Mr. Iwan Notowidigdo
Senior Grant Development Coordinator
The University of Texas at San Antonio
College of Education & Human Development (COEHD)
iwan.notowidigdo@utsa.edu
(Mobile: 347-231-5931)
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.
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@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
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/equitable-pathways-loi
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.
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&from=fund
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:
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&from=fund
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):
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&from=fund
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&from=fund
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&from=fund
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&from=fund
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:
LS supports the following types of proposals:
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&from=fund
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&from=fund
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)
https://nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=NSF&sel_org=NSF&from=fund
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.
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&from=fund
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:
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
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
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 -
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:
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 –
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:
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:
Mr. Iwan Notowidigdo
Senior Grant Development Coordinator
The University of Texas at San Antonio
College of Education & Human Development (COEHD)
iwan.notowidigdo@utsa.edu
(Mobile: 347-231-5931)