasing Student and Faculty Wellbeing with Humor Flyer]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
REGISTER HERE<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
[Great Staff Appreciation Drive Thru]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
LEARN MORE<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
[MAS Teacher's Academy]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
REGISTER HERE<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
[UTSA COEHD Badges Available for Google Certification]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
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5 years, 2 months
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Summer research activity guidance
by Michael Karcher
Dear Colleagues,
If you are planning on conducting research and collecting data this summer, please see that attached guidelines from Dr. Stevenson’s office.
Summer 2021 Research Guidance
Summer 2021 should be considered a transitional period in the ongoing pandemic. Research activities on campus and field research are strongly encouraged and should resume within the framework of the guidelines found in most recent version of the Public Health Task Force report<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uts...>. Anyone conducting research activities on behalf of UTSA (as a faculty member, student, or staff), should be flexible and receptive to concerns expressed by other research team members or members of the community where the research is performed.
Important Points for the Research Community:
· The impact of the pandemic is different across communities and is dynamic. UTSA updates operations in response to changing conditions. Be sure to monitor evolving guidance and adapt accordingly.
· Regardless of the location of research activities, UTSA safety protocols related to COVID-19 remain in effect. This includes social distancing, wearing face coverings, hygiene, and disinfection protocols.
· Individuals who are vaccinated will be allowed to engage in campus activities, including research, differently than those who are not fully vaccinated. Vaccination status, however, is personal health information and individuals must not be asked their status and will not be required to verify their status. If you have activities that are affected by vaccination status, you must allow individuals to self-select into the different groups.
· Any students or research staff who are uncomfortable with the directions given by their supervisor should contact their Associate Dean for Research<https://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fresearch...> for help resolving the issue. Counseling and Mental Health Resources<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uts...> are available for anyone needing extra support during this transition.
Human Research and Community-Based Research
The IRB will continue to review protocols to evaluate the risk to potential human participants, study staff, and the community where the research takes place. Face-to-face human research must consider the health and well-being of the people UTSA researchers are working with.
Field Research
In general, UTSA guidelines must be followed during field research, regardless of location. This will not apply in rare circumstances where cultural norms preclude these practices, such as in international research. The researcher is responsible for developing an alternate safety plan in those instances to ensure the health and well-being of community where they are conducting research. The Institutional Review Board will assist the researcher in developing a safety plan for those exceptions.
Travel
See the Travel<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uts...> section of the Roadrunner Roadmap.
Travel review for domestic and international destinations follow pre-pandemic procedures. For international travel, travelers must receive approval from the International Oversight Committee<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fglobal....>, which continues to follow CDC guidance related to COVID-19 transmission. Be sure to monitor guidelines from local authorities at your travel destination. For assistance, contact global(a)utsa.edu<mailto:global@utsa.edu>.
Research Team Meetings and Graduate Student Defense Meetings
Face-to-face meetings may resume while supporting a safe and healthy environment for all attendees. Be sure to follow all current guidelines provided by the Public Health Task Force, including social distancing, hygiene, and face coverings.
Research Colloquia and Seminars
Events such as research colloquia and seminars may resume. External speakers are welcome to visit campus. Follow the Event Planning Guidelines<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uts...> in the Roadrunner Roadmap.
Signage on Lab and Office Doors
Entry logs and notice of lab and office closures are no longer necessary and should be removed.
Expectations for Fall 2021
As community health continues to improve through the summer, we expect research operations to resemble pre-pandemic conditions. Continue to monitor the Roadrunner Roadmap<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uts...> for more information.
If you have questions, you can contact me (Michael) or send them directly to Dr. Stevenson:
Michelle (Mickey) Stevenson, Ph.D., CCEP
Associate Vice President for Research Integrity
Office of Research, Economic Development, & Knowledge Enterprise
The University of Texas at San Antonio
(210) 458-4531 | (210) 668-3313
Michael J. Karcher, Ed.D., Ph.D., Associate Dean for Research
Professor of Educational Psychology (pronouns: he/him)
College of Education and Human Development, University of Texas at San Antonio
501 Cesar Chavez Blvd., Suite DB 4.337 (DT); MB 3.476 (Main Campus)
San Antonio, TX 78207
(210) 458-2032; 458-2650 (department)
michael.karcher(a)utsa.edu<mailto:michael.karcher@utsa.edu>
ORCID ID: 0003-1970-8263
5 years, 2 months
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COEHD Graduation News 2021 🎓
by COEHD Communications
View this email in your browser<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmailchi...>
Friday | May 14, 2021
[UTSA COEHD Class of 2021. Let's Celebrate poster]
[A congratulations to our 2021 graduating students poster.]
Grad Spotlight: Alexa Brown
[Photo of Alexa Brown]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I have always been a science and nature person, so I did my undergrad in wildlife biology at Texas State. I loved everything about it except for the lack of diversity. That lack of diversity in my program and in the various natural resources jobs I had shifted my focus to sharing all of the knowledge and experience that I gained with diverse groups of people in my community."
READ ALEXA'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Grad Spotlight: Alyse Gray Parker
[Photo of Alyse Gray Parker]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I grew up in Northeast Ohio and went to Ohio State University for my bachelor's and master's degrees. In my free time, I enjoy baking, trying new restaurants, and hanging out with my husband and dog. I chose to pursue a Ph.D. at UTSA because I was interested in changing and creating education policy that helped marginalized students."
READ ALYSE'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Grad Spotlight: Brianna Ugarte
[Photo of Brianna Ugarte]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"School has been a huge part of my life and has always been the most important thing to me. My parents have always pushed me to do well in school. My education experiences are something that I would not trade for the world. I am about to be the first in my family to graduate from college. I am excited that I am accomplishing some, although not all of my goals."
READ BRIANNA'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Grad Spotlight: Crystal Ochoa
[Photo of Crystal Ochoa]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I was born in Edinburg, TX, and graduated high school in 2000. After graduating I went to college for a while, then joined the Army for 8 years, then settled in San Antonio. Soon after I started my journey, I completed my B.A. in psychology at UIW in 2016 and was accepted at UTSA for my M.S. in Clinical Mental Health Counseling where I will be graduating this spring."
READ CRYSTAL'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Grad Spotlight: Heeryung Woo
[Photo of Heeryung Woo]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I majored in primary English education for my undergrad, and have worked as an elementary school teacher in Korea. I wanted to study in-depth about teaching English to kids so I joined the UTSA graduate program! I have a great interest in piano and art, and I enjoy listening to classical music."
READ HEERYUNG'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Grad Spotlight: Meranda Nunnery
[Photo of Meranda Nunnery]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I pursued this master’s degree on my journey to becoming a psychologist. I have a passion for multicultural studies and look forward to treating and advocating for people from all backgrounds. I love and appreciate my family, friends, and boyfriend. I'm grateful for the great professors and students I met through this strange COVID-19 learning, we got through it!"
READ MERANDA'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Grad Spotlight: Omar Husain
[Photo of Omar Husain]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"My work in religious service at the mosque led me to professional counseling. It was a match made in heaven!"
READ OMAR'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Grad Spotlight: Rebecca Stortz
[Photo of Rebecca Stortz]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"Earning a doctorate is a lot of work, and it would have been easy to quit. Only through pure stubbornness and determination have I been able to complete it."
READ REBECCA'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Graduate Spotlight: Rubi Marquez
[Photo of Rubi Marquez]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I was born in Nuevo Laredo, Tamaulipas, and moved to Baytown, Texas when I was 8 years old. Growing up in Baytown I had amazing teachers who helped me learn English and transition to life in the United States. I am so grateful for the amazing support I had from my teachers that I want to become a bilingual educator to help students develop a strong foundation in their native language as well as English."
READ RUBI'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Graduate Spotlight: Sibel Lacquement
[Photo of Sibel Lacquement]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I am a Turkish American woman who immigrated to the United States in the late 90s. I am a firm believer that education is essential for everyone. I never stopped following my dreams until this age and never will. I have my undergrad degree in Math and Science teaching. I have been teaching GED courses since 2008. I support every woman in STEM careers."
READ SIBEL'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Graduate Spotlight: Yazmin Lopez
[Photo of Yazmin Lopez]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
"I'm originally from Mexico. I was born and raised there until I was 6 years old, then I came to the U.S. I'm currently a dual language teacher and I love helping my students learn – most importantly to keep their language and learn a new one."
READ YAZMIN'S STORY<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
Congratulations to all of our 2021 COEHD graduates! See more COEHD graduate spotlights here<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>.
If you would like to be featured, please fill out our survey here<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>.
Commencement Schedule
[Commencement Schedule for Class of 2021]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Futsa.us...>
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COEHDnews is published every Friday or the last day of the workweek. If you have information to submit, need assistance with the newsletter, or just want to find out more....
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5 years, 3 months
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Updated Org. Chart of REDKE people at each point in Project Life Cycle
by Michael Karcher
Dear Colleagues,
There have been hires and changes in staffing in many REDKE-related offices at UTSA of the people who support faculty across the sponsored project life cycle. So I am attaching (in color and black and white) an organizational chart showing who are these people are in case you need to contact any with questions or specific research-related needs.
Michael
Michael J. Karcher, Ed.D., Ph.D., Associate Dean for Research
Professor of Educational Psychology (pronouns: he/him)
College of Education and Human Development, University of Texas at San Antonio
501 Cesar Chavez Blvd., Suite DB 4.337 (DT); MB 3.476 (Main Campus)
San Antonio, TX 78207
(210) 458-2032; 458-2650 (department)
michael.karcher(a)utsa.edu<mailto:michael.karcher@utsa.edu>
ORCID ID: 0003-1970-8263
5 years, 3 months
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COEHD Funding Opportunities May 7, 2021
by Iwan Notowidigdo
Greetings Colleagues,
The following funding opportunities have also been identified as suggested target grants for the Strategic Faculty Research Mentoring Incentive from COEHD (coming soon). The nature of these solicitations necessitate collaboration by two or more faculty members (in some cases, a team of as many as four faculty members would be advisable). Please contact me if you need any further information or if you would like to discuss applying for any of these. At the end of this eblast, I've listed last years' descriptions and links to the Institutes for Education Sciences grants. We expect RFPs for these grants to come out sometime from late May to mid-June.
Thank you.
--Iwan
USDE Hispanic-Serving Institutions STEM and Articulation Program Deadline: June 14, 2021
https://www.govinfo.gov/content/pkg/FR-2021-04-30/pdf/2021-09079.pdf
The HSI STEM and Articulation Program supports eligible HSIs (as defined in section 502 of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1101a)) in developing and carrying out activities described in section 503(b) of the HEA (20 U.S.C. 1101b (b)) to increase the number of Hispanic and low-income students attaining degrees in the fields of science, technology, engineering, and math (STEM); and to develop model transfer and articulation agreements between two-year HSIs and four-year institutions in such fields.
Background: Given the growth in the Hispanic population, taking steps to increase the number of Hispanic students with STEM credentials is critical to the future workforce and economy of the United States. The number of Hispanic students graduating with a postsecondary degree has increased in recent years; however, these students continue to be significantly underrepresented in the total number of students earning STEM credentials.
The Department has promoted college retention, affordability, and completion, especially for students of color and low income students through various policy initiatives. This competition specifically acknowledges the importance of student-centered programs that will increase the number of Hispanic and low-income students who graduate with degrees in STEM fields, as well as the need to promote support systems to ensure that community college students will continue to pursue STEM degrees once enrolled at a four-year institution. HSIs interested in applying to this grant program should examine the alignment of their mission and current strategic plan with the needs of the target population and surrounding community to develop, enhance, and implement practice and policies that best promote student success, specifically for Hispanic and low income students.
COMMENT: COEHD faculty interested in this program should contact me (iwan.notowidigdo(a)utsa.edu) for further information. A collaborative application with the College of Science and College of Health, Community, and Policy is currently in the exploratory stage. STEM education and counseling faculty are particularly encouraged to get in touch.
Library of Congress Teaching with Primary Sources Deadline: May 28, 2021
https://www.loc.gov/static/programs/teachers/about-this-program/teaching-...
The Teaching with Primary Sources program has been the Library of Congress’s premier educational outreach program. The goals of the program have included providing instructional materials, tools, education and professional development that enhance teachers’ ability to integrate digitized primary sources from the Library of Congress into instruction that builds student literacy, critical thinking skills, content knowledge and ability to conduct original research.
In support of the Library’s mission to use its collections to connect with those representing diverse communities, beliefs, and endeavors to engage, inspire, and inform Congress and the American people with a universal and enduring source of knowledge and creativity, the Professional Learning and Outreach Initiatives Office has broadened the focus of TPS grants. Going forward, TPS will award grants to organizations that design educational projects using Library of Congress materials for use in and outside of formal classroom settings. For example, K-12 schools, after-school programs, literacy organizations, centers, clubs, historical societies, museums, libraries, associations of home-schooling parents and caregivers, honor societies, and other professional, civic, regional, state, and community groups may apply for funding ranging from $35,000 to $100,000 for 12-month projects.
With this notice, the Library seeks to solicit project proposals that expand the body of innovative strategies, tools, and materials for meaningful teaching and learning with Library of Congress materials. Funded projects may focus on diverse content areas and populations such as STEM, literacy, social studies, the disabled, English Language learners, teacher education, public health, journalism, and many others.
Applicants must submit project proposals that address demonstrated educational needs of a specific recipient populations with solutions that standard practice, documented experience, or research suggest would be effective.
Fundable projects must use the Library’s collections for one or more of the following approaches:
• Deliver educational programming to various categories of learners
• Create and distribute educational materials or tools for teaching specific content
• Convene meetings of like organizations to devise strategies for furthering common learning and teaching goals with Library of Congress materials
• Conduct research with significant practitioner involvement that investigates the impact of incorporating Library of Congress into educational initiatives.
COMMENT: Be aware of the quick turnaround time to submit this one even though proposals are to be submitted by email (not grants.gov) and it consists of a 15-page narrative application.
Alfred P. Sloane Foundation Creating Equitable Pathways to STEM Graduate Education LOI Deadline: June 1, 2021 by 5:00pm EDT. If invited, full proposals will be due September 1, 2021. https://sloan.org/programs/higher-education/diversity-equity-inclusion/eq...
The DEI in STEM Higher Education Program at the Alfred P. Sloan Foundation is seeking to invest in Minority Serving Institutions (MSIs) [1] and in the establishment of partnerships between MSIs and graduate programs at other colleges and universities. The Foundation’s Equity-Minded Pathways to STEM Graduate Education program will support institutional pathways from MSIs to master’s and doctoral degree programs in astronomy, biology, chemistry, computer science, data science, Earth sciences, economics, engineering, marine science, mathematics, physics, and statistics. [2] Our intent is to create and strengthen diverse, inclusive, and equitable pathways to and through STEM graduate education with the recognition that student pathways are too often disrupted by systemic racism, discrimination, and bias through prevailing institutional and departmental policy and practice. We acknowledge that some innovative work is already underway across the country, but much more work needs to be done.
With these understandings, the Sloan Foundation is soliciting Letters of Inquiry (LOIs) for projects that seek to dismantle systemic barriers and create sustainable pathways to graduate education in the above disciplines for Black, Latinx, and Indigenous students. Compelling LOIs will result in the invitation of a full proposal. Proposed projects may take multiple forms, for example, planning activities on MSI campuses that set the stage for new pathways between MSIs and graduate programs at other MSIs or at Predominantly White Institutions (PWIs); projects that establish mutually beneficial partnerships between undergraduate and graduate programs at two or more institutions, at least one of which must be a MSI; and reform of graduate recruitment efforts, admission policies and processes, mentoring practices, and other gatekeeping (or gateway) structures within STEM graduate programs that open doors for students from MSIs. In short, we are looking to invest in efforts that seek to change the nature of graduate pathways at multiple levels, instead of reinforcing existing systems that fail to truly serve many Black, Latinx, and Indigenous students.
COMMENT: Be aware of the quick turnaround time to submit this one. Only one application may be submitted per institution.
NSF Racial Equity in STEM Education (EHR Racial Equity) Full Proposal Due: July 13, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=505910&org=NSF&sel_org=NSF&f...
Persistent racial injustices and inequalities in the United States have led to renewed concern and interest in addressing systemic racism. The National Science Foundation (NSF) Directorate for Education and Human Resources (EHR) seeks to support bold, ground-breaking, and potentially transformative projects addressing systemic racism in STEM. Proposals should advance racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research (both fundamental and applied) and practice. Core to this funding opportunity is that proposals are led by, or developed and led in authentic partnership with, individuals and communities most impacted by the inequities caused by systemic racism. The voices, knowledge, and experiences of those who have been impacted by enduring racial inequities should be at the center of these proposals, including in, for example: project leadership and research positions, conceptualization of the proposal, decision-making processes, and the interpretation and dissemination of evidence and research results. The proposed work should provide positive outcomes for the individuals and communities engaged and should recognize peoples’ humanity, experiences, and resilience. Proposals need to consider systemic barriers to opportunities and benefits, and how these barriers impact access to, retention in, and success in STEM education, research, and workforce development. Competitive proposals will be clear with respect to how the work advances racial equity and addresses systemic racism, as these constructs may have different meanings in different settings.
Proposals should articulate a rigorous plan to generate knowledge through research (both fundamental and applied) and practice, such as, but not limited to:
* building theory;
* developing methods;
* testing approaches and interventions;
* assessing the potential, efficacy, effectiveness, and scalability of approaches and interventions;
* establishing, cultivating and assessing authentic partnerships;
* changing institutional, organizational, and structural practices and policies; and/or
* focusing on affective, behavioral, cultural, social components, and implications.
Contexts may include, but are not limited to: preK-12, two- and four-year undergraduate, and graduate institutions; municipal organizations; STEM workplaces; and informal STEM contexts, such as museums, community organizations, and media.
COMMENT: This is a new funding competition from the National Science Foundation focused on projects addressing systemic and institutionally embedded racial inequities.
The next group of six NSF funding opportunities are in disciplines addressed by the behavioral and social sciences divisions. UTSA faculty working in psychology, special education, counseling, language education, and justice studies should review these solicitations for crossover into their disciplines. In addition, early career faculty working in these disciplines may find interest in these funding programs to connect to applying for an NSF CAREER grant.
NSF Linguistics Full Proposal Due: July 15, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=5408&org=NSF&sel_org=NSF&fro...
The Linguistics Program supports basic science in the domain of human language, encompassing investigations of the grammatical properties of individual human languages, and of natural language in general. Research areas include syntax, semantics, morphology, phonetics, and phonology.
The program encourages projects that are interdisciplinary in methodological or theoretical perspective, and that address questions that cross disciplinary boundaries, such as (but not limited to):
* What are the psychological processes involved in the production, perception, and comprehension of language?
* What are the computational properties of language and/or the language processor that make fluent production, incremental comprehension or rapid learning possible?
* How do the acoustic and physiological properties of speech inform our theories of natural language and/or language processing?
* What role does human neurobiology play in shaping the various grammatical properties of language?
* How does language develop in natural learning contexts across the life-span?
* What social and cultural factors underlie language variation and change?
Because NSF's mandate is to support basic research, the Linguistics Program does not fund research that takes as its primary goal improved clinical practice or applied policy, nor does it support work to develop or assess pedagogical methods or tools for language instruction.
NSF Perception, Action & Cognition (PAC) Full Proposal Due: Research Proposals—July 15, 2021; Conference Proposals—June 15, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=5686&org=NSF&sel_org=NSF&fro...
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.
NSF Social Psychology Full Proposal Due: July 15, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=5712&org=NSF&sel_org=NSF&fro...
The Social Psychology Program at NSF supports research and research infrastructure to advance basic knowledge in social psychology. Projects funded by the Social Psychology Program support the NSF mission to promote the progress of science; to advance the national health, prosperity, and welfare; and to secure the national defense. Proposals considered by the Social Psychology Program must communicate both the intellectual merit of the science and its broader societal impacts.
Proposed research should carry strong potential for creating transformative advances in the basic understanding of human social behavior. Among the many research topics supported are: social cognition, attitudes, social and cultural influence, stereotypes, motivation, decision making, group dynamics, aggression, close relationships, social and affective neuroscience, social psychophysiology, emotions, prosocial behavior, health-related behavior, and personality and individual differences. Proposals that develop new theories or methods for understanding social behavior are highly encouraged. Research samples should represent substantial ranges of ethnicities, socioeconomic backgrounds, cultures, and other dimensions of human populations.
NSF Biological Anthropology Full Proposal Due: July 20, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=5407&org=NSF&sel_org=NSF&fro...
The Biological Anthropology Program supports basic research in areas related to human evolution and contemporary human biological variation. Research areas supported by the program include, but are not limited to, human genetic variation, human and nonhuman primate ecology and adaptability, human osteology and bone biology, human and nonhuman primate paleontology, functional anatomy, and primate socioecology. Grants supported in these areas are united by an underlying evolutionary framework, and often by a consideration of adaptation as a central theoretical theme. Proposals may also have a biocultural or bioarchaeological orientation. The program frequently serves as a bridge within NSF between the social and behavioral sciences and the natural and physical sciences, and proposals commonly are jointly reviewed and funded with other programs.
NSF Law & Science (LS) Full Proposal Due: August 2, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=505704&org=NSF&sel_org=NSF&f...
The Law & Science Program considers proposals that address social scientific studies of law and law-like systems of rules, as well as studies of how science and technology are applied in legal contexts. The Program is inherently interdisciplinary and multi-methodological. Successful proposals describe research that advances scientific theory and understanding of the connections between human behavior and law, legal institutions, or legal processes; or the interactions of law and basic sciences, including biology, computer and information sciences, STEM education, engineering, geosciences, and math and physical sciences. Scientific studies of law often approach law as dynamic, interacting with multiple arenas, and with the participation of multiple actors. Fields of study include many disciplines, and often address problems including, though not limited, to:
* Crime, Violence, and Policing
* Cyberspace
* Economic Issues
* Environmental Science
* Evidentiary Issues
* Forensic Science
* Governance and Courts
* Human Rights and Comparative Law
* Information Technology
* Legal and Ethical Issues related to Science
* Legal Decision Making
* Legal Mobilization and Conceptions of Justice
* Litigation and the Legal Profession
* Punishment and Corrections
* Regulation and Facilitation of Biotechnology (e.g., Gene Editing, Gene Testing, Synthetic Biology) and Other Emerging Sciences and Technologies
* Use of Science in the Legal Processes
LS supports the following types of proposals:
* Standard Research Grants and Grants for Collaborative Research
* Conference Awards
NSF Science and Technology Studies Full Proposal Due: August 3, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=505697&org=NSF&sel_org=NSF&f...
The Science and Technology Studies (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 topics including interdisciplinary studies of ethics, equity, governance, and policy issues that are closely related to STEM disciplines.
NSF Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) Full Proposal Due: July 21, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=505082&org=NSF&sel_org=NSF&f...
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 developing and implementing 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 is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. 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 public. In pursuit of this goal, IUSE: EHR supports projects that seek to bring recent advances in STEM knowledge into undergraduate education, that adapt, improve, and incorporate evidence-based practices into STEM teaching and learning, and that lay the groundwork for institutional improvement in STEM education. In addition to innovative work at the frontier of STEM education, this program also encourages replication 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 (https://www.nsf.gov/news/special_reports/nsfincludes/index.jsp) to develop STEM talent from all sectors and groups in our society.
For all the above objectives, the National Science Foundation invests primarily in evidence-based and knowledge-generating approaches to understand and improve STEM learning and learning environments, improve the diversity of STEM students and majors, and prepare STEM majors for the workforce. In addition to contributing to STEM education in the host institution(s), proposals should have the promise of adding more broadly to our understanding of effective teaching and learning practices. The IUSE: EHR program features two tracks: (1) Engaged Student Learning and (2) Institutional and Community Transformation.
COMMENT: UTSA currently has an IUSE-HSI, which at the time had a limit of one Track 1 “planning grant” per institution. For the general IUSE categories, this limitation does not apply See https://www.nsf.gov/pubs/2020/nsf20043/nsf20043.pdf
NSF ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE)
* Letter of Intent Deadline Date: August 2, 2021 (Letters of Intent are only required for Adaptation and Partnership tracks. Submitting a letter of intent automatically allows you to submit a full proposal. Work on the full proposal should have started well before the letter of intent deadline.)
* Full Proposal Target Date: August 6, 2021 (Catalyst proposals are accepted before and after the target date. Please contact the program office before submitting a proposal to discuss timing for submission.)
* Preliminary Proposal Target Date: April 28, 2022 (Institutional Transformation-Preliminary proposal Target Date - preliminary proposals are only required for institutions of higher education that want to submit a full Institutional Transformation proposal. IT-preliminary proposals are accepted before and after the target date.)
https://nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=NSF&sel_org=NSF&fro...
The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce. 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 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 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 in academic workplaces and the academic profession.
* The Institutional Transformation (IT) track is designed to support the development, implementation, and evaluation of innovative systemic change strategies that promote gender equity for STEM faculty within an institution of higher education.
* The Adaptation track is designed to support the work to adapt, implement, and evaluate evidence-based systemic change strategies that have been shown to promote gender equity for STEM faculty in academic workplaces and the academic profession. Adaptation projects can either: 1) support the adaptation of evidence-based systemic change strategies to promote equity for STEM faculty within an institution of higher education; or 2) facilitate national or regional STEM disciplinary transformation by adapting evidence-based systemic change strategies to non-profit, non-academic organizations.
* The Partnership track is designed to support the work to facilitate the broader adaptation of gender equity and systemic change strategies. Partnership projects are expected to result in national or regional transformation in STEM academic workplaces and the academic profession and demonstrate significant reach. Partnership projects can focus on the transformation of institutions and organizations and/or the transformation within one or more STEM disciplines.
* The Catalyst track is designed to broaden the types of IHEs that are able to undertake data collection and institutional self-assessment work to identify systemic gender inequities impacting their STEM faculty so that these can be addressed by the institution.
NSF Innovative Technology Experiences for Students and Teachers (ITEST) Full Proposal Due: August 13, 2021
https://nsf.gov/funding/pgm_summ.jsp?pims_id=5467&org=NSF&sel_org=NSF&fro...
ITEST is an applied research and development (R&D) program providing direct student learning opportunities in pre-kindergarten through high school (PreK-12). The learning opportunities are based on innovative use of technology to strengthen knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers. To achieve this purpose, ITEST supports projects that engage students in technology-rich experiences that: (1) increase awareness and interest of STEM and ICT occupations; (2) motivate students to pursue appropriate education pathways to those occupations; and (3) develop STEM-specific disciplinary content knowledge and practices that promote critical thinking, reasoning, and communication skills needed for entering the STEM and ICT workforce of the future.
ITEST seeks proposals that pursue innovative instructional approaches and practices in formal and informal learning environments, in close collaboration with strategic partnerships. ITEST proposals should broaden participation of all students, particularly those in underrepresented and underserved groups in STEM fields and related education and workforce domains. ITEST supports three types of projects: (1) Exploring Theory and Design Principles (ETD); (2) Developing and Testing Innovations (DTI); and (3) Scaling, Expanding, and Iterating Innovations (SEI). ITEST also supports Synthesis and Conference proposals.
All ITEST proposals must address how they are (A) designing innovations that meet ITEST program goals which include innovative use of technologies, innovative learning experiences, STEM workforce development, strategies for broadening participation, and strategic partnerships; and (B) measuring outcomes through high-quality research which includes high-quality research design, project evaluation, and dissemination of findings.
COMMENT: The ITEST program is similar in terms of intended service recipients to the NSF Discovery Research K-12.
NEH Public Humanities Projects Applications available: June 11, 2021; Deadline to apply: August 11, 2021
https://www.neh.gov/grants/public/public-humanities-projects
The Public Humanities Projects program supports projects that bring the ideas and insights of the humanities to life for general audiences through in-person programming. Projects must engage humanities scholarship to analyze significant themes in disciplines such as history, literature, ethics, and art history.
Public Humanities Projects supports projects in three program categories (Exhibitions, Historic Places, and Humanities Discussions), and at two funding levels (Planning and Implementation). Regardless of proposed activity, NEH encourages applicants to explore humanities ideas through multiple formats. Proposed projects may include complementary components: for example, a museum exhibition might be accompanied by a website or mobile app.
Lever for Change Stronger Democracy Award Organizational registration due June 22, 2021; online applications due July 22, 2021. Must complete Organizational Readiness Tool at https://www.strongerdemocracyaward.org/readiness-tool
https://www.strongerdemocracyaward.org/
The Stronger Democracy Award funds solutions to drive structural reforms to help improve political representation and increase participation of all citizens in the United States democratic process. The Award will fund bold solutions to address systemic barriers and advance structural reforms in one of the following key areas: voting and elections, policymaking, and civic engagement. The focus is on innovative, long-term, and scale-ready solutions that drive structural reform to help the U.S. government to more fully and effectively represent its people. The winner of the award will receive $10 million, and one of the remaining finalists will receive $2 million.
Institute for Education Studies projects
***THE FOLLOWING IS A LIST OF PAST FUNDING OPPORTUNITIES IN PREPARATION FOR ANNOUNCEMENTS TO COME***
The following Institute for Education Studies former RFAs are provided in anticipation of new notifications being released in June 2021. We expect the categories for the different applications to be the same as last year. Check this site https://ies.ed.gov/funding/21rfas.asp to monitor if the new RFAs are released. Last year (2020), the RFA’s came out on June 11, 2020.
FY 2021 Requests for Applications—The various Requests for Applications describe the substantive requirement for research and research training applications. IES will post the FY 2021 Requests for Applications on this page as they become available.
Education Research and Training Grant Programs —
Research Networks Focused on Critical Problems of Education Policy and Practice (FY 2021) – 83.305N
CLOSED Application deadline | February 25, 2021 https://ies.ed.gov/funding/pdf/2021_84305N.pdf
In this competition, NCER requests applications to form Research Networks Focused on Critical Problems of Education Policy and Practice (Networks). The Networks program focuses resources and attention on education problems or issues that are a high priority for the nation and that create both a structure and process for researchers who are working on these issues to share ideas, build new knowledge, and strengthen their research and dissemination capacity. Networks advance the field’s understanding of a probem or issue beyond what an individual research project or team is able to do on its own and to assist policymakers and practitioners in using this information to strengthen education policies and programs and improve learner education outcomes.
For FY 2021, IES invites proposals on two topics:
1. Building Adult Skills and Attainment through Technology Research Network (Adult Skills Network)
2. Digital Learning Platforms to Enable Efficient Education Research Network (Digital Learning Platforms Network)
Transformative Research in the Education Sciences (FY 2021) – 83.305T
CLOSED Application deadline | February 25, 2021 https://ies.ed.gov/funding/pdf/2021_84305T.pdf
The Transformative Research in the Education Sciences Grants program supports innovative or unconventional research that has the potential to lead to new scientific paradigms,novel and more effective approaches to education practice or policy, or transformative technologies that substantially increase learner outcomes. Such innovation may require perspectives and experiences not typically represented in education research, and for that reason, applications are sought that reflect the full diversity of the nation’s research workforce. Individuals from diverse backgrounds and from the full spectrum of eligible institutions in all geographic locations are strongly encouraged to apply to this program. Transformative Research Award applicants should propose research that is substantially different from current research. The innovation may be technical, conceptual, or a combination of both. Applicants must clearly demonstrate the potential to produce a major impact in an area relevant to IES’s mission. For this competition, IES defines major impact as an unusually broad and meaningful improvement in learner outcomes.
Education Research (FY 2021) – 84.305A
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84305A.pdf
NCER invites applications for research projects that will contribute to its Education Research Grants program (CFDA 84.305A). To encourage rigorous education research that is transparent, actionable, and focused on meaningful outcomes, all applications to the FY 2021 Education Research Grants program are expected to incorporate the principles outlined in the IES-wide Standards for Excellence in Education Research (SEER; https://ies.ed.gov/seer/), as applicable. These principles include
* Pre-registering studies
* Making research findings, methods, and data available to others
* Identifying core intervention components
* Documenting intervention implementation and contrast to inform use in other settings
* Analyzing costs
* Focusing on outcomes meaningful to learners’ success (learning outcomes, opportunities in education, or success from education)
* Facilitating generalization of study findings
* Conducting research in a way that informs the future scaling of interventions
Collectively, IES-funded research should yield outcomes and products that are meaningful, inform stakeholders about the cost and practical benefits and effects of interventions (programs, policies, practices) on relevant outcomes for learners, and contribute to scientific knowledge and theory of teaching, learning, and organizing education systems. NCER expects researchers receiving funding through this program to disseminate evidence in a way that is useful to and accessible by educators, parents, policymakers, researchers, and the public.
Research Training Programs in the Education Sciences (FY 2021) – 84.305B
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84305B.pdf
The specific purpose of IES-supported training programs is to further the training of education researchers, including state and local education agency staff. In doing so, IES aims to increase the quality, accessibility, use, and relevance of education research.
In this Request for Applications (RFA), NCER invites applications for training projects that will contribute to its Research Training Programs in the Education Sciences (Research Training). For FY 2021, IES is accepting applications for training under three programs:
• Pathways to the Education Sciences (Pathways Training Program)
• Postdoctoral Research Training in the Education Sciences (Postdoctoral Training Program)
• Methods Training Program for Education Researchers (Methods Training Program)
IES training programs prepare individuals to conduct rigorous education research supported by IES across its research competitions, advance knowledge within the field, and address issues important to education policymakers and practitioners. As part of the programs, IES supports
* Training that adopts new approaches to find and mentor students and researchers from diverse backgrounds to encourage their entry into and success in education research careers
* Training that includes new ideas, approaches, and perspectives to address long-standing education issues
* Training that helps researchers, including state and local education agency research staff, acquire skills necessary to obtain, evaluate and generate evidence needed for policy and programmatic decisions
Education Research and Development Centers (FY 2021) – 84.305C
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84305C.pdf
Through its National Center for Education Research (NCER), the Institute of Education Sciences (IES) supports a sustained program of research to build knowledge and understanding of education practice and policy. The program’s four intended outcomes are -
1. Improved access to a high-quality education for all learners from early childhood through adulthood, particularly those at risk of failure
2. Improved academic achievement for all learners from early childhood through adulthood, particularly those at risk of failure
3. Reduced opportunity and achievement gaps between high-performing and low-performing learners
4. Improved access to, persistence in, progress through, and successful completion of postsecondary education
Through this Request for Applications (RFA), IES invites applications for a research center that will contribute to its Education Research and Development Center program (CFDA 84.305C). Under the Education Sciences Reform Act of 2002, IES supports National Research and Development Centers (R&D Centers) that conduct focused, scientific research on key education issues that face our nation. Through this program, researchers have greater resources than are available through the Education Research Grants program to tackle more complex education problems, create innovative education solutions to these problems, and contribute to knowledge and theory in the education sciences. For information on existing IES R&D Centers, please see https://ies.ed.gov/ncer/research/randdCenters.asp
Statistical and Research Methodology in Education (FY 2021) – 84.305D
CLOSED Application deadline | July 30, 2020 https://ies.ed.gov/funding/pdf/2021_84305D.pdf
IES invites applications for research projects that will contribute to its Statistical and Research Methodology in Education (Methods) grant program (CFDA 84.305D). IES’s mission is to provide rigorous evidence on which to ground education practice and policy and to encourage its use. The Methods program supports the development of a wide range of methodological and statistical products, including new or improved methods, guidelines and software, to better enable applied education scientists to conduct rigorous education research. Researchers should plan to disseminate their products to applied education researchers who may use them in their own work as well as to methods researchers who may further develop or make use of them.
Research Grants Focused on Systematic Replication (FY 2021) – 84.305R
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84305R.pdf
IES invites applications for Research Grants Focused on Systematic Replication (CFDA 34.305R). Systematic replication studies1 that vary one or more aspects of a previous study contribute to a better understanding of what interventions improve education outcomes and the conditions under which they will likely work and for whom.
In FY 2021, IES invites applications using one of two different approaches:
1. Systematic Replications: These projects will systematically replicate an intervention by varying at least one aspect of a prior impact study. For example, researchers could vary the geographical location; the population of learners, educators, and/or schools; and/or features of the intervention implementation and delivery.
2. Systematic Replications Using Digital Platforms: These projects will systematically replicate an intervention that is either currently available through a widely used digital platform or can readily be embedded within such a platform prior to the evaluation. These replications will involve varying at least one aspect of a prior impact study, such as the geographical location; the population of learners, educators, and/or schools; and/or the intervention implementation.
Using Longitudinal Data to Support State Education Policymaking (FY 2021) – 84.305S
CLOSED Application deadline | July 30, 2020 https://ies.ed.gov/funding/pdf/2021_84305S.pdf
The Institute of Education Sciences (IES) seeks to expand state education agencies’ use of their state longitudinal data systems (SLDS) to provide evidence for use when making policy decisions. State education agencies (SEAs) can apply for these grants, on their own or in collaboration with other organizations, to analyze the data in their own SLDS in order to examine long-term trends in key issues, programs, and policies affecting learner outcomes. SLDSs are designed to help states, districts, schools, educators, and other stakeholders to make data informed decisions to improve student learning and outcomes as well as to facilitate research to increase student achievement and close achievement gaps. In addition to a set of common K-12 student data elements such as student demographics, grade level, enrollment and completion, attendance, state assessment scores, many of these systems include other K-12 student elements and link K-12 student data to other data including K-12 teacher data, prekindergarten data, postsecondary data, Perkins CTE data, workforce data, and health and human services data. Over the past 15 years and through 6 rounds of SLDS funding, 47 states, the District of Columbia, Puerto Rico, the Virgin Islands, and American Samoa have received at least one SLDS grant.
IES supports the research use of SLDS through its research grants programs and its Grants for Statewide Longitudinal Data Systems. The Using Data grant program further extends this support with an emphasis on examining longer term student pathways and outcomes that has become possible as SLDS follow student cohorts for longer periods and include more cohorts. The type of research to be supported by the Using Data grant program may take different forms. For example, retrospective analyses of the progress of students in previous cohorts may identify factors or pathways that could predict successful student outcomes for future cohorts. Current outcomes of students who took part in a program in the past could be examined to help assess the longer term results of the program. Students recently or currently involved in a program could be followed through the life of the project to check their future outcomes. Cohorts from before and after a policy was implemented could be compared to see if their if their longer term impacts differed. The type of research proposed should be aligned with what the SEA wants to know about the issue, program, or policy and the findings should have practical implications for the SEA’s decision making.
Special Education Research and Training Grant Programs —
Special Education Research (FY 2021) – 84.324A
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84324A.pdf
IES invites applications that will significantly advance teaching and learning for students with disabilities from birth through postsecondary education. As an applied science agency, NCSER invites applications that address practical problems facing the education of children and youth with disabilities. We encourage applicants to propose new and different structures or ways of thinking about teaching and learning and the educational systems that support students. Projects should yield outcomes and products that are meaningful, inform stakeholders about the cost and practical benefits and effects that programs, policies, and practices have on relevant outcomes for children and youth with disabilities, and contribute to scientific knowledge and theory of teaching, learning, and organizing education systems. NCSER expects researchers receiving funding through this program to disseminate evidence in a way that is useful to and accessible by educators, parents, policymakers, researchers, and the public.
All research supported under CFDA 84.324A must address student outcomes that are important for success in school and afterwards for children and youth with disabilities. Eligible outcomes (described in more detail in Part II) include developmental, school readiness, academic, social/behavioral, functional, secondary/transition, and postsecondary outcomes.
Research Training Programs in Special Education (FY 2021) – 84.324B
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84324B.pdf
IES invites applications for the Research Training Programs in Special Education (Training) (CFDA 84.324B). For FY 2021, IES is accepting applications under two programs:
• Early Career Development and Mentoring (Early Career)
• Methods Training for Special Education Research (Methods Training)
IES training programs prepare individuals to conduct special education and early intervention research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. The Early Career program builds the next generation of special education and early intervention researchers. The Methods Training program supports training of current special education and early intervention researchers to expand and upgrade their methodological skills.
Research Grants Focused on NAEP Process Data for Learners with Disabilities – 84.324P
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84324P.pdf
IES invites applications to conduct research focused on NAEP Process Data for Learners with Disabilities (NAEP-P). The goal of this competition is to use data from the 2017 eighth grade NAEP mathematics assessment to generate evidence that improves our understanding of the link between test-taking behavior and mathematics performance for learners with disabilities and contributes to the larger body of evidence on improving mathematics outcomes for these learners. Results are expected to improve the future development and administration of digital learning assessments, identify needed enhancements to mathematics instruction, and highlight areas where further research is needed.
Projects may address a variety of questions. For example –
* What are common problem-solving patterns for learners with disabilities and how do they relate to math performance?
* Are certain accommodations associated with higher overall math performance?
* What is the difference in math performance for learners with disabilities who use extra time versus those who do not?
* What types of learners are most likely to benefit from universal design elements included in NAEP (such a text-to-speech) and other tools (such as calculators)?
Research Grants Focused on Systematic Replication (FY 2021) – 84.324R
CLOSED Application deadline | August 20, 2020 https://ies.ed.gov/funding/pdf/2021_84324R.pdf
IES invites applications for Research Grants Focused on Systematic Replication in Special Education (CFDA 34.324R). Systematic replication studies1 that vary one or more aspects of a previous study contribute to a better understanding of what interventions improve education outcomes and the conditions under which they will likely work and for whom.
In FY 2021, IES invites applications using one of two different approaches:
1. Systematic Replications: These projects will systematically replicate an intervention by varying at least one aspect of a prior impact study. For example, researchers could vary the geographical location; the population of learners, educators, and/or schools; and/or features of the intervention implementation and delivery.
2. Systematic Replications Using Digital Platforms: These projects will systematically replicate an intervention that is either currently available through a widely used digital platform or can readily be embedded within such a platform prior to the evaluation. These replications will involve varying at least one aspect of a prior impact study, such as the geographical location; the population of learners, educators, and/or schools; and/or the intervention implementation.
Under both approaches, IES will support replication studies that evaluate an intervention when implemented under routine conditions (Effectiveness Replications) and evaluations that provide more support than is typically provided under routine conditions (Efficacy Replications).
These projects should allow for the following:
* Identification of the types of settings and learners that are most likely to benefit from the intervention (and conversely where and with whom the intervention is less likely to produce benefits)
* Identification of the implementation or delivery models that result in the greatest benefits for learners
* Evidence regarding the impact of the intervention on relevant education outcomes relative to a comparison condition using a research design that meets the What Works Clearinghouse (WWC) design standards with or without reservations (https://ies.ed.gov/ncee/wwc/Handbooks)
* Information on how study findings – including information on implementation and cost – contribute to the larger body of evidence on the intervention
* Information needed for the implementation of the intervention o If a beneficial impact is found, the identification of the factors needed for successful implementation and replication of the core components of the intervention o If no beneficial impact is found, an examination of why the findings differed from those of prior evaluations of the intervention and an analysis of whether further research would be useful to revise the intervention and/or its implementation
Mr. Iwan Notowidigdo
Senior Grant Development Coordinator
The University of Texas at San Antonio
College of Education & Human Development (COEHD)
iwan.notowidigdo(a)utsa.edu
(Mobile: 347-231-5931)
[cid:85a73c6e-8e68-4c1c-9c81-712d5b2f67f9]
5 years, 3 months
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International collaboration opportunity with the University of Botswana
by Vittorio Marone
Dear Colleagues and Friends,
I hope you are doing well.
I wanted to share with you an opportunity for an international research collaboration.
Dr. Smitta Moalosi from the University of Botswana is conducting a study titled “The impact of the COVID-19 lockdown on the lives of women and girls in Botswana, particularly in relation to gender-based physical and sexual violence against them” (please see the attached file). This study is funded by a grant and Dr. Moalosi is looking for collaborators and opportunities to expand the grant in order to reach additional districts in Botswana.
Please feel free to contact her for further details at moalosis(a)ub.ac.bw<mailto:moalosis@ub.ac.bw>.
Thank you for your attention and have a great day!
Vittorio
Vittorio Marone, Ph.D.
Associate Professor
Instructional Technology Program Coordinator
Department of Interdisciplinary Learning & Teaching
College of Education & Human Development
The University of Texas at San Antonio
One UTSA Circle
San Antonio, TX 78249
5 years, 3 months
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