8:49 a.m.
Dear Colleagues,
In the words of our favorite detective, Inspector Columbo—"Just one more
thing…". Well, three more things:
Texas Department of Family and Protective Services Community Youth Development Program due
December 14, 2020 2:00 PM
https://apps.hhs.texas.gov/PCS/HHS0008417/HHS0008417-DFPS-CYD-RFA-FINAL.pdf
The goal of CYD is to support Youth by fostering safe spaces, positive relationships, and
structured opportunities to build assets and skills. These supports lead to strengthened
connections, engagement, and contribution to the community. CYD provides an array of
Positive Youth Development program opportunities such as Mentoring, Youth Leadership
Development, and Post-High School Readiness in select ZIP Codes. Supports offered under
CYD should meet the DFPS goal to increase Protective Factors and Developmental Assets,
thus increasing the likelihood of positive outcomes for Youth. Protective Factors in this
context are a broad set of characteristics and environmental supports that increase an
individual’s ability to avoid risks and promote social and emotional competence to thrive
in all aspects of life, now and in the future. Protective Factors as defined by the Office
of Juvenile Justice and Delinquency Prevention (OJJDP) are typically organized into the
following domains: 1. Individual; 2. Family; 3. Peer; 4. School; and 5. Community.
CYD uses a Positive Youth Development Framework According to the Interagency Working Group
on Youth Programs, “Positive Youth Development is an intentional, pro-social approach that
engages Youth within their communities, schools, organizations, peer groups, and families
in a manner that is productive and constructive; recognizes, utilizes, and enhances young
people’s strengths; and promotes positive outcomes for young people by providing
opportunities, fostering positive relationships, and furnishing the support needed to
build on their leadership strength.” A Positive Youth Development (PYD) approach moves
beyond solely preventing and removing risk behaviors to understanding the skills,
attributes, and developmental assets that are needed to prepare young people to grow into
thriving adults. PYD engages Youth as resources to be nurtured, rather than focusing on a
problem to be changed. Several frameworks have been developed that can help programs
easily and effectively incorporate Positive Youth Development into their ongoing work with
Youth. Once such framework is the Developmental Assets framework from the Search
Institute. The framework, based in research in Youth development, resiliency, and
prevention, identifies 40 internal and external assets that have been shown to lead to
thriving behaviors in Youth, reduce Youth engagement in risk-behaviors, and increase
resiliency.
Spencer Foundation Research-Practice Partnership (RPP) Grants Program LOI due November 24,
2020 Noon; Proposal due December 17, 2020 Noon.
https://www.spencer.org/grant_types/research-practice-partnerships
This grant program is open to partnerships between researchers and a broad array of
practitioners—i.e., school districts, county offices of education, state educational
organizations, universities, community-based organizations, out-of-school-time providers,
informal educators, and other social sectors that significantly impact learners’ lives. As
such, we are open to applications from design-based research teams, networked improvement
communities, placed-based research alliances, and other partnership arrangements.
Research Activities—Each proposal should describe new research that would be launched or
existing research activities that would be expanded with the grant. Examples might include
randomized trials of new curricula, participatory studies with learner and family
co-researchers; design-based research focused on teacher classroom practice; needs mapping
with community partners; or deep descriptive work focused on a range of learner outcomes.
We encourage a wide range of research methods and approaches.
Research Infrastructure—Funds may be used for building and sustaining infrastructure needs
for the research activities of the partnership. These infrastructure needs may apply to
the full range of methodological approaches. Examples may include the development of
surveys, assessment tools, and other instruments; the development of co-design protocols;
and the upkeep of data archives and matching systems. Additionally, administrative
activities concerning data may be supported by this grant. These may include developing
IRB and review protocols, creating standard data definitions, co-designing consent forms,
and developing data security and privacy protocols.
Outreach, Communications, and Relationship Building—Activities that strengthen the working
relationship between partners and other stakeholders are also a possible component of the
projects. Successful research-practice partnerships devote a great deal of attention to
building and maintaining trust across stakeholder groups and within their partnership.
Potential activities may include convening researchers, educators, learners, parents, and
other participants to co-design a research agenda; hiring a communication specialist
and/or developing a strategy for communicating research findings to important
constituents; supporting staff in the partner organizations to manage partnership
relations; and preparing research reports and other publications to present the work of
the partnership to the public.
Capacity Development—Many research-practice partnerships seek to assist the practice
partner in developing capacity to use research evidence and data in their daily
decision-making. Funds could be used to learn how to better engage others in research,
conduct better practice-driven research, or to be better equipped to communicate complex
research findings to practitioners, families, communities, or policy makers that were not
primary partners.
And from Associate Dean Yaeger of COLFA especially for early career faculty who are
addressing issues of inclusion and/or social justice, the following:
Mellon Emerging Faculty Leaders Award- deadline December 2, 2020
https://woodrow.org/fellowships/facultyleaders/info/mfn-eligibility-selec...
For assistant professors in tenure-track appointments who are pursuing tenure. They will
have successfully passed the standard third-year/midpoint review or their institution’s
equivalent no later than January 31, 2021. Eligible applicants are typically in the fourth
or fifth year of the tenure-track appointment and are still working to complete key items
for the tenure dossier.
Open to any field of the humanities or social sciences—including, for example, history,
sociology, anthropology, literature, art, gender studies, ethnic/diaspora studies, and
related fields—with an emphasis on scholarly topics that relate to or provide context for
the study of culture, equity, inclusion, civil rights, and education in the Americas..
Examples might include (but are certainly not limited to) changing perspectives on civil
rights; legal, social, and organizational responses to social change (such as affirmative
action or community organizing); women in leadership; intersectionality within larger
social movements; social justice issues in education; historic precursors of contemporary
constructions of race and ethnicity; and the evolution of social institutions and
movements in the 20th and 21st century.
The Mellon Emerging Faculty Leaders Award will recognize junior faculty candidates who not
only balance research, teaching, and service but in fact give great weight to the creation
of an inclusive campus community for underrepresented students and scholars. The selectors
will focus on and privilege service and leadership activities that address and ameliorate
underrepresentation on campus and give preference to candidates who embody a high standard
of excellence.
Have a safe and socially responsible Election Day,
Iwan
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)
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