“The Dissertation Fellowship Program seeks to encourage a new generation of scholars from a wide range of disciplines and professional fields to undertake research relevant to the improvement of education. These $27,500 fellowships support individuals whose dissertations show potential for bringing fresh and constructive perspectives to the history, theory, analysis, or practice of formal or informal education anywhere in the world.
This highly competitive program aims to identify the most talented researchers conducting dissertation research related to education. The Dissertation Fellowship program receives many more applications than it can fund. This year 35 fellowships will be awarded.”
Grants of up to $25,000 (grades 6 through 12) or $50,000 (colleges and universities) will be awarded to projects that reach at least a hundred students and that are aligned with Constellation’s Energy to Educate Innovation Themes.
AAUW American Fellowships support women scholars who are completing dissertations, planning research leave from accredited institutions, or preparing research for publication. Applicants must be U.S. citizens or permanent residents. Candidates are evaluated on the basis of scholarly excellence; quality and originality of project design; and active commitment to helping women and girls through service in their communities, professions, or fields of research.
American Dissertation Fellowships Dissertation Fellowships offset a scholar’s living expenses while she completes her dissertation. The fellowship must be used for the final year of writing the dissertation. Applicants must have completed all course work, passed all preliminary examinations, and received approval for their research proposals or plans by the preceding November. Students holding fellowships for writing a dissertation in the year prior to the AAUW fellowships year are not eligible. Open to applicants in all fields of study. Scholars engaged in science, technology, engineering, and math fields or researching gender issues are especially encouraged to apply.
American Postdoctoral Research Leave Fellowships Postdoctoral Research Leave Fellowships are designed to assist scholars in obtaining tenure and other promotions by enabling them to spend a year pursuing independent research. The primary purpose of the fellowship is to increase the number of women in tenure-track faculty positions and to promote equity for women in higher education. Tenured professors are not eligible.
American Short-Term Research Publication Grants Short-Term Research Publication Grants provide funds for women college and university faculty to prepare research for publication. Time must be available for eight consecutive weeks of final writing and editing in response to issues raised in critical reviews. These grants can be awarded to both tenure-track and part-time faculty, and new and established researchers. The grants are designed to assist the candidate in obtaining tenure and other promotions. Tenured professors are not eligible.
“The Chan Zuckerberg Initiative (CZI) invites applications from US-based teams of schools, support organizations and/or researchers who want to apply the science of learning and human development to improve existing school-based practices that develop self-direction and curiosity, specifically in adolescents (ages 11-18 years old).”
Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR)
Synopsis of Program:
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 (https://www.nsf.gov/news/special_reports/nsfincludes/index.jsp) 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.
The Institute of Education Science (IES) has awarded a total of $8.4 million to 21 organizations for the development and testing of education technology intended to improve teaching, learning, and school administration in education and special education. Funding is provided through the U.S. Department of Education’s Small Business Innovation Research program (ED/IES SBIR).
The Fiscal Year (FY) 2018 ED/IES SBIR awards includes 15 Phase I projects. With this funding, teams will develop and refine prototypes of commercially viable education technology products and test their usability and initial feasibility. These contracts are for no more than $200,000 and run for eight months.
IES also made six Phase II awards, which support further research and development of prototypes of education technology products that were developed under FY 2017 ED/IES SBIR Phase I awards. In these Phase II projects, the teams will complete the development of the products, and conduct pilot studies in schools to demonstrate the usability and feasibility, fidelity of implementation, and the promise of the products to improve the intended outcomes. These contracts are for a maximum of $900,000 and run for two years. View the ED/IES SBIR 2018 Phase II Video Demonstrations for more information.
Over the past fifteen years, the SBIR program has made more than 200 awards for the development of education technology, including apps, games, programs, dashboards, assessments and more. Products developed with ED/IES SBIR funds are being used in thousands of schools across the nation.
For a list of FY 2018 ED/IES SBIR awardees, click here.
FY 2018 Education Innovation and Research (EIR) Competition Announcement
On April 19, 2018, the U.S. Department of Education published in the Federal Register, three notices inviting applications for the Education Innovation and Research Program’s Early-phase, Mid-phase, and Expansion competitions.
TIMELINE FOR FY 2018 EARLY-PHASE, MID-PHASE, AND EXPANSION COMPETITIONS
Deadline for Notice of Intent to Apply: May 9, 2018
Deadline for Transmittal of Applications: June 5, 2018
Deadline for Intergovernmental Review: August 6, 2018
Interesting webinar for administrators, teachers, equity directors, state and local education agency staff members, and technical assistance providers.
From the IES calendar site:
REL Northwest webinar: Creating Caring and Culturally Responsive Classrooms for Students in Prekindergarten to Grade 3
April 24, 2018
Time: 11:00 a.m. to 12:15 p.m. Pacific Time
Description: The early elementary years lay the foundation for school and life outcomes. Join REL Northwest for a free webinar exploring strategies to create culturally responsive and emotionally supportive pre-K–3 classrooms for children from diverse racial and cultural backgrounds. Featuring Dr. Sharon Ritchie, national researcher and principal investigator for the FirstSchool initiative, this webinar will offer practical advice for using data and evidence to improve early school experiences and set all students up for success.
Partnership or Research Alliance: This webinar supports the work of the Oregon Early Learning Collaborative and the Equity in School Discipline Collaborative.
Audience: This webinar is geared toward anyone interested in using data to develop welcoming learning environments for pre-K–3 students. This includes administrators, teachers, equity directors, state and local education agency staff members, and technical assistance providers.
Fiona Helsel, Ph.D., REL Northwest at Education Northwest
Sharon Ritchie, Ed.D., Frank Porter Graham Child Development Institute, University of North Carolina