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Selected External Grant Announcements

NSF – Science and Technology Centers: Integrative Partnerships

Pre-proposal Deadline: June 25, 2019
Full Proposal Deadline: January 27, 2020

The Science and Technology Centers (STC): Integrative Partnerships program supports exceptionally innovative, complex research and education projects that require large-scale, long-term awards. STCs focus on creating new scientific paradigms, establishing entirely new scientific disciplines and developing transformative technologies which have the potential for broad scientific or societal impact. STCs conduct world-class research through partnerships among institutions of higher education, national laboratories, industrial organizations, other public or private entities, and via international collaborations, as appropriate. They provide a means to undertake potentially groundbreaking investigations at the interfaces of disciplines and/or highly innovative approaches within disciplines. STCs may involve any area of science and engineering that NSF supports. STC investments support the NSF vision of creating and exploiting new concepts in science and engineering and providing global leadership in research and education.
Centers provide a rich environment for encouraging future scientists, engineers, and educators to take risks in pursuing discoveries and new knowledge. STCs foster excellence in education by integrating education and research, and by creating bonds between learning and inquiry so that discovery and creativity fully support the learning process.
NSF expects STCs to demonstrate leadership in the involvement of groups traditionally underrepresented in science and engineering at all levels (faculty, students, and postdoctoral researchers) within the Center. Centers use either proven or innovative mechanisms to address issues such as recruitment, retention and mentorship of participants from underrepresented groups.
Centers must undertake activities that facilitate knowledge transfer, i.e., the exchange of scientific and technical information with the objective of disseminating and utilizing knowledge broadly in multiple sectors. Examples of knowledge transfer include technology transfer, providing key information to public policy-makers, or dissemination of knowledge from one field of science to another.


U.S. Department of State U.S. Mission to India Conference “Opportunities for U.S.-Indian Higher Education STEM Collaboration”

Deadline: June 29, 2019
A two-day conference in Mumbai will be organized in partnership with the U.S. Consulate and the Indian state of Maharashtra’s task-force on Globalization of Higher Education (GHE). Entitled “Opportunities for U.S.-Indian Higher Education STEM Collaboration,” the event would provide a platform for up to 15 universities from throughout the United States and at least 10 universities in the Indian state of Maharashtra to make in-person connections and explore areas of potential collaboration.


U.S. Department of State U.S. Mission to Japan FY2020 English Language Teacher Training Project

Deadline: June 30, 2019
The Embassy of the United States of America, Tokyo, Japan announces an open competition for an English teacher training program, which will award a grant of up to $150,000 to an organization to facilitate 1) a series of two-to-three-day intensive seminars for groups of Japanese elementary and secondary school teachers; and 2) a micro-grant program for alumni of U.S. Embassy-sponsored English teacher training programs.
Promoting and improving English language education in Japan will increase U.S.-Japan exchange, a top priority of the Embassy of the United States. A 2012 report by the U.S.-Japan Conference on Cultural and Educational Interchange (CULCON) noted that inadequate English language proficiency among Japanese young people can discourage students from applying and may decrease their chances of admission to programs abroad. The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) is working to strengthen English language education from kindergarten through university. The U.S. Embassy supports MEXT’s goal of strengthening English language education by providing Japanese teachers of English with various Teaching of English to Speakers of Other Languages (TESOL) training programs to improve their English teaching, with the ultimate goal of promoting more student exchange between the United States and Japan.
Program Objectives:
This program is designed to improve the communicative English language teaching skills of Japanese teachers of English, with the ultimate goal of promoting Japanese student exchange to the United States by increasing Japanese students’ English language communication ability and promoting early exposure to the United States in the classroom.


NWEA – Educators for Equity

Deadline: June 30, 2019
NWEA, a not-for-profit provider of assessment solutions headquartered in Portland, Oregon, has announced the launch of its Educators for Equity Grant Program, a new initiative aimed at helping schools foster academic growth and achievement for pre-K-12 students who face systemic barriers to academic opportunities.
Educators, including teachers, principals, and education specialists, may apply for a grant award for their schools or districts to fund programs and activities that directly support the academic progress of students. Fundable activities can include curricula as well as programs that support student engagement in the classroom; help facilitate dialogue amongst educators, students and families about high academic expectations; and provide needed academic supports such as academically-focused afterschool programs.
For 2019, at least three grants of up to $10,000 will be awarded to schools, school districts, and nonprofit organizations in support of initiatives and programs designed to advance the academic development of underserved students.
To be eligible, applicants must be either a public school or not-for-profit organization in the U.S. serving students from pre-K through 12th grade. Applications will be evaluated on the extent to which the award will benefit students who face systemic barriers to academic opportunities, including students who identify as black or African American, Hispanic/Latino, Native American, or Asian/Pacific Islander; students learning English and speaking a language other than English fluently; and students experiencing economic disadvantage. Programs also will be evaluated based on evidence base, equity focus, cultural relevance, and academic focus. Use of NWEA products and services is not required for eligibility and will not be considered when selecting grant recipients.


Massachusetts Institute of Technology SOLVE Challenges

Deadline: July 1, 2019
Each year Solve seeks solutions from tech innovators around the world for its Global Challenges, and anyone can submit a solution by July 1, 2019. Finalists are invited to pitch their solutions at Solve Challenge Finals during UN General Assembly Week in New York City in September. Four challenge areas: Circular Economy, Community-Driven Innovation, Early Childhood Development, and Healthy Cities.
Selected Solver teams will join a supportive community of peers, funders, and experts to help advance their work; receive mentorship and strategic advice from Solve and MIT networks; attend Solve at MIT, our annual flagship event in May; and receive access to more than $1.5 million in prize funding for the 2019 Challenges.


The National Academies of Sciences Engineering Medicine Division of Behavioral and Social Sciences and Education – Building Capacity for Science Communication Partnership Awards

Deadline: July 1, 2019
With support from the Rita Allen Foundation(“Sponsor”), the National Academy of Sciences’(“NAS”) Standing Committee on Advancing Science Communication Research and Practice (“Standing Committee”) is offering awards to support the formation and development of collaborative researcher–practitioner partnerships. These awards are intended to facilitate collaborative efforts that will advance the science of science communication through the development, use, and evaluation of evidenced-based approaches to the practice of communicating with people about science.
Support may be given to projects at various stages of project planning or execution:
Catalyst awards of up to $12,000 shall be used to facilitate the development of new collaborative partnerships or projects. Their purpose is to allow prospective partners to meet in person, to establish a productive collaboration, and to develop a preliminary project plan, which may then be used to secure external funding.
Partnership support awards of up to $50,000 shall be used to support the design, execution, and the evaluation of the first stages of a collaborative project.
To apply for these awards, partners will submit a joint proposal that describes the rationale for their partnership, the focus of the collaborative work (i.e., the science communication problem and the science topical focus of the collaboration) that will be addressed through the partnership, a workplan for conducting the project collaboratively at all phases, an evaluation plan and an outline of how the work will improve the way in which science is communicated or used in applied settings. Proposals that have a focus on underserved populations will receive priority consideration. Additional details about the requirements for proposals appear below.
Members of the Standing Committee will select the teams to receive awards, with an announcement in early August 2019. Awarded teams will receive funds to begin implementing their plans for collaboration.


Spencer Foundation Small Research Grants Program

Deadline: July 1, 2019
The Small Research Grants on Education Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. We accept applications three times per year.
This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, or method. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research. We recognize that learning occurs across the life course as well as across settings—from the classroom to the workplace, to family and community contexts and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study that makes significant contributions to the field. We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, this program supports proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, from scholars at various stages in their career. We anticipate that proposals will span a wide range of topics and disciplines that innovatively investigate questions central to education, including for example education, anthropology, philosophy, psychology, sociology, economics, history, or neuroscience, amongst others.
We encourage rigorous research designs that sensibly investigate the focal phenomena with the appropriate partners and expertise. We expect and welcome methodological diversity in answering pressing questions thus we are open to projects that utilize a wide array of research methods including quantitative, qualitative, mixed-methods, ethnographies, design-based research, participatory methods, historical research, to name a few.


Whitaker International Program Biomedical Engineering

Deadline: July 1, 2019
The Whitaker Foundation closed in 2006 after supporting the development of biomedical engineering in the United States for thirty years, with a focus on the establishment and enhancement of formal education programs and support for especially talented students and faculty.
Recognizing that scientific and technological endeavors were becoming increasingly international, the foundation decided to facilitate the development of biomedical engineers with international experience and expertise.
To serve this objective, the Whitaker International Fellows and Scholar program was initiated in 2005 by a fifteen-year endowment to the Institute of International Education. In the years since, the program has enabled nearly two hundred young biomedical engineers to spend one or two years overseas studying, doing research, and participating in collaborative projects.
In accordance with the original plan, the last group of grantees received support through 2018. To further promote the overall program objective, in 2018 several grantees received funding to pursue initiatives of their own design. That set of activities, now designated as Concluding Initiative #1, will end at the end of 2020.
The program’s steering committee has authorized a final competition, designated as Concluding Initiative #2, to further enhance the legacy of the program, with the $550,000 remaining from the original endowment dedicated to the initiative.
Under this call for proposals, the initiative will the development and implementation of activities designed to help develop U.S. leaders in the profession of biomedical engineering who are not only superb engineers and scientists but who will effectively serve and lead the profession with an international outlook.
There is no specific limit on the amount of funds that may be requested, but applicants should recognize that the total amount expected to be available is about $550,000. (A maximum 10 percent of direct costs is allowed for overhead expenses.)

William T. Grant Foundation Scholars Program

Deadline: July 2, 2019
The William T. Grant Scholars Program supports career development for promising early-career researchers. The program funds five-year research and mentoring plans that significantly expand researchers’ expertise in new disciplines, methods, and content areas.
Applicants should have a track record of conducting high-quality research and an interest in pursuing a significant shift in their trajectories as researchers. We recognize that early-career researchers are rarely given incentives or support to take measured risks in their work, so this award includes a mentoring component, as well as a supportive academic community.
Awards are based on applicants’ potential to become influential researchers, as well as their plans to expand their expertise in new and significant ways. The application should make a cohesive argument for how the applicant will expand his or her expertise. The research plan should evolve in conjunction with the development of new expertise, and the mentoring plan should describe how the proposed mentors will support applicants in acquiring that expertise. Proposed research plans must address questions that are relevant to policy and practice in the Foundation’s focus areas.

U.S. Department of Health and Human Services and National Institutes of Health (NIH) – NIH Science Education Partnership Award (SEPA) (R25)

Deadline: July 9, 2019
The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NIGMS R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs. To this end, this funding opportunity announcement (FOA) encourages the development of innovative educational activities for pre-kindergarten to grade 12 (P-12), pre-service and in-service teachers (Teachers) and students from underserved communities with a focus on Courses for Skills Development, Research Experiences, Mentoring Activities, Curriculum or Methods Development and Outreach. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Information on current SEPA projects can be found at: and Applicants are strongly encouraged to consult with the SEPA Scientific/Research Contact to be advised on the appropriateness of the intended P-12 STEM or ISE project for SEPA program objectives and the priorities of the NIGMS.


NSF – Partnerships for Innovation (PFI)

Deadlines: July 10, 2019 and January 8, 2020
The Partnerships for Innovation (PFI) Program within the Division of Industrial Innovation and Partnerships (IIP) offers researchers from all disciplines of science and engineering funded by NSF the opportunity to perform translational research and technology development, catalyze partnerships and accelerate the transition of discoveries from the laboratory to the marketplace for societal benefit.
PFI has five broad goals, as set forth by the American Innovation and Competitiveness Act of 2017 (“the Act”, S.3084 — 114th Congress; Sec. 602. Translational Research Grants): (1) identifying and supporting NSF-sponsored research and technologies that have the potential for accelerated commercialization; (2) supporting prior or current NSF-sponsored investigators, institutions of higher education, and non-profit organizations that partner with an institution of higher education in undertaking proof-of-concept work, including the development of technology prototypes that are derived from NSF-sponsored research and have potential market value; (3) promoting sustainable partnerships between NSF-funded institutions, industry, and other organizations within academia and the private sector with the purpose of accelerating the transfer of technology; (4) developing multi-disciplinary innovation ecosystems which involve and are responsive to the specific needs of academia and industry; (5) providing professional development, mentoring, and advice in entrepreneurship, project management, and technology and business development to innovators.
In addition, PFI responds to the mandate set by Congress in Section 601(c)(3) of the Act (Follow-on Grants), to support prototype or proof-of-concept development work by participants, including I-Corps participants, with innovations that because of the early stage of development are not eligible to participate in a Small Business Innovation Research Program or a Small Business Technology Transfer Program.
Finally, PFI seeks to implement the mandate set by Congress in Section 102(c)(a) of the Act (Broader Impacts Review Criterion Update) by enhancing partnerships between academia and industry in the United States, and expanding the participation of women and individuals from underrepresented groups in innovation, technology translation, and entrepreneurship.


U.S. Department of Education Institute of Education Sciences (IES)

Letter of Intent due: July 11, 2019
Deadline: August 29, 2019

• Education Research Grants (84.305A)
• Special Education Research Grants (84.324A)
• Research Training Programs in the Education Sciences (84.305B)
• Research Training Programs in Special Education (84.324B)
• Statistical and Research Methodology in Education (84.305D)
• Research Grants Focused on Systematic Replication (84.305R)
• Research Grants Focused on Systematic Replication (84.324R)

Letter of Intent due: July 11, 2019
Deadline: September 26, 2019

• Education Research and Development Centers (84.305C)

Education and Special Education Research Programs
Across its education and special education research programs, the Institute has established programs of research that focus on outcomes that differ by periods of education. In the infancy and preschool period, the outcomes of interest are those that enhance readiness for schooling (e.g., language skills) and developmental outcomes for infants and toddlers with disabilities. In kindergarten through 12th grade, the core academic outcomes of reading and writing (including reading and writing in the disciplines), mathematics, and science are emphasized, as well as the behaviors and social skills that support learning in school and successful transitions to employment, independent living, and post-secondary education. At the post-secondary level, the focus is on enrollment in and completion of programs that prepare students for successful careers and lives. The same outcomes are emphasized for students with disabilities across each of these periods and include the functional outcomes that improve educational and transitional results. The acquisition of basic skills by adults with low levels of education is also a priority.
In conducting research on academic outcomes, the Institute concentrates on conditions within the control of the education system, with the aim of identifying, developing, and validating effective education programs, practices, policies, and approaches as well as understanding the factors that influence variation in their effectiveness such as implementation. Conditions that are of highest priority to the Institute are in the areas of curriculum, instruction, assessment (including the identification of students with disabilities), the quality of the education workforce, and the systems and policies that affect these conditions and their interrelationships (for example, accountability systems, delivery mechanisms including technology, and policies that support the ability of parents to improve educational results for their children through such means as choice of education services and provision of school-related learning opportunities in the home).
Research Training Programs
A number of recent reports have described current education practice as not resting on a solid research base. Instead, policy and practice decisions are often guided by personal experience, folk wisdom, and ideology. Grounding education policy and practice in the United States on evidence will require transformation of both the research and practice fields. Practitioners will have to turn routinely to education research when making important decisions, and education researchers will have to produce research that is relevant to those decisions. To achieve this ambitious agenda, there is a need for a cadre of well-trained scientists capable of conducting high quality research that is relevant to practitioners and policy makers.
The Institute's training programs aim to increase the supply of scientists and researchers in education and special education who are prepared to conduct rigorous evaluation studies, develop and evaluate new products and approaches that are grounded in a science of learning, and design and validate tests and measures. The specific intent of these programs is to prepare researchers who are able to prepare competitive proposals that address relevant education and special education topics and meet the methodological requirements specified for the Institute's research grant competitions.

U.S. Department of State U.S. Mission to India Widening the Support Circle: Women in STEM

Deadline: July 15, 2019
AS Kolkata proposes biweekly mentoring workshops in Guwahati for 30 women between the ages of 20-25 pursuing undergraduate studies in STEM fields in Guwahati who have little to no exposure to the U.S and the American higher education system. The workshops will be conducted by experts/mentors, preferably female alumni of USG programs, who have built successful careers. Alumni from the Kolkata chapter of the previous PAS project Women for Women: Supporting Each Other to Build Sustainable Careers will be invited from time to time to mentor and share their experience. In addition, the women will participate in virtual exchange sessions with current STEM students studying in a U.S. university, preferably EducationUSA alumni or STEM Fulbright Fellows. The findings from the virtual exchanges will be incorporated into the workshop to achieve a global perspective of working women professionals.


NSF – Faculty Early Career Development Program (CAREER)

Deadline: July 17, 2019
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from early-career faculty at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.


U.S. Department of State U.S. Mission to India Internationalization of Indian Universities: Collaboration and Capacity Building

Deadline: July 31, 2019
Based on funding availability, PAS Mission India will organize an all-India conference at an Indian institutions on internationalization. The selected host institutions should be a model of internationalization and must have active research and student/faculty exchange programs.
Internationalization of institutions is required for providing quality higher education and is necessary to place institutions on the global rankings framework. Indian higher education institutions need to collaborate with their American and other foreign counterparts to be competitive in global research and innovation. The proposed conference should address the need for greater participation of American academics and students at Indian institutions and increased international content in Indian coursework to reflect today’s global nature of academia.
The conference will attract approximately forty Indian institutions that have autonomy and have demonstrable interest in internationalization. Internationalization is the process by which institutions include global/cross cultural perspectives, curricula, research and participation of foreign students and scholar within their strategic and operational framework. The conference should attract a mix of private and public Indian universities. The grantee should identify both Indian and American experts who are able to design conference sessions and themes and topics that resonate with the needs and aspirations and capabilities of a majority of Indian institutions willingly to internationalize their campus community and curricula. It is important to note that Indian institutions display varying competence in internationalization and hence the selected grantee should be able to incorporate the varied learning requirements of the conference participants in the conference design process.
After the conference, the grantee would be expected to conduct audits or visits at selected university campuses to advice on and evaluate the output of the grant activities. Grantee would be required to provide the Public Affairs section with a report of the visits and insights gained through discussions held at these events.


U.S. Department of State U.S. Embassy & Consulate in Portugal Small Grants Program

Deadline: July 31, 2019
The U.S. Embassy Lisbon Office of Public Affairs (OPA) of the U.S. Department of State is pleased to announce that funding is available through its Public Diplomacy Small Grants Program. This is an Annual Program Statement, outlining our funding priorities, the strategic themes we focus on, and the procedures for submitting requests for funding.
OPA invites proposals from individuals, non-governmental organizations, think tanks, and academic institutions for projects that strengthen the bilateral ties between the U.S. and Portugal. OPA will only consider grants that have an American component or aspect in their proposal.
Examples of PAS Small Grants Program projects include, but are not limited to
• Academic and professional lectures, seminars and speaker programs;
• Artistic and cultural workshops, joint performances and exhibitions;
• Cultural heritage conservation and preservation projects;
• Professional and academic exchanges and projects;
• Professional development workshops and training;


Howard Hughes Medical Institute Inclusive Excellence Initiative


LOI deadline: July 31, 2019
The dynamic demographics of the US population present a historic and compelling opportunity. All students, regardless of where they come from and where they are going, deserve a meaningful and positive experience in science through which they will better understand and engage in scientific thinking and discovery. The quality of that experience is the responsibility of the faculty and administrators who play an essential role in defining an institution’s culture.
Unfortunately, there exist substantial disparities between students who arrive at college via different pathways. Students who are first in their families to attend college, students who transfer from 2-year to 4-year schools, and students from racial, ethnic, and socioeconomic groups underrepresented in science are significantly less likely to complete the baccalaureate degree.
We aim to create a learning community of college and university faculty and administrators who are engaged in the continuing process of increasing their institution’s capacity for inclusion of all students. Each school in the community will commit to learning through reflection, sharing what is being learned, listening to feedback, and supporting other members of the community.
A total of 57 colleges and universities are now part of the IE learning community. Faculty and staff at these schools provide national leadership in science education, and are engaged in exploring strategies that will lead to inclusive science education. A third competition, IE3, which begins in the spring 2019, will add up to 30 new members to the IE community.

U.S. Department of State U.S. Mission to Uzbekistan – Uzbekistan: English Speaking Nation Program

Deadline: July 31, 2019
PAS Tashkent announces an open competition for a grant for the FY2019 English Speaking Nation program for Uzbekistan. The English Speaking Nation program is part of a larger collaboration between the United States Government and the Government of Uzbekistan (GOU), specifically U.S. assistance and support to Uzbekistan’s Ministry of Public Education (MPE). The GOU is eager to strengthen English language education and to incorporate English more broadly into public education curricula.
There are 9,691 schools in the Republic of Uzbekistan, which educate about 6,000,000 children. Each year, more than 600,000 children graduate from public schools in Uzbekistan. The goal of this program is to improve graduates’ proficiency in the English language by addressing deficiencies in the linguistic and pedagogical skills of the 32,000 English language teachers working in public schools. MPE is particularly interested in improving graduates’ employability, opportunities to matriculate at universities abroad, and access to information, data, and resources available only in English.
To achieve this goal, the public school system of Uzbekistan needs qualified English language teachers. MPE and PAS assess the current level of English proficiency of the majority of English language teachers as quite low. In order to address this deficiency,this project would meet the following goals and objectives:
Goal: Support Uzbekistan’s Ministry of Public Education efforts to strengthen English language education and to incorporate English more broadly into public education curricula.
Objective 1: Provide a baseline assessment of public schoolteachers’ English language capabilities.
Objective 2: Provide a baseline assessment of public schoolteachers’ teaching skills and effectiveness of their teaching methods.
Objective 3: Develop plans for teachers based on these findings.
Objective 4: Provide training and continuing education for teachers to improve their English language and pedagogical skills.
Objective 5: Provide a final assessment of the extent to which teachers increased their language skills and implemented concepts learned in their trainings.


William T. Grant Foundation Research Grants on Reducing Inequality

Letters of Inquiry deadline: August 1, 2019
The research grants programs support high-quality field-initiated studies that are relevant to policies and practices that affect the lives of young people ages 5 to 25 in the United States. Research proposals are evaluated on the basis of their fit with a given focus area; the strength and feasibility of their designs, methods, and analyses; their potential to inform change; and their contribution to theory and empirical evidence.
In our focus area of reducing inequality, we support research to build, test, and increase understanding of approaches to reducing inequality in youth outcomes, especially on the basis of race, ethnicity, economic standing, language minority status, or immigrant origins. We are interested in research on programs, policies, and practices to reduce inequality in academic, social, behavioral, and economic outcomes.


William T. Grant Foundation Research Grants on Improving the Use of Research Evidence

Letters of Inquiry deadline: August 1, 2019
The research grants programs support high-quality field-initiated studies that are relevant to policies and practices that affect the lives of young people ages 5 to 25 in the United States. Research proposals are evaluated on the basis of their fit with a given focus area; the strength and feasibility of their designs, methods, and analyses; their potential to inform change; and their contribution to theory and empirical evidence.
In our focus area of improving the use of research evidence, we support research to identify, build, and test strategies to ensure that research evidence is used in ways that benefit youth. We are particularly interested in research on improving the use of research evidence by state and local decision makers, mid-level managers, and intermediaries.


NSF – Perception, Action & Cognition (PAC)

Research Proposals Deadline: August 1, 2019
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 – Science, Technology, and Society (STS)

Deadline: August 5, 2019
The Science, Technology, and Society (STS) program supports research that uses historical, philosophical, and social scientific methods to investigate the intellectual, material, and social facets of the scientific, technological, engineering and mathematical (STEM) disciplines. It encompasses a broad spectrum of STS topics including interdisciplinary studies of ethics, equity, governance, and policy issues that are closely related to STEM disciplines, including medical science.
The program’s review process is approximately six months. It includes appraisal of proposals by ad hoc reviewers selected for their expertise and by an advisory panel that meets twice a year. The deadlines for the submission of proposals are February 2nd for proposals to be funded as early as July, and August 3rd for proposals to be funded in or after January. There is one exception: Doctoral Dissertation Improvement Grant proposals will have only one deadline per year, August 3rd.
The Program encourages potential investigators with questions as to whether their proposal fits the goals of the program to contact one of the program officers.


Simons Foundation Bridge to Independence Award Program

LOI deadline: August 8, 2019
SFARI is invested in supporting the next generation of top autism researchers. The Bridge to Independence Award program promotes talented early-career scientists by facilitating their transition to research independence and providing grant funding at the start of their professorships at a U.S. or Canadian research institution.
Annual Request for applications (RFA) open each spring and are aimed at senior postdoctoral fellows who intend to seek tenure-track faculty positions during the upcoming academic year. Awardees will receive a commitment of $495,000 over three years, activated upon assumption of a tenure-track professorship.


NSF – Innovative Technology Experiences for Students and Teachers (ITEST)

Deadline: August 14, 2019
As the nation continues to expand the horizon of opportunities and possibilities through advances in science, technology, engineering and mathematics (STEM), the need for a more diverse and well-prepared STEM workforce is also expanding [1]. The challenge of preparing citizens for the expanding workforce and the changing workplace environments calls for new innovations in STEM education [2]. ITEST is a research and development program that supports projects to promote PreK-12 student interests and capacities to participate in the STEM and information and communications technology (ICT) workforce of the future. The ITEST program supports research on the design, development, implementation, and selective spread of innovative strategies for engaging students in technology-rich experiences that: (1) increase student awareness of STEM occupations; (2) motivate students to pursue appropriate education pathways to STEM occupations; or (3) develop disciplinary-based knowledge and practices, or promote critical thinking, reasoning skills, or communication skills needed for entering STEM workforce sectors. ITEST projects may adopt an interdisciplinary focus that includes multiple STEM disciplines, focus on a single discipline, or focus on one or more sub-disciplines. The ITEST program supports projects that provide evidence for factors, instructional designs, and practices in formal and informal learning environments that broaden participation of students from underrepresented groups in STEM fields and related education and workforce domains. Projects that actively engage business and industry partners to better ensure that PreK-12 experiences foster the knowledge and skill-sets needed for emerging STEM occupations are strongly encouraged.


U.S. Department of State U.S. Mission to Dominican Republic – U.S. Embassy Santo Domingo – Public Diplomacy Annual Program Statement

Deadline: August 15, 2019
U.S. Embassy Santo Domingo invites proposals for Public Diplomacy (PD) programs that strengthen cultural, educational, professional, and scientific ties between the U.S. and the Dominican Republic through programming that highlights shared values and promotes bilateral cooperation. All PD programs must include an American element, a nexus or connection with American expert/s, organization/s, or institution/s in a specific field that will promote increased understanding of U.S. policy and perspectives. PD programs should promote communication, engagement, and/or dialogue between the United States and the Dominican public, enhancing people-to-people connections to U.S. society and culture to build goodwill and lasting bonds. The Embassy is looking for projects that promote U.S. culture, including music, art, sports, and education, American Studies, English, and the promotion of study in the United States. Projects which support human rights, women’s and youth empowerment, diversity and acceptance of minority groups, and other areas of mutual interest that promote freedom and democracy in line with the Mission Goals are also favored.
Examples of Public Diplomacy Small Grants Program proposals include, but are not limited to:
• Academic and professional lectures, seminars and speaker programs;
• Artistic, sports, and cultural workshops, joint performances and exhibitions;
• Cultural heritage conservation and preservation programs; and
• Professional and academic exchanges and programs.
Proposals should align with Mission Goals from these priority areas:
• Protecting America’s security at home and in the Dominican Republic;
• Encouraging a democratic Dominican Republic;
• Fostering a culture in the Dominican Republic that promotes shared prosperity;
• Building support in the Dominican Republic for U.S. leadership and shared values.


NSF – Decision, Risk, and Management Sciences (DRMS)

Deadline: August 19, 2019
The Decision, Risk and Management Sciences program supports scientific research directed at increasing the understanding and effectiveness of decision making by individuals, groups, organizations, and society. Disciplinary and interdisciplinary research, doctoral dissertation research improvement grants (DDRIGs), and workshops are funded in the areas of judgment and decision making; decision analysis and decision aids; risk analysis, perception, and communication; societal and public policy decision making; management science and organizational design. The program also supports small grants that are time-critical (Rapid Response Research - RAPID) and small grants that are high-risk and of a potentially transformative nature (EArly-Concept Grants for Exploratory Research - EAGER). For detailed information concerning these two types of grants, please review Chapter II.E of the NSF Proposal & Award Policies & Procedures Guide (PAPPG).


NSF – Robert Noyce Teacher Scholarship Program

Deadline: August 27, 2019
The National Science Foundation Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become K-12 mathematics and science (including engineering and computer science) teachers. The program invites creative and innovative proposals that address the critical need for recruiting and preparing highly effective elementary and secondary science and mathematics teachers in high-need local educational agencies. The program offers four tracks: Track 1: The Robert Noyce Teacher Scholarships and Stipends Track, Track 2: The NSF Teaching Fellowships Track, Track 3: The NSF Master Teaching Fellowships Track, and Track 4: Noyce Research Track. In addition, Capacity Building proposals are accepted from proposers intending to develop a future Track 1, 2, or 3 proposal.


NSF – Research Experiences for Undergraduates (REU)

Deadline: August 28, 2019
The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. (2) REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects.


Harvard Graduate School of Education Saul Zaentz Early Education Initiative – Education Innovation Challenge

Deadline: August 30, 2019
The Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education (HGSE) promotes the knowledge, professional learning, and collective action necessary to cultivate optimal early learning environments and experiences. The initiative is supported by a $35.5 million gift from the Saul Zaentz Charitable Foundation, one of the largest gifts ever given to a university for advancing early childhood education.
The Zaentz Initiative has announced the launch of the 2019 Zaentz Early Education Innovation Challenge. Now in its second year, the challenge invites individuals or teams to submit ideas, concepts, and strategic approaches aimed at driving transformative change in early education. Through the challenge, the initiative will provide funding in support of promising new ideas that have the potential to accelerate positive change and innovation in early education.
Why an innovation challenge now?
We are at a pivotal moment for early education: there is tremendous interest and excitement along with expansion in access in many cities and towns across the nation. Today, only two in ten children are exposed to a high-quality early education experience, despite decades of research demonstrating that it is high-quality experiences that drive sustainable outcomes for children and families. Now is the time for creative, collaborative solutions that will increase early education opportunities and positive outcomes for all children.
What is the Zaentz Early Education Innovation Challenge?
The Zaentz Early Education Innovation Challenge provides funding to support the development of promising new ideas that have the potential to transform early education. Applicants are encouraged to submit ideas and approaches that promote positive outcomes at multiple levels of the early education system, including the home, classroom, program and networks, and/or policy.
To support innovation of all kinds, there are three tracks:
The Idea Track
If you have a new idea or concept in mind but have not yet put it into action or raised funding for it, the Idea Track is for you.
The Pilot Track
If you have developed or released your proposed idea or approach as a prototype, the Pilot Track is for you. Please note that no applicant or team should have raised more than $50,000 for their approach in this track.
The Scaling Track
If you have a product or service that has launched and need to further sharpen and refine it to support scaling, the Scaling Track is for you.


William T. Grant Foundation Institutional Challenge Grant

Deadline: September 6, 2019
The Institutional Challenge Grant encourages university-based research institutes, schools, and centers to build sustained research-practice partnerships with public agencies or nonprofit organizations in order to reduce inequality in youth outcomes.
To do so, research institutions will need to shift their policies and practices to value collaborative research. They will also need to build the capacity of researchers to produce relevant work and the capacity of agency and nonprofit partners to use research.
Applications are welcome from partnerships in youth-serving areas such as education, justice, child welfare, mental health, immigration, and workforce development. We especially encourage proposals from teams with African American, Latino, Native American, and Asian American members in leadership roles. The partnership leadership team should include the principal investigator from the research institution and the lead from the public agency or nonprofit organization.


NSF – International Research Experiences for Students (IRES)

Deadlines: Track 1: IRES Sties September 10, 2019
Track 2: Advanced Studies Institutes September 17, 2019
Track 3: new Concepts in International Graduate Experience September 24, 2019

The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally-engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas.
The overarching, long-term goal of the IRES program is to enhance U.S. leadership in research and education and to strengthen economic competitiveness through training the next generation of research leaders.
This solicitation features three mechanisms; proposers are required to select one of the following tracks to submit their proposal.
Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Track III supports U.S. institutional collaborations to develop, implement and evaluate innovative models for high-impact, large-scale international research and professional development experiences for U.S. graduate students.


Tinker Foundation Incorporated

Deadline: September 15, 2019
The Foundation's grant making in this program area aims to improve access to high-quality secondary or vocational public education. Proving and scaling successful interventions are key goals for the Education program, where scale can be defined at the local, regional, or national level. Funds may be used to develop new programs, to conduct applied research and evaluations that will facilitate replication or adoption of successful programs by policy makers, or to generate public and policy debate on the topic. We will support programs that address the following areas:
We are interested in innovative programs and policies to increase access to secondary school and vocational education among marginalized youth, including, but not limited to, juvenile defenders or post-incarcerated youth, returning migrants, adolescents at risk of early unions or pregnancy, indigenous and rural youth, and young people who have aged out of the school system. Programs to ameliorate high school dropout rates are also of interest.
This funding strategy aims to support programs that improve the capacity of teachers and school directors at the secondary level to provide high-quality education. We are interested in programs that empower teachers by improving their subject matter expertise, use of proven pedagogical methods, and strategies to support students in managing their lives outside the classroom where violence, discrimination, and economic insecurity are daily concerns.
Public Financing
Ultimately, programs to improve access and quality cannot become widespread without improved public financing for education. Grants in this area will support organizations that propose and advocate for improved and increased government financing and accountability in this area.


NSF – Documenting Endangered Languages (DEL)

Deadline: September 16, 2019
This funding partnership between the National Science Foundation (NSF) and the National Endowment for the Humanities (NEH) supports projects to develop and advance knowledge concerning endangered human languages. Made urgent by the imminent death of roughly half of the approximately 7000 currently used languages, this effort aims to exploit advances in information technology to build computational infrastructure for endangered language research. The program supports projects that contribute to data management and archiving, and to the development of the next generation of researchers. Funding can support fieldwork and other activities relevant to the digital recording, documenting, and archiving of endangered languages, including the preparation of lexicons, grammars, text samples, and databases. Funding will be available in the form of one- to three-year senior research grants, fellowships from six to twelve months, and conference proposals. Note: a conference proposal should generally be submitted at least a year in advance of the scheduled date of the conference. For additional information about creating and submitting conference proposals to the DEL program, please refer to Chapter II. D.7 of the NSF Proposal & Award Policies & Procedures Guide.


U.S. Department of Education Institute of Education Sciences Grants for Statewide, Longitudinal Data Systems

Deadline: September 17, 2019
The Institute of Education Sciences (Institute) invites State educational agencies to apply for grants to assist them in using data in statewide, longitudinal data systems (SLDS) to inform their efforts to improve education in critical areas. Applicants may apply for funds to carry out projects in one of the following data use priorities: 1) Infrastructure; 2) Education Choice; and 3) Equity. Under any of these priorities, States should consider how their proposals would enhance their ability to use their SLDS to address the needs of at-risk students, including children Page 2 and youth who are or have been homeless or in the child welfare or juvenile justice systems. Applicants may also indicate an interest in assisting the Department in testing a proposed school-level poverty measure that is based on student addresses instead of participation in free and reduced price meals…


NSF – Innovations in Graduate Education (IGE) Program

Deadline: September 27, 2019
The Innovations in Graduate Education (IGE) program is designed to encourage the development and implementation of bold, new, and potentially transformative approaches to STEM graduate education training. The program seeks proposals that explore ways for graduate students in research-based master’s and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers.
IGE focuses on projects aimed at piloting, testing, and validating innovative and potentially transformative approaches to graduate education. IGE projects are intended to generate the knowledge required for their customization, implementation, and broader adoption. The program supports testing of novel models or activities with high potential to enrich and extend the knowledge base on effective graduate education approaches.
The program addresses both workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. Strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners are encouraged.


NSF – Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR)

Deadline: September 30, 2019
The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growth in the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy.
The National Science Foundation (NSF) plays a leadership role in development and implementation of efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR program is a core NSF undergraduate STEM education program that seeks to improve the effectiveness of undergraduate STEM education for both majors and non-majors. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate populace. In pursuit of this goal, IUSE: EHR supports projects that have the potential to improve student learning in STEM through development of new curricular materials and methods of instruction, and development of new assessment tools to measure student learning. In addition to innovative work at the frontier of STEM education, this program also encourages replications of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings.
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 ( to develop STEM talent from all sectors and groups in our society. Collaborations are encouraged between IUSE proposals and existing INCLUDES projects, provided the collaboration strengthens both projects.


NSF - ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE)

1. Preliminary Proposal Target Date: October 1, 2019 (IT-Preliminary proposals – only required for IHEs that want a chance to submit a full Institutional Transformation proposal)

2. Letter of Intent for January 2020 Adaptation and Partnership competition: November 1, 2019 (required)
Full proposal deadline for Adaptation and Partnership: January 15, 2020

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.[1] 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 [2] 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 for STEM faculty 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.


NSF – EHR Core Research (ECR)

Deadline: October 3, 2019
The EHR Core Research program (ECR) invites proposals for fundamental research (basic research or use-inspired basic research) that advances knowledge in one or more of the three Research Tracks: Research on STEM Learning and Learning Environments, Research on Broadening Participation in STEM fields, and Research on STEM Workforce Development.
The ECR program places emphasis on the rigorous development of theory and accumulation of knowledge to inform efforts to address challenges in STEM interest, learning, and participation, for all groups and all ages in formal and informal settings. This emphasis includes research on advancing evaluative methodologies to support research efforts funded through ECR.
ECR supports a wide range of research activities. ECR seeks to fund fundamental research that could involve the collection of new qualitative or quantitative data, secondary analyses using extant datasets, or meta-analyses. In addition, ECR supports research to develop innovative research methods, metrics, and conceptual models to measure existing and emerging phenomena, and to test theories that inform core scientific questions about STEM education and learning. The three levels of funding should align with the maturity of the proposed work, the size and scope of the empirical effort, and the capacity of the team to conduct the proposed research: (1) Level I proposals: have a maximum award size of $500,000 and a maximum duration of 3 years; (2) Level II proposals have a maximum award size of $1,500,000 and a maximum duration of 3 years; (3) Level III proposals have a maximum award size of $2,500,000 and a maximum duration of 5 years.

NSF - EHR Core Research (ECR) Fundamental Research in Science, Technology, Engineering and Mathematics (STEM) Education

Deadline: October 3, 2019

See two Dear Colleague Letters, links included below.

The EHR Core Research program (ECR) invites proposals for fundamental research (basic research or use-inspired basic research) that advances knowledge in one or more of the three Research Tracks: Research on STEM Learning and Learning Environments, Research on Broadening Participation in STEM fields, and Research on STEM Workforce Development.
The ECR program places emphasis on the rigorous development of theory and accumulation of knowledge to inform efforts to address challenges in STEM interest, learning, and participation, for all groups and all ages in formal and informal settings. This emphasis includes research on advancing evaluative methodologies to support research efforts funded through ECR.


NSF Dear Colleague Letter: Developing and Testing New Methodologies for STEM Learning Research, Research Syntheses, and Evaluation, NSF 19-036

Deadline: October 3, 2019

Dear Colleagues:
The National Science Foundation's (NSF's) Directorate for Education and Human Resources (EHR) wishes to notify the community of its intention to support, through the EHR Core Research (ECR) program solicitation NSF 19-508, methodological research and synthesis projects that help grow the community's collective capacity to conduct rigorous research and evaluation on science, technology, engineering and mathematics (STEM) learning and learning environments, workforce development, and broadening participation.
With this Dear Colleague Letter (DCL), ECR invites proposals on the development, application, and extension of formal models and methodologies for STEM learning research, research synthesis (including meta-analysis and meta-synthesis), and evaluation. Submissions might propose: fundamental research to develop and test new methodologies that support valid inferences in STEM learning; research on methods for improving statistical modeling, qualitative modeling, measurement, replication, and learning analytics; or research on methodological aspects of new or existing procedures for data collection, curation, and inference in STEM learning.
The deadlines for submission of proposals to NSF 19-508 are January 24, 2019, October 3, 2019, and the first Thursday in October annually thereafter. Conference and EAGER proposals may be submitted throughout the year. When responding to this DCL, please begin your proposal title with "ECR Methods DCL:". Submissions should follow the NSF Proposal & Award Policies & Procedures Guide (PAPPG) and the guidelines in ECR solicitation NSF 19-508.


NSF Dear Colleague Letter: Fundamental Research on Equity, Inclusion, and Ethics in Postsecondary Academic Workplaces and the Academic Profession within the EHR Core Research Program

Deadline: October 3, 2019

Dear Colleagues:
The National Science Foundation's (NSF) Directorate for Education and Human Resources (EHR) wishes to notify the community of its intention to support, through the EHR Core Research (ECR) program solicitation NSF 19-508, fundamental research on equity, inclusion, and/or ethics for science, technology, engineering and mathematics (STEM) faculty. Proposers are encouraged to explore a wide range of fundamental research projects on equity, inclusion, and/or ethical issues for STEM faculty in postsecondary STEM academic workplaces and academic professions. Examples of areas for research include, but are not limited to:
• Fundamental theoretical constructs about equity, inclusion and/or ethics in STEM academic workplaces and the academic profession and diversity and innovation in STEM research and teaching;
• The implications for equity, inclusion and/or ethical issues within the STEM academic workforce of national and global changes in the academic professions, such as reductions in the numbers of full-time, tenure track and tenured faculty, and increases in part-time, contingent, term, adjunct, and teaching- or research- only faculty;
• The similarities and differences in equity, inclusion and/or ethical issues for STEM faculty among the range of different types of academic organizations (community colleges, minority-serving institutions, predominantly undergraduate institutions, doctoral universities, etc.);
• Reliable and valid metrics of equitable, inclusive and/or ethical culture and climate in STEM academic, organizational and professional contexts;
• The societal and organizational characteristics that influence perceptions of equity, inclusion, and/or ethics by those in the STEM academic workforce and those in the pool of potential academic professionals (e.g., barriers to broadening participation and the effectiveness of mitigation efforts);
• The perception of equity, inclusion and ethical issues on STEM faculty academic career outcomes, work-life balance, and scientific discovery and innovation;
• Fundamental research on how people recognize, reason about, experience and respond to issues of equity, inclusion, and/or ethics in STEM academic workplaces and academic professions; and
• Fundamental research into the cognitive, affective, social and cultural consequences of ethical phenomena on human development and STEM educational and workforce outcomes.
The deadlines for submission of proposals to NSF 19-508 are January 24, 2019, October 3, 2019, and the first Thursday in October annually thereafter. When responding to this DCL, please begin your proposal title with "ECR EIE DCL:". Submissions should follow the NSF Proposal & Award Policies & Procedures Guide (PAPPG) and the guidelines in ECR solicitation NSF 19-508.


NIH – Typical and Atypical Patterns of Language & Literacy in Dual Language Learners (R01)

Standard dates apply, next deadline: October 5, 2019
Expiration date: December 17, 2020
The purpose of this FOA is to support investigator-initiated R01 applications that will inform our understanding of the typical and atypical patterns of language and literacy development of dual language learners (DLLs) in the United States. Applicants are encouraged to take advantage of advances in the language sciences and related fields to identify and clarify specific cognitive, linguistic, neurobiological, and sociocultural factors associated with normal and impaired language and literacy acquisition in young DLL populations.
Companion Funding Opportunity for an R21 Exploratory/Developmental Grant: PA-18-328


Robert Wood Johnson Foundation – Pioneering Ideas

Brief Proposals deadline: October 15, 2019
The goal of the Pioneering Ideas Brief Proposal funding opportunity is to explore; to look into the future and put health first as we design for changes in how we live, learn, work and play; to wade into uncharted territory in order to better understand what new trends, opportunities and breakthrough ideas can enable everyone in America to live the healthiest life possible.
While improving the status quo is vital to the health and well-being of millions of Americans now, the Pioneering Ideas Brief Proposal opportunity reaches beyond incremental changes to explore the ideas and trends that will influence the trajectory and future of health. Ultimately, we support work that will help us learn what a Culture of Health can look like—and how we can get there.


The Lawrence Foundation

Deadline: October 31, 2019
The Lawrence Foundation awards grants in the areas of the environment, education, human services, and disaster relief.
The foundation awards both program and operating grants, without geographic restriction, to nonprofit organizations that have tax-exempt status under section 501(c)(3) of the Internal Revenue Code, as well as public schools and libraries.
Grants are awarded twice a year. The grant application process is fairly simple and is initiated by submitting a grant application using the Common Grant Application Web site. Specific advice about the types of grants that we will or will not fund and our deadlines is available below. Detailed information about all of the grants we have approved is available at on our Past Grants and our 990-PFs. This should give you an insight into our interests and how they have evolved over time. If you think your grant application will fall within our interests then the process for submitting a grant application can be found at Apply for a Grant.
The Common Grant Application Web site has tables that list the number of grant applications we have received during each year and the number and dollar amounts of grants that we have approved in each of those years. Grants that have been approved in one year may be paid over one or more years. As of our June 2018 cycle, we have received over 12,000 grant applications since the inception of our foundation and approved 610 of those applications for over $5 million.
• Grants typically range between $5,000 - $10,000. In some limited cases we may make larger grants, but that is typically after we have gotten to know your organization over a period of time. We also generally don’t make multi-year grants, although we may fund the same organization on a year by year basis over a period of years.
• General operating or program/project grant requests within our areas of interests are accepted.


National Committee of Teachers of Mathematics Principles to Actions: Ensuring Mathematical Success for All – 7-12 Classroom Research Grants

Deadline: November 1, 2019
Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that teachers must identify what counts as evidence of student progress toward mathematics learning goals and reflect on evidence to inform the planning of future instruction (p. 56). Additionally, teachers should work collaboratively with colleagues, families, and community members to ensure that all students have the support they need to maximize success in the mathematics classroom (p. 69).
The purpose of this grant is to support and encourage classroom-based research in precollege mathematics education in collaboration with college or university mathematics educators. For 2020-21, grants with a maximum of $6,000 each will be awarded to mathematics educators or classroom teachers currently teaching mathematics at the grades 7-12 level. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grades 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom). The proposal may include, but is not restricted to, research on the following topics:
• Curriculum development and implementation
• Involvement of at-risk students or students from diverse backgrounds and experiences
• Students' thinking about a particular mathematics concept or set of concepts
• Connection of mathematics to other disciplines
• Focused learning and teaching of mathematics with embedded use of technology (any acquisition of equipment must support the proposed plan but not be the primary focus of the grant)
• Innovative assessment or evaluation strategies
Involvement of preservice teachers is encouraged but not required. This research should lead to a draft article suitable for submission in the Mathematics Teacher Educator,Journal for Research in Mathematics Education , or in one of the NCTM school journals. Proposals must address the following: research design, the plan for collecting and analyzing data, and the anticipated impact on students' learning.


The Foundation for Physical Medicine & Rehabilitation

Membership required on these, see link for details.
Fall Cycle November 1 deadlines:
Justus Lehmann Research Grant
• One grant of $10,000 for research in the area of biomechanics and/or biophysics related to rehabilitation
Midcareer Investigator Research Grant
• One grant of $20,000 to a proven physiatric investigator to expand his/her research in a new direction
Milbank Foundation TBI/SCI Grant
• One grant of $20,000 for research on a topic related to Traumatic Brain Injury or Spinal Cord Injury
NOTE: This grant is currently unavailable but will be reinstated when funding is available
Aspen Medical Products Spinal Bracing Grant
• One grant of $10,000 for research on a topic related to the use of spinal bracing in rehabilitation
Osteoporosis-Related Rehabilitation Research Grant
• One grant of $10,000 for research on a topic related to physiatric research for individuals with osteoporosis-related disability


Ultra Sports Science

Deadline: November 1, 2019
The Foundation supports basic, applied, clinical and behavioral research associated with ultra-endurance sports. Research directly applicable to ultra-endurance sports, as well as research using ultra-endurance activities as models for other physiological or psychological stress, is of interest. The Foundation will also consider supporting sociological, environmental and economic related research that is relevant to ultra-endurance sports.
The purpose of the Foundation Research Program is as follows:
• Expand research funding opportunities for studies in ultra-endurance sports
• Promote high quality and publishable research
• Propose and solicit specific lines of research
• Facilitate research at different ultra-endurance events
• Monitor and record outcomes of the funding relative to publications and presentations
The Foundation Research Committee will provide unbiased review of grant submissions. Rest assured that if a Committee member has involvement with a grant submission, they will be properly recused. Decisions regarding approval of proposed research will be based upon the importance, practical impact, and feasibility of the work, likelihood that the work will result in scientific publications, evidence of an appropriate risk to benefit ratio, and that the work will result in tolerable interference for the study participants and the event, if performed at a race.
It is expected that funded research will result in publishable work and that investigators will present their findings at future Medicine & Science in Ultra-Endurance Sports Conferences.


The Center for Ethics & Education Research Grants

Deadline: November 8, 2019
The Center for Education and Ethics announces a new grant program. The Center will make awards of up to $40,000 for research projects in philosophy as it relates to educational policy and practice. We encourage applicants to understand educational policy and practice in broad terms, including issues that directly relate to K-12 schools and higher education institutions, but also concerning policies that influence children’s growth and development in the family and other institutions. We also encourage diverse kinds of philosophical research ranging from the highly abstract to the highly applied. Proposals might concern any of the following topics:
• the proper content of moral education and of the rights of parents to choose its content
• the place of religion in schools
• justice and efficiency in the allocation of public funds across schools and school districts
• the content of the curriculum
• the commercialization of schools and childhoods generally
• the obligations to students with special educational needs
• the proper content of sex education in particular and “education for living” more generally (concerning e.g., parenting, financial self-management) and the extent to which it is right for schools to defer to parental preferences regarding these matters
• the moral rights of school students to privacy, to freedom of expression, to freedom of association
• the rights and obligations of teachers with respect to abusive or violent children
• should schools cultivate the virtues needed to sustain a democratic society, and if so, what are they and how is this best done given the other values schools should realize and pursue
• ethical considerations in college admissions and enrollment
We emphasize that this list is illustrative and not exhaustive.


NSF – Small Business Innovation Research Program Phase I (SBIR)

Deadline: December 12, 2019
The NSF SBIR program focuses on transforming scientific discovery into products and services with commercial potential and/or societal benefit. Unlike fundamental research, the NSF SBIR program supports startups and small businesses in the creation of innovative, disruptive technologies, getting discoveries out of the lab and into the market.
The NSF SBIR Program funds research and development. The program is designed to provide equity-free funding and entrepreneurial support at the earliest stages of company and technology development.
The SBIR program is congressionally mandated and intended to support scientific excellence and technological innovation through the investment of federal research funds to build a strong national economy by stimulating technological innovation in the private sector; strengthening the role of small business in meeting federal research and development needs; increasing the commercial application of federally supported research results; and fostering and encouraging participation by socially and economically disadvantaged and women-owned small businesses.
The SBIR program at NSF solicits proposals from the small business sector consistent with NSF's mission to promote the progress of science; to advance the national health, prosperity, and welfare; and to secure the national defense.


NSF – Small Business Technology Transfer Program Phase I (STTR)

Deadline: December 12, 2019
The NSF STTR program focuses on transforming scientific discovery into products and services with commercial potential and/or societal benefit. Unlike fundamental research, the NSF STTR program supports startups and small businesses in the creation of innovative, disruptive technologies, getting discoveries out of the lab and into the market.
The NSF STTR Program funds research and development. The program is designed to provide equity-free funding and entrepreneurial support at the earliest stages of company and technology development.
The STTR program is congressionally mandated and intended to support scientific excellence and technological innovation through the investment of federal research funds to build a strong national economy by stimulating technological innovation in the private sector; strengthening the role of small business in meeting federal research and development needs; increasing the commercial application of federally supported research results; and fostering and encouraging participation by socially and economically disadvantaged and women-owned small businesses.
The STTR program at NSF solicits proposals from the small business sector consistent with NSF's mission to promote the progress of science; to advance the national health, prosperity, and welfare; and to secure the national defense.


Lockheed Martin

Applications accepted year round
Lockheed Martin is committed to a program of philanthropy that supports the Corporation’s strategic business goals, primarily in the focus areas of science, technology, engineering and mathematics (STEM) education and military and veteran causes.
Lockheed Martin’s philanthropic activities are administered by the communications representatives at the Corporation's operating units around the country and at corporate headquarters.
In general, philanthropic contributions to national initiatives and organizations are made from corporate headquarters and contributions to local programs are made by Lockheed Martin sites close to the program.
Science, technology, engineering, and mathematics (STEM) are the major focuses of Lockheed Martin’s education outreach activity. To continue America’s technological advantage and strengthen the workforce pipeline, Lockheed Martin provides funding to STEM education outreach activities for students across the entire kindergarten through grade 16 spectrum. The company supports programs, events, and campaigns that focus on student achievement, teacher development, and gender and ethnic diversity.
Eligible applicants are nonprofit organizations, public elementary and secondary schools, and qualified institutes of higher education located or operating in a community in which Lockheed Martin has employees or business interests. Applications are accepted year-round, with evaluations performed quarterly. Application must be submitted online.


Arnold Ventures – Laura and John Arnold Foundation Randomized Controlled Trials to Evaluate Social Programs whose Delivery Will Be Funded by Government or Other Entities

Letters of Interest may be submitted at any time.
Arnold Ventures’ Evidence-Based Policy initiative is a major source of funding for randomized controlled trials (RCTs) of social programs, and we are always seeking new proposals for high-quality RCTs. We encourage readers to check out our RCT Opportunity Request for Proposals (RFP), and to consider participating. The process is streamlined and there is no submission deadline.
Through this and other RFPs, the Evidence-Based Policy initiative has funded approximately 70 RCTs to evaluate social programs over the past four years, with the number of RCT grants increasing every year (see study summaries). We seek proposals for RCTs across the full spectrum of U.S. social policy, including areas such as early childhood, K-12 and postsecondary education, employment and training, foster care, and crime and substance abuse prevention.
A key goal of our RCT funding is to build the body of social programs backed by strong, replicated evidence of sizable effects on important life outcomes. Our criteria therefore prioritize funding for RCTs of programs whose prior evidence suggests potential for such sizable, important effects, although we will also fund RCTs based on other compelling reasons (e.g., the program to be evaluated is widely implemented with significant taxpayer investment, and its effectiveness is currently unknown).
The RCT Opportunity RFP, along with related funding announcements and resources, can be found on the Evidence-Based Policy page of Arnold Ventures’ website. We hope this information is useful and would encourage you to share this email with others who may be interested.


Kavli Civic Science Fellowship

New Fellowship Program launching over the course of this year – the Civic Science Fellowship – you can learn more about this here from the lead founding partner, the Rita Allen Foundation. The Kavli Foundation is supporting a Fellow who will work scientific societies. Led by The American Society for Cell Biology (ASCB), the American Association for the Advancement of Science (AAAS), the American Geophysical Union (AGU) and Research!America, the Fellow will work across multiple scientific societies to connect, and advance the societies' collective support so that scientists are empowered to undertake civic science activities. I know the societies leading this would appreciate broad distribution of this opportunity, thanks in advance for sharing the below (or the link here).
Are you passionate about civic science, including science outreach, communication, and public engagement? We, a collaboration of scientific societies, are looking for someone to lead an initiative that will increase the support and incentives for scientists who incorporate civic science into their work. The Kavli Civic Science Fellow is an ideal position for someone who has experience in civic science and is looking for an opportunity to think more broadly about advancing the field. This fellowship presents a remarkable opportunity to work with leaders across multiple scientific societies, while ultimately, influencing the culture of science and its relevance to society.
The American Society for Cell Biology (ASCB), the American Association for the Advancement of Science (AAAS), the American Geophysical Union (AGU) and Research!America are partnering to support the work of a Kavli Civic Science Fellow who will work across multiple scientific societies to connect, and advance the societies' collective support so that scientists are empowered to undertake civic science activities. As part of their work, the Kavli Civic Science Fellow will follow a collective impact model that will rely on strategizing, data collection, and analysis and team building. The goal of the fellowship is to lay the groundwork for a more cohesive whole among societies, as they work towards influencing long-term culture change within the scientific enterprise to increase value and support for meaningful civic science engagement. This position is an 18-month fellowship.
The Kavli Civic Science Fellow will have the opportunity to shape the activities of the fellowship, with leaders from multiple scientific societies, to meet this larger goal. By working with a wide range of scientific societies, the Kavli Civic Science Fellow along with the scientific societies will set a common agenda, which establishes an agreed understanding of the problem and a shared vision of change. They will then work to establish common progress measures and mutually reinforcing activities.
Some of the activities that may be undertaken by the Kavli Civic Science Fellow in collaboration with representatives from the scientific societies may include:
• Conduct a landscape assessment of scientific societies' visions, goals, capabilities, programs and opportunities related to civic science.
• Recommend ways in which scientific societies can leverage their strengths and authorities to encourage academic and funding institutions to provide deeper support for civic science- including altering their incentive structures.
• Highlight existing resources and speed the development of new resources that support scientific societies' planning, implementation, and evaluation of civic science, including resources that societies make available to their members.
• Increase collaboration among scientific societies to accomplish work at the grassroots level and to find efficiencies in the existing system and leverage these efficiencies to better support societies of varying sizes and scales that want to encourage their members to do effective civic science engagement.
The candidate will also be part of the inaugural class of Civic Science Fellows. The Fellowship will embed emerging leaders from diverse backgrounds in organizations working at the many interfaces of science and society. Additional fellows will be hired by other organizations later this year. The benefits of being a Civic Science Fellow include access to a network of Fellows at other institutions, professional development in subject matter as well as leadership skills, and mentoring.
• Master's degree or higher in science, science communication or related field.
• Experience in an aspect of civic science: science outreach, public engagement, science communication.
• Experience in program or project management.
• Understanding of the culture of science and scientific societies or similar organizations is desirable.
• Strong written and verbal communication skills.
• Ability to work independently.
• Comfortable working with CEOs and with mid-level staff who run programs.
• Possess initiative, be entrepreneurial, and think strategically and long-term.
ASCB will be the fiscal and administrative home institution for the Fellow, who will spend time in several other societies located in the DC area in a series of 2 month rotations. This is an 18-month position. The salary for this fellowship is $80K per year plus benefits.


Simons Foundation – Targeted Grants in MPS

Rolling Deadline for LOIs
The Simons Foundation’s Mathematics and Physical Sciences (MPS) division invites applications for its Targeted Grants in MPS program.
The program is intended to support high-risk theoretical mathematics, physics and computer science projects of exceptional promise and scientific importance on a case-by-case basis.


Alfred P. Sloan Foundation – Research Projects, Non-Research Projects, and Book Proposals

Accepts letters of inquiry year round

About Sloan

The Alfred P. Sloan Foundation makes grants primarily to support original research and education related to science, technology, engineering, mathematics, and economics. The Foundation believes that these fields—and the scholars and practitioners who work in them—are chief drivers of the nation's health and prosperity. The Foundation also believes that a reasoned, systematic understanding of the forces of nature and society, when applied inventively and wisely, can lead to a better world for all.


The Teagle Foundation – Education for American Civic Life

Applications accepted on a rolling basis
The charge of the Teagle Foundation is “to support and strengthen liberal arts education, which we see as fundamental to meaningful work, effective citizenship, and a fulfilling life.” Among the strengths of liberal arts education is the marriage of content and context to cultivate in students the knowledge and skills they need to achieve this vision.
In consideration of “effective citizenship,” the Foundation is especially concerned with undergraduates’ knowledge about American democratic institutions and the general decline in civility in discourse within and beyond our campus communities. Colleges and universities often assume their incoming students received prior preparation on topics such as the formation of the American republic or the crafting of the Constitution. In doing so, they miss opportunities to help undergraduates develop more a sophisticated understanding of the history and fragility of democracy. We encourage institutions to build on these themes across their curriculum and to invite deeper academic inquiry on critical issues that vex our local, national, and global communities.
Through “Education for American Civic Life,” the Foundation seeks to elevate the civic objectives of liberal arts education through faculty-led efforts within the curriculum grounded in the issues that define and challenge American democracy. The Foundation welcomes participation from a diverse array of institutions—community colleges, liberal arts colleges, comprehensive and research universities—that aim to strengthen civic education across the undergraduate curriculum and across disciplines. While grappling with matters of civic knowledge, it is the Foundation’s intention for projects to also mitigate uncivil speech and behavior. Successful proposals are expected move beyond mere additions to the course catalog and reflect an approach to integrative learning that serves the student body and can be sustained beyond the life of the grant.


Smith Richardson Foundation Domestic Public Policy

The Domestic Public Policy Program supports projects that will help the public and policy makers understand and address critical challenges facing the United States. To that end, the Foundation supports research on and evaluation of existing public policies and programs, as well as projects that inject new ideas into public debates.
The Foundation believes that policy makers face a series of challenges that need to be met if the United States is going to continue to prosper and provide opportunity to all of its citizens. Even as public finances begin to recover in the wake of the financial crisis and recession, officials are confronting difficult choices that will have to be made in order to restore long-term fiscal balances while maintaining essential public services. These choices will include decisions regarding how best to raise revenues while also creating an environment conducive to economic growth. Policy makers are also looking for strategies that can deliver key public services, such as education and criminal justice, in an effective and efficient manner. There is also a need to develop strategies to improve the long-term growth rate of the U.S. economy and strengthen economic opportunity. Doing so will require a combination of more effective strategies to develop human capital and establishing an economic climate hospitable to entrepreneurship and growth.
To meet these broad objectives, the Foundation has developed a number of grant making portfolios. A group of grants is focused on the challenges of identifying mechanisms that can inform thinking on fiscal practices at the national, state, and municipal levels. In terms of human capital development, the Foundation has been supporting work to identify how schools can become more productive by, for example, increasing the quality of the teacher workforce or adopting more effective curricula. Because success in the contemporary economy requires individuals to acquire education and training beyond high school, the Foundation is building a portfolio of projects on post-secondary education. Finally, the Foundation is supporting work on the criminal justice system that will examine whether costs can be lowered while still protecting public safety.

Ralph C. Wilson, Jr. Foundation

Ralph C. Wilson, Jr. believed effective change should make an impact from the start, yet carry long into the future. To do both, he earmarked a portion of his estate and the eventual sale of his beloved Buffalo Bills to fund his namesake foundation. The Ralph C. Wilson, Jr. Foundation began operations in 2015 to continue his legacy—one of generosity and innovation, healthy risk taking and collaboration, and an unshakeable community focus.

The Foundation’s geographic focus is Southeast Michigan & Western NY State.  The Foundation defines SE Michigan as:  Wayne, Oakland, Macomb, Monroe, Washtenaw, St. Clair and Livingston Counties.  The Foundation’s policies state that “Programs located outside of these regions are generally not encouraged.”  What this means, as a practical matter, is that any successful MSU requests will need to be based on activity and relationships within the counties listed.

Wilson Foundation Program areas:

  • Children and Youth: For kids, we’re looking for opportunities beyond K-12 education to provide more pathways to success. Here, we focus on strengthening young minds and bodies with early childhood initiatives, sports and youth development programs, and after school programs.
  •  Young Adults and Working Class Families: Often weighed down by heavy demands and limited resources, working class families and young adults can often miss out on career opportunities. We will invest in skills training and education that can lead to pathways to good paying jobs and increased independence.
  • Caregiving: The role of caregiver can be demanding and overwhelming. Here, we support and honor those who care for others – whether paid or voluntarily – through efforts that provide needed skills, resources, education and respite. Early opportunities will focus primarily on those caring for older adults and seniors.
  • Health Communities: A thriving community starts with the well-being of its people. Here, we will seek opportunities to support: community design and access to space, and programs that support healthy living; improving non-profit productivity and innovation; and economic development levers that spur regional growth, innovation and equity.

There is no deadline, applications are accepted on a rolling basis. The foundation has indicated that all MSU inquiries and applications should route to Lawrence Wallach, Associate Director of MSU Corporate & Foundation Relations.


Astellas USA Foundation

Grant applications are accepted year-round. Development Office should be contacted prior to applying to this foundation.
Astellas USA Foundation awards grants in the areas of science, literacy, and education. Priority is given to projects addressing health and well-being; science, technology, engineering, and mathematics (STEM) education; and disaster relief. The foundation awards grants that inspire students to pursue careers in science-based industries. Grants for STEM education programs and after-school enrichment programs provide mentoring and hands-on learning to students to cultivate their critical thinking, collaboration with others, and problem-solving skills.

OMRON Foundation, Inc.

Grant applications are accepted year-round. Development Office should be contacted prior to applying to this foundation.
The OMRON Foundation, Inc. coordinates the charitable efforts of all OMRON offices in the United States and is funded by OMRON’s subsidiaries in North America, who contribute a portion of their sales. Among the foundation’s funding priorities are programs to support education from elementary to college, with a focus on engineering, science, mathematics, and technology. The foundation also supports programs for the disabled; to provide basic needs (food, clothing, and shelter), disaster relief, and health; and to promote Japanese American cross-cultural enrichment.
Eligible applicants are nonprofit organizations with 501(c)(3) status. The foundation gives preference to local organizations in communities with OMRON operations and organizations where OMRON employees volunteer. The foundation also prefers to fund specific programs over general operating expenses. Grant awards are limited to one year.
The foundation does not support local athletic or sports programs and travel funds for tours, expeditions, or trips, among other restrictions. The full list of exclusions is provided on the website.
The grant request process requires all qualified organizations to submit an application that is a preliminary document, similar to a Letter of Inquiry. The application is available to access online. The completed application and proof of tax-exempt status must be submitted as attachments to the foundation email address. Based on the application, an organization may be invited to submit a full proposal.

Internal Grant Announcements

MSU International Studies & Programs Alliance for African Partnership – Transforming Institutions Strategic Funding

Proposal accepted on a rolling deadline, but activities should take place before December 31, 2019
The Alliance for African Partnership (AAP) seeks proposals from AAP consortium members and their partners for activities which directly address AAP's Transforming Institutions pillar (transforming institutions to be better able to participate in sustainable, equitable, and research-driven partnerships that make a broader impact on transforming lives). Successful applicants will receive seed funding to develop international strategic partnerships with universities, institutions of higher education and research, and organizations in the public or NGO sectors. Travel can include any of the following--within Africa, to Africa from external locations, to the US or to other locations outside of Africa. The partnerships should focus specifically on institutional strengthening and capacity development.
Proposals may be submitted in one of the following three categories:
1. Exploratory Grants to support initial-stage partnership development. These grants are meant for new partnerships that have not previously worked together.
2. Proposal Development Grants to support partners to develop a proposal in response to a specific funding opportunity.
3. Pilot Workshop Grants to support short-term training activities or workshops.
We highly encourage projects which incorporate south-south collaboration. This has been identified as an AAP priority and will be prioritized in the selection process. We also encourage collaboration across Francophone and Anglophone countries/consortium members.
Funding can cover travel and/or associated meeting or workshop costs (the grant will not cover salary costs). AAP will consider proposals up to a maximum of $20,000 USD requested funds (not including cost share). Proposals should include a combined 20% cost share contribution across all of the partner institutions. This contribution could be monetary, in-kind, or a combination of the two.


Internal Grant Programs in the Office of the Senior Vice President for Research and Innovation (SVPRI)

The Office of the Senior Vice President for Research and Innovation (SVPRI) maintains a list of up-to-date internal grant funding opportunities at Michigan State University.


Internal Funding administered by the Clinical and Translational Sciences Institute (CTSI)

More information on internal funding from the Clinical and Translational Sciences Institute (CTSI).

International Studies and Programs Center for European, Russian, and Eurasian Studies - MSU in Turkey

Michigan State University faculty and alumni in Turkey are active and supportive of several formal linkages with educational institutions, Turkish and Turkic language course offerings, study abroad programs and international research initiatives in Turkey.

MSU Technologies – The Targeted Support Grant for Technology Development (TSGTD)

TSGTD awards are intended to accelerate the commercial development of inventions, technologies and copyright materials within the entire MSU intellectual property estate. Support is targeted to address narrow, specific technology “gaps”, to better establish proof of concept, and to enable key, go-no go decisions concerning the potential for commercial application. As such, these awards may enhance or create business opportunities including licensing, marketing, new company creation or other business development efforts within the MSU Innovation Center (

Proposals are submitted by MSU Technology Tech Managers in collaboration with faculty inventors. Eligibility for TSGTD funding requires:

  • evidence of secure IP (submitted or issued technology patents)
  • completion of formal technology screening or full commercial assessment evidencing commercial potential, if not specific market options. This process is initiated routinely upon submission of an invention disclosure.

TSGTD applications are accepted and immediately reviewed at any time throughout the year. Nominations are jointly prepared by inventors and MSUT Tech Managers and submitted to a Research Review Committee convened by the SVPRI to facilitate confidential peer review by selected internal (MSU) or external expert panels. This approach allows immediate evaluations and funding decisions on a continuous basis. This offers the advantage of avoiding extended time delays inherent in other internal or external grant programs. The TSGTD review process ensures confidentiality to both applicants and expert referees and protects against disclosure of IP.

Award categories range from flexible, short term projects conducted within MSUT (Category A – $5,000 -$10,000), to more complex short or long term research projects involving MSU inventors (Category B/C – $10,000 - $100,000), as well as projects involving co-investments ($ or in-kind) by commercial partners (Category D – $75-150,000). Projects within Category D have high priority based on the commitment of commercial customers willing to share risks of development.

IRTL Seed Grants

The College of Education’s Institute for Research on Teaching and Learning has funds to support either projects that are likely to lead to larger funded projects or small research projects. The goal of the “seed” grants is to enable COE faculty to develop research grant proposals and to increase their likelihood of successfully competing for research funds. However, research projects that stand alone will also be supported.