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- Increase the variety of knowledge domains or fields of technical expertise that contribute to arts-related research.
- Heighten the relevance and significance of arts-related research to policy and practice.
- Reflect strong collaboration between arts practitioners and researchers or evaluators.
- What constitutes ethical STEM research and practice?
- Which cultural and institutional contexts promote ethical STEM research and practice and why? (Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricula or memberships in organizations, e.g. Engineers without Borders, that stress social responsibility and humanitarian goals, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade.
- Do certain labs have a culture of academic integrity?
- What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, and integrated into other research and learning settings?
- Advancing higher learning and discovery
- Fostering the well-being of the whole student
- Serving as a public good to deepen and sustain a civic society
- Fall 2015 semester: Monday, August 31, 2015 by 5:00pm.
- Spring 2016 semester: Monday, November 30, 2015 by 5:00pm.
- Summer 2016 semester: Monday, April 18, 2016 by 5:00pm.
- studies that address the economic benefits of national service, volunteering and civic engagement to individuals and communities
- innovative research methodologies applied to national service models
- studies that can explore measuring civic engagement and related concepts, including social cohesion and social capital, and explore the relationships among national service, volunteering, and civic engagement.
- research design, planning, and implementation including data collection, analysis and reporting
- dissemination of results, including reports, publications, and presentations, as well as designing and teaching university-level courses
- collaboration with practitioners and policymakers to apply and use results from research findings to support their work with communities, volunteers and/or national service participants
Deadline: October 20, 2015
The NEA's Office of Research & Analysis will make awards to support research that investigates the value and/or impact of the arts, either as individual components within the U.S. arts ecology or as they interact with each other and/or with other domains of American life. This includes the potential to elevate the public profile of arts-related research, in at least one of the following ways:
Priority will be given to applications that present theory-driven research questions and methodologies that will yield important information about the value and/or impact of the arts on individuals and communities. By providing financial support to deserving projects, the NEA anticipates that this program will spur growth in the number of people experienced in and knowledgeable about arts-related research in the U.S. As an indicator of this growth, the NEA will look for the program to foster more collaborations between arts practitioners (e.g., artists or arts organizations) and researchers or program evaluators.
More information is available at http://arts.gov/grants-organizations/research-art-works.Read more
Deadline: Feb 16, 2016
Cultivating Cultures for Ethical STEM (CCE STEM) funds research projects that identify factors that are efficacious in the formation of ethical STEM researchers in all the fields of science and engineering that NSF supports. CCE STEM solicits proposals for research that explores the following:
Successful proposals typically have a comparative dimension, either between or within institutional settings that differ along these or other factors. CCE STEM research projects will use basic research to produce knowledge about what constitutes responsible or irresponsible, just or unjust scientific practices and sociotechnical systems, and how to best instill students with this knowledge.
For more information, please see http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf15528Read more
Deadlines: Exploration Projects (EXPs) are mid-December, 2014 through 2016; Development and Implementation Projects (DIPs) are due mid-January, 2015 through 2017; Capacity-Building Projects (CAPs) target dates are late March, late July, and early December each year through July, 2017
The purpose of the Cyberlearning and Future Learning Technologies program is to integrate opportunities offered by emerging technologies with advances in what is known about how people learn to advance three interconnected thrusts:Read more
Deadline: November 04, 2015
The Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to and evidence-based understanding of the design and development of STEM learning opportunities for the public in informal environments; provide multiple pathways for broadening access to and engagement in STEM learning experiences; and advance innovative research on and assessment of STEM learning in informal environments. The products of AISL investments may include, but are not limited to, exhibitions and programs in museums, zoos, aquaria, planetariums, nature centers, parks, libraries, and other environments; science communication; after-school and out-of-school time (OST) programs; radio, television, film, or media programs or series; Do-It-Yourself (DIY)/maker initiatives, research-related experiences such as citizen science, and on-line experiences (e.g., games, simulations, social media, mobile computing, distributed networks, and massive online open courses); and research findings that articulate what works, why, and in what contexts.
Pending availability of funds, it is anticipated that about 10-12 Collaborative Planning awards, 10-12 Exploratory Pathways awards, 6-8 Research in Service To Practice awards, 8-10 Innovations in Development awards, 3-6 Broad Implementation awards, and 5-7 Conference awards will be made. Limits for funding requests of AISL proposals are as follows: (1) Collaborative Planning projects: up to $150,000 with duration of one year; (2) Exploratory Pathways projects: up to $300,000 with duration up to two years; (3) Research in Service to Practice projects: from $300,000 to $2,000,000 with a duration from two to five years; (4) Innovations in Development projects: $500,000 to $3,000,000 with duration from two to five years; (5) Broad Implementation projects from $500,000 to $3,000,000 with a duration from two to five years; (6) Conference projects up to $250,000 with a duration of up to two years.
More information is available at http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf15593Read more
Deadline: September 15, 2015
Seminar Grants (up to $1,000) provide support for campus-wide planning discussions (seminars) that give focused attention to a particular dimension of the well-being of those involved (students, faculty, or other leaders) in creating and maintaining an engaged culture for learning. Seminars should deepen participants’ understanding of the institution’s commitment to whole-person development and the learning-related policies and practices, both inside and outside the curriculum, that support such endeavors.
The Bringing Theory to Practice Project encourages and supports colleges and universities in developing sustainable campus cultures that reaffirm higher education’s core purposes:
BTtoP’s full 2015-2017 RFP and supporting materials are available at http://www.bttop.org/grants-funding/funding-opportunities.Read more
The Office of Community Engagement and Partnerships is pleased to announce its 2015-2016 Service-Learning High-Impact Practice Mini-Grants, which are designed to provide funding for courses incorporating service-learning. Service-learning HIP mini-grants are to be used for actual expenses associated with service-learning incurred by faculty, community partner, students, and/or a department. Service-learning HIP mini-grant funds may not be used to purchase food or to fund travel for presenting research.
Service-learning is defined as a method of teaching that includes experiential learning, classroom instruction, and reflection. Typically service-learning courses work in cooperation with a community partner and students engage in at least 15 hours of service during the semester.Read more
Deadline: A Letter of Intent is due June 19, 2015; Applications are due July 16. If you are interested in applying, please contact OCEP at CommunityEngagement@usf.edu.
Deadline: Letter of Intent, July 3, 2015; Application, Aug. 3, 2015
The overarching goals of the NIMHD Community-Based Participatory Research (CBPR) Program are to enhance community capacity in research for which they will directly benefit; support collaborative intervention projects addressing health disparities; and accelerate the translation of findings into improved health and health outcomes. The purpose of this FOA is to support promising community interventions using CBPR principles and approaches aimed at reducing and eventually eliminating health disparities. This FOA is open to current NIMHD CBPR planning grantees and their community coalitions, and other applicants poised to implement and evaluate promising broad scale interventions using CBPR methods. The CBPR Program, using a health disparities framework, includes partnership approaches that focus on changing the determinants of health or the community conditions and environments, in which their members are born, mature, play, study, work and age. The research approach may begin with a needs assessment to identify a health-related issue for action, or a community-led proposal on an identified need or issue of importance to the community. The participatory research process is such that community members, persons affected or impacted, public health and policy professionals, and other key stakeholders in the communityʼs health have the opportunity to be full participants in each phase of the research (from conception-design-conduct-analysis-interpretation-conclusions-communication of results). CBPR benefits are numerous and include the creation of bridges between the community, scientists and policy professionals to facilitate the bidirectional transfer of knowledge and skills, improved community research literacy and creation of appropriate and effective interventions.
This FOA invites applications for intervention studies using CBPR principles and methods. For the purpose of this FOA, “community” refers to a population that may be defined by geography, race, ethnicity, culture, gender, illness or other health condition, or to groups that have a common health-related interest or cause. Communities must include significant representation of one or more NIH-designated US health disparity populations, which include Blacks/African Americans, Hispanics/Latinos, American Indians/Alaska Natives, Asian Americans, Native Hawaiians and other Pacific Islanders, socioeconomically disadvantaged populations and rural populations.
For more information, please see http://grants.nih.gov/grants/guide/rfa-files/RFA-MD-15-010.html
Deadline: Letter of Intent, August 15, 2015; Application, September 17, 2015
The National Institute on Minority Health and Health Disparities (NIMHD) invites applications for new Transdisciplinary Collaborative Centers (TCCs). health disparities research exploring the potential for precision medicine - an emerging approach that takes into account individual variability in genes, environment, and lifestyle - to promote health equity and reduce health disparities. Applications are expected to demonstrate substantive community input into the identification of research questions to be addressed by the proposed TCC and relevant contextual predictors to be examined in conjunction with biological predictors.
Priorities include: 1) development of new tools and analytic methods for integrating patient data with information about contextual factors acting at the community or population level to influence health; 2) development of pharmacogenomic and other precision medicine tools to identify critical biomarkers for disease progression and drug responses in diverse populations; 3) translation of pharmacogenomic discoveries into effective treatment or clinical practice; and 4) investigation of facilitators and barriers to implementing precision medicine approaches in disadvantaged populations.
TCCs supported through this initiative are expected to focus on at least one priority research area outlined below, each combining expertise in precision medicine, population health disparities, and the science of translation, implementation and dissemination to address one or more documented health disparities. The proposed work must focus on one or more health disparities populations, which include Blacks/African Americans, Hispanics/Latinos, American Indians/Alaska Natives, Asian Americans, Native Hawaiians and other Pacific Islanders, socioeconomically disadvantaged populations and rural populations.
Each center will support 2-3 multidisciplinary research projects examining complementary aspects of precision medicine, focusing on interactions between biological, behavioral, and contextual predictors of disease vulnerability, resilience, and response to therapies in patients from disadvantaged communities. For the purposes of this FOA, biological predictors can include but are not limited to genomic, epigenomic, proteomic, metabolomic, and microbiomic variations as well as standard clinical laboratory markers (e.g., blood lipids, inflammatory markers, HbA1c, vitamin D3, etc.), behavioral measures, and other quantitative or qualitative indicators of health status in the study population(s). In addition to the required collaborative research projects, each TCC award will support an Administrative Core, a Consortium Core, and an Implementation Core.
More information is available at: http://grants.nih.gov/grants/guide/rfa-files/RFA-MD-15-013.htmlRead more
Deadline: Sept. 21, 2015
The Our Town grant program supports creative placemaking projects that help to transform communities into lively, beautiful, and resilient places with the arts at their core. Creative placemaking is when artists, arts organizations, and community development practitioners deliberately integrate arts and culture into community revitalization work - placing arts at the table with land-use, transportation, economic development, education, housing, infrastructure, and public safety strategies. This funding supports local efforts to enhance quality of life and opportunity for existing residents, increase creative activity, and create a distinct sense of place. Our Town requires partnerships between arts organizations and government, other nonprofit organizations, and private entities to achieve livability goals for communities. Our Town offers support for projects in two areas: Arts Engagement, Cultural Planning, and Design Projects (Matching grants range from $25,000 to $200,000) and Projects that Build Knowledge About Creative Placemaking (Matching grants range from $25,000 to $100,000). See http://arts.gov/grants-organizations/our-town/introduction for more information.Read more