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)
Nine new funding opportunities are listed below—four from the US Department of Education, three from the US Department of the Interior, and two from the William T. Grant Foundation,
Please notice that the Institute of Education Sciences have announced two competitions. We weren’t expecting to hear from IES until February/March so we’ll keep our ears to the ground to be on the look out (I know…mixed metaphor) for more.
Institute of Education Sciences (IES): Education Research: Transformative Research in The Education Sciences Assistance Listing
Number 84.305T; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2021
Applications Available: December 17, 2020.
Deadline for Transmittal of Applications: February 25, 2021.
https://www.govinfo.gov/content/pkg/FR-2020-11-20/pdf/2020-25665.pdf
Through the Transformative Research in the Education Sciences grant program, NCER intends to support innovative or unconventional research that has the potential to lead to new scientific
paradigms, new and more effective approaches to education practice or policy, or transformative technologies that substantially increase learner outcomes. Under this competition, NCER will consider only applications that demonstrate the potential to produce
a major impact in an area relevant to the Institute's mission through innovative or unconventional research.
Institute of Education Sciences (IES): Education Research: Research Networks Focused on Critical Problems of Education Policy
and Practice Assistance Listing Number 84.305N; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2021
Applications Available: December 17, 2020. Deadline
for Transmittal of Applications: February 25, 2021.
https://www.govinfo.gov/content/pkg/FR-2020-11-20/pdf/2020-25665.pdf
Through the Research Networks Focused on Critical Problems of Education Policy and Practice grant program, NCER focuses resources and attention on specific education problems or issues
that are a high priority for the Nation, and establishes 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. The Institute is establishing
both the Adult Skills Network and the Digital Learning Platforms Network to fulfill the requirements in section 133(c)(1) of the Education Sciences Reform Act of 2002 for national research and development centers.
US Department of Education, Office of Elementary and Secondary Education College Assistance Migrant Program
Applications Available November 27, 2020;
Due January 22, 2021
The CAMP is designed to assist migratory or seasonal farmworkers (or immediate family members of such workers) who are enrolled
or are admitted for enrollment on a full-time basis at an institution of higher education (IHE) to complete their first academic year. Competitive Preference Priority 1—Promoting Science, Technology, Engineering, or Math (STEM) Education, With a Particular
Focus on Computer Science. Projects designed to improve student achievement or other educational outcomes in one or more of the following areas: Science, technology, engineering, math, or computer science (as defined in this notice). These projects must address
the following priority area: Creating or expanding partnerships between schools, local educational agencies, State educational agencies, businesses, not-for-profit organizations, or IHEs to give students access to internships, apprenticeships, or other work-based
learning experiences in STEM fields, including computer science (as defined in this notice). Invitational Priority 2—Support for Remote Learning. Projects designed to adopt and support models that leverage technology (e.g., universal design for learning, competency-based
education, or hybrid/blended learning) and provide high-quality digital learning content, application, and tools. Remote learning means programming where at least part of the learning occurs away from the physical building in a manner that addresses a learner's
educational needs. Remote learning may include online, hybrid/blended learning, or non-technology-based learning (e.g., lab kits, project supplies, paper packets). Competency-based education (also called proficiency-based or master-based learning) means learning
based on knowledge and skills that are transparent and measurable. Progression is based on demonstrated mastery of what students are expected to know (knowledge) and be able to do (skills), rather than seat time or age.
US Department of Education, Office of Elementary and Secondary Education High School Equivalency Program
Applications Available November 27, 2020;
Due January 22, 2021
The HEP is designed to assist migratory or seasonal farmworkers (or immediate family members of such workers) to obtain the equivalent
of a secondary school diploma and subsequently to gain improved employment, enter into military service, or be placed in an institution of higher education (IHE) or other postsecondary education or training. Competitive Preference Priority 1—Fostering Flexible
and Affordable Paths to Obtaining Knowledge and Skills. Projects that are designed to address improving collaboration between education providers and employers to ensure student learning objectives are aligned with the skills or knowledge required for employment
in in-demand industry sectors or occupations (as defined in section 3(23) of the Workforce Innovation and Opportunity Act of 2014). Invitational Priority 2—Support for Remote Learning Projects designed to adopt and support models that leverage technology (e.g.,
universal design for learning, competency-based education, or hybrid/blended learning) and provide high-quality digital learning content, application, and tools. Remote learning means programming where at least part of the learning occurs away from the physical
building in a manner that addresses a learner's educational needs. Remote learning may include online, hybrid/blended learning, or non-technology-based learning (e.g., lab kits, project supplies, paper packets). Competency-based education (also called proficiency-based
or master-based learning) means learning based on knowledge and skills that are transparent and measurable. Progression is based on demonstrated mastery of what students are expected to know (knowledge) and be able to do (skills), rather than seat time or
age.
US Department of the Interior National Park Service’s (NPS) History of Equal Rights Grant Program (HER)
Due December 15, 2020
https://apply07.grants.gov/apply/opportunities/instructions/PKG00264027-instructions.pdf
This US Department of the Interior program will document, interpret, and preserve the sites and stories related to the African American struggle to gain equal rights as citizens and
transatlantic slave trade. Eligible costs include survey, planning, and documentation of historic sites/events, as well as the creation of interpretive and educational materials around significant sites.
US Department of the Interior National Park Service’s (NPS) Historic Preservation Fund: African American Civil Rights - Historical
Projects Due December 15, 2020
https://apply07.grants.gov/apply/opportunities/instructions/PKG00264026-instructions.pdf
The National Park Service’s (NPS) African American Civil Rights Grant Program (AACR) will document, interpret, and preserve the sites and stories related to the African American struggle
to gain equal rights as citizens and transatlantic slave trade. AACR Preservation Grants are funded by the Historic Preservation Fund (HPF), administered by the NPS, and will fund a broad range of history projects for historic sites including: survey and inventory,
National Register nominations, oral histories and more. The NPS 2008 report, Civil Rights in America, A Framework for Identifying Significant Sites, will serve as a guide in determining the appropriateness of proposed projects and properties. (https://www.nps.gov/subjects/tellingallamericansstories/upload/CivilRights_Framework.pdf)
US Department of the Interior National Park Service’s (NPS)
Historic Preservation Fund: African American Civil Rights - Physical Preservation of Historic Sites
Due December 15, 2020
https://apply07.grants.gov/apply/opportunities/instructions/PKG00264025-instructions.pdf
The National Park Service’s (NPS) African American Civil Rights Grant Program (AACR) will document, interpret, and preserve the sites and stories of the full history of the African
American struggle to gain equal rights and the transatlantic slave trade. AACR Preservation Grants are funded by the Historic Preservation Fund (HPF), administered by the NPS, and will fund a broad range of preservation projects for historic sites including:
architectural services, historic structure reports, preservation plans, and physical preservation to structures. The NPS 2008 report, Civil Rights in America, A Framework for Identifying Significant Sites , will serve as a guide in determining the appropriateness
of proposed projects and properties. (https://www.nps.gov/subjects/tellingallamericansstories/upload/CivilRights_Framework.pdf)
William T. Grant Foundation Research Grants on Reducing Inequality
LOI Due January 13, 2021 3 PM EST
Studies on reducing inequality aim to build, test, or increase understanding of programs, policies, or practices to reduce inequality in youth outcomes. WTG Foundation welcomes descriptive
studies that clarify mechanisms for reducing inequality or elucidate how or why a specific program, policy, or practice operates to reduce inequality. WTG Foundation also welcomes intervention studies that examine attempts to reduce inequality. In addition,
WTG Foundation seeks studies that improve the measurement of inequality in ways that can enhance the work of researchers, practitioners, or policymakers. The common thread across all of these approaches, however, is a distinct and explicit focus on reducing
inequality. While research on the causes and consequences of inequality is valued, WTG Foundation is interested in supporting research that will inform a policy, program, or practice response that can be implemented through an organization, institution, or
system.
William T. Grant Foundation Research Grants on Improving the Use of Research Evidence
LOI Due January 13, 2021 3 PM EST
Studies on improving the use of research evidence should identify, build, and test strategies to ensure that research evidence is used in ways that benefit youth.
WTG Foundation
welcomes ideas from social scientists across a range of disciplines, fields, and methodologies. Research teams have drawn on conceptual and empirical work from political science, communication science, knowledge mobilization, implementation science,
organizational psychology and other areas related to the use of research. Critical perspectives that inform studies’ research questions, methods, and interpretation of findings are also welcome. Broadening the theoretical perspectives used to study ways to
improving the usefulness, use, and impact of research evidence may create a new frontier of important research.
WTG Foundation
welcomes investigations about research use in various systems, including justice, child welfare, mental health, and education. In addition to theory-building and theory-testing projects,
WTG Foundation is
interested in measurement studies to develop the tools to capture changes in the nature and degree of research use.
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Reminders of previously posted funding opportunities
USDE OPE Fulbright-Hays Seminars Abroad--Bilateral Projects due December 18, 2020 (note: However, as a result of applications needing to be filed through the G5 system, applicants should prepare their submissions with December 11 as the deadline).
AERA
Program for Research Grants Extended Deadline:
December 15, 2020
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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)