IES pathways FY2017

Connecting Research, Policy and Practice Funding  Opportuni-es  for     Minority  Serving  Ins-tu-ons   Ka-na  Stapleto...

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Connecting Research, Policy and Practice

Funding  Opportuni-es  for     Minority  Serving  Ins-tu-ons   Ka-na  Stapleton,  Ph.D.     Program  Officer   Na-onal  Center  for  Educa-on  Research    

Amy  Sussman,  Ph.D.   Program  Officer   Na-onal  Center  for  Special  Educa-on  Research  

    ies.ed.gov

Purpose  of  this  Presenta-on   •  Increase  awareness  of  researchers  at  Minority   Serving  Ins-tu-ons  (MSIs)  of  educa-on  research  and   training  funding  opportuni-es  at  the  Ins-tute  of   Educa-on  Sciences  (IES)   –  General  Overview   –  Pathways  to  the  Educa-on  Sciences  Research  Training    

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SubmiFng  Ques-ons   •  You  can  submit  ques-ons   during  the  webinar.   •  We  will  respond  during   presenta-on  as   appropriate  and  during   the  final  Q&A  period.  

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A  Quick  Overview  of  MSIs   •  •  • 

•  •  •  •  •  ies.ed.gov

Alaska  Na-ve-­‐Serving  Ins-tu-ons     American  Indian  Tribally  Controlled   Colleges  and  Universi-es     Asian  American  and  Na-ve  American   Pacific  Islander-­‐Serving  Ins-tu-ons   (AANAPISIs)     Hispanic-­‐Serving  Ins-tu-ons  (HSIs)     Historically  Black  Colleges  and   Universi-es  (HBCUs)     Na-ve  American-­‐Serving,  Nontribal   Ins-tu-ons     Na-ve  Hawaiian-­‐Serving  Ins-tu-ons     Predominantly  Black  Ins-tu-ons  (PBIs)     4  

IES  Funding  Opportuni-es  for  MSIs   •  There  is  one  targeted  funding  opportunity  for  MSIs   (and  their  partners):  Pathways  to  the  Educa-on   Sciences  Research  Training  Program     •  We  also  encourage  MSIs  to  apply  for  Educa-on   Research  and  Special  Educa-on  Research  grants  and   training  grants.   •  We  encourage  MSIs  to  take  advantage  of  the   technical  assistance  IES  provides.  

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Quick  Overview  of  IES  

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Legisla-ve  Mission  of  IES   •  Describe  the  condi-on  and  progress  of  educa-on  in   the  United  States   •  Iden-fy  educa-on  prac-ces  that  improve  academic   achievement  and  access  to  educa-on  opportuni-es   •  Evaluate  the  effec-veness  of  Federal  and  other   educa-on  programs  

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Organizational Structure of IES Office of the Director

National Board for Education Sciences

Standards & Review Office

National Center for Education Evaluation ies.ed.gov

National Center for Education Research

National Center for Education Statistics

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National Center for Special Education Research

Connecting Research, Policy and Practice

FY  17  Research  Funding   Opportuni-es   ies.ed.gov/funding  

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Iden-fying  the  Appropriate     Research  Funding  Opportunity   •  Iden-fy  your  own  research  interests  and  strengths   and  see  if  they  overlap  with  current  funding   priori-es   •  Read  the  separate  Requests  for  Applica-ons  (RFAs),   which  describe  the  applica-on  requirements   •  Contact  the  relevant  IES  Program  Officer  to  discuss   your  ideas  (e-­‐mail  first)  

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IES.ED.GOV/Funding  

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FY  17  Funding  Opportuni-es  at  IES  

Dig Deep: Opportunities aren’t always obvious

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84.305A  Educa-on  Research  Grants   84.324A  Special  Educa-on  Research  Grants   •  Primary  Grant  Programs     •  Apply  to  a  Research  Topic  and  a  Research  Goal   –  Topic:  Field  you’ll  be  working  in   •  84.305A:  11  topics  (including  new  “Special  Topics”)   •  84.324A:  11  topics   –  Goal:  Type  of  work  you’ll  be  doing       ies.ed.gov

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FY  17  Research  Topics  

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FY2017  Research  Goals   •  •  •  •  • 

Explora-on     Development  &  Innova-on   Efficacy  &  Replica-on   Effec-veness   Measurement  

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Other  Research  Opportuni-es   •  Sta-s-cal  &  Research  Methodology  in  Educa-on:  Early   Career  (84.305D)   •  Researcher  and  Prac--oner  Partnerships  in  Educa-on   Research  (84.305H)   •  Low-­‐Cost,  Short-­‐Dura-on  Evalua-on  of  Educa-on   Interven-ons  (84.305L)   •  Low-­‐Cost,  Short-­‐Dura-on  Evalua-on  of  Special  Educa-on   Interven-ons  (84.324L)   •  Research  Networks  Focused  on  Cri-cal  Problems  of   Educa-on  Policy  and  Prac-ce  (84.305N)   –         Exploring  Science  Teaching  in  Elementary  School  Classrooms   –         Scalable  Strategies  to  Support  College  Comple-on  

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Important  Dates  and  Deadlines   Applica-on   Deadline  

LeXer  of   Applica-on   Start  Dates   Intent  Due   Packages   Dates   Posted   (varies)   (varies)   August  4,   May  5,  2016   May  5,  2016   July  1,  2017   2016   May  19,  2016   May  19,  2016   to   4:30:00  PM   Sept  1,  2017   DC  Time  

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Connecting Research, Policy and Practice

FY  16  Research  Training   Opportuni-es   ies.ed.gov/funding   ies.ed.gov

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IES  Training  Programs   Overall  Purpose  

•  The  training  programs  aim  to  prepare   individuals  to  conduct  rigorous  and  relevant   educa-on  and  special  educa-on  research  that   advances  knowledge  within  the  field  and   addresses  issues  important  to  educa-on   policymakers  and  prac--oners.    

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Research  Training  Grant  Programs    

•  84.305B:  Research  Training  Grant  Programs  in  the   Educa-on  Sciences   –  Pathways  to  the  Educa-on  Sciences  Research  Training     –  Postdoctoral  Research  Training  in  the  Educa-on   Sciences   –  Methods  Training  for  Educa-on  Researchers  

•  84.324B:  Research  Training  Program  in  Special   Educa-on   –  Early  Career  Development  and  Mentoring    

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 Award  Parameters     (84.305B  &  84.324B)   Program  

Maximum   Number  of  Years  

Maximum  Award   (direct  +  indirect)  

305B    Pathways  Training                        Postdoctoral  Training                        Methods  Training      

5  years   5  years   3  years  

$1,200,000   $715,000   $800,000  

324B  Early  Career  Development                                                  

4  years    

$400,000  

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Important  Dates  for     Training  Grants  Programs   Applica-on   Deadline  

LeXer  of   Applica-on   Start  Dates   Intent  Due   Package   Date   Posted   August  4,   May  19,  2016   May  19,  2016   July  1,  2017   2016   to   4:30:00  PM   Sept  1,  2017   DC  Time  

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  Upcoming  Webinar:  

Research  Training  Program  in  Special  Educa-on  

 

  IES/NCSER  Special  Educa1on  Research  Training   for  Early  Career  Development  and  Mentoring   (CFDA  84.324B)      

Tuesday,  June  7th,  2016   3:00  PM  -­‐  4:00  PM  ET     Register:  hjp://ies.ed.gov/funding/webinars/   ies.ed.gov

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Connecting Research, Policy and Practice

A  Closer  Look  .  .  .     Pathways  to  the  Educa-on  Sciences   Research  Training  Program  (84.305B)  

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Pathways  Training  Program  (84.305B)   Overall  Purpose   •  to  fund  innova-ve  training  programs  that  

–  promote  diversity  and     –  prepare  underrepresented  students  for  doctoral  study  in   educa-on  research.  

•  to  provide  students,  especially  underrepresented  students,   with    

 

–  an  introduc-on  to  educa-on  research  and  scien-fic  methods,     –  meaningful  opportuni-es  to  par-cipate  in  educa-on  research   studies,  and     –  professional  development  and  mentoring  that  leads  to  doctoral   study.    

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FY  2016  Pathways  Training  Grant  Awards   1. Maximum  of  4  FY  2017  Awards   2. Awards  structured  as  Coopera-ve  Agreements   3. Maximum  award  is  5  Years   4. Maximum  award  amount  is  $1.2  million  (indirect  +   direct)   –  $630,000  for  fellows  (up  to  1  year  of  support  per   fellow)   –  $570,000  for  program  costs  (including  indirect  costs)   ies.ed.gov

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Eligible  Applicants  for  Pathways  Program   •  Minority-­‐serving  ins-tu-ons  (MSIs)  in  the  United   States  and  its  territories  that  grant  bachelor’s   degrees  or  graduate  degrees  in  fields  relevant  to   educa-on.     •  Academic  ins-tu-ons  in  the  United  States  and  its   territories  that  grant  bachelor’s  degrees  or  graduate   degrees  in  fields  relevant  to  educa-on  and  that   partner  with  an  eligible  MSI.     ies.ed.gov

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Is  My  Ins-tu-on  an  Eligible  MSI?   •  Does  it  award  bachelor’s  or  graduate  degrees?   •  Do  you  think  it  fits  within  one  of  the  MSI   categories?   •  IF  BOTH  YES,  then  check  the  lists   –  WH-­‐HBCU  list  of  accredited  HBCUs   –  WH-­‐American  Indian  list  of  Tribal  Colleges  and   Universi-es   –  OPE  list  of  FY16  or  FY15  Title  III/IV  eligible   ins-tu-ons   ies.ed.gov

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Eligibility  Requirements  for     Ins-tu-ons  on  one  of  the  MSI  Lists  

Minority  Serving  Ins-tu-ons    

 

in  the  U.S.  and  its  territories  that  grant  bachelors  or   graduate  degrees  in  fields  relevant  to  educa-on.  

Eligible   Alone   ies.ed.gov

Eligible  With   Partners   30

Eligibility  Requirements  for  Ins-tu-ons     That  are  Not  on  the  MSI  Lists  

Academic  Ins-tu-ons    

 

in  the  U.S.  and  its  territories  that  grant  bachelors  or   graduate  degrees  in  fields  relevant  to  educa-on.  

Eligible  only   with  Eligible   MSI  Partner  

NOT  Eligible   Alone  

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Ins-tu-ons  may  only  receive   ONE  Pathways  Training  Grant  

FY  16  Pathways  grantees  and  their   partners  are  ineligible  for     FY  17  Pathways  awards.  

•  Check  the  IES  website  for  list  of  FY16   awards  (coming  soon).   •  Check  with  sponsored  programs  offices  of   all  partners.    

  *  This  restric-on  does  not  include  collabora-ng  ins-tu-ons,  please  see  RFA   for  defini-ons  of  partners  vs.  collabora-ng  ins-tu-ons.   ies.ed.gov

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Ins-tu-ons  may  only  receive   ONE  Pathways  Training  Grant  

Should  an  academic  ins-tu-on  be   included  in  more  than  one  applica-on   that  is  recommended  for  funding,     IES  will  determine  which  applica-on   is  eligible  for  funding.   *  This  includes  partners,  so  check  with   sponsored  programs  offices   ies.ed.gov

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Eligibility  Requirements:     Training  Program  Director   •  One  Principal  Inves-gator  (AKA  Training  Director)     –  Has  overall  responsibility  of  the  award     –  Interacts  with  IES  

Is  a  Co-­‐PI  allowed?  Yes,  but  ul-mately  the   PI  is  responsible  for  the  training  grant,  not   the  co-­‐PI.     When  is  a  Co-­‐PI  required?  Each  Partner   Ins-tu-on  must  designate  a  Co-­‐PI.    

•  PI  may  be  from  any  field,  but  must  be  able  to  provide   intensive  training  in  educa-on  research  and  sta-s-cs.     ies.ed.gov

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Requirements  vs.  Recommenda-ons   •  Requirements:  Criteria  that  must  be  met  in   order  for  your  applica-on  to  be  responsive  &   sent  forward  for  review  (each  sec-on   discusses  requirements  first).   •  Recommenda-ons:  Criteria  that  make  for  a   strong  applica-on  and  that  are  used  by  the   peer  reviewers    

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To  be  Responsive  .  .  .   Your  Training  Program  must…   •  Focus  on  educa-on  research   •  Provide  research  training  to  undergraduate,   post-­‐baccalaureate,  or  masters  students.     Requirements    &   •  Have  required  research  appren-ceship   Recommenda-ons  for     Training  Program   Your  Applica-on  must  …   (RFA  pgs.  9-­‐23)   •  Include  all  required  informa-on  (see  each  RFA     sec-on  for  details)     Applica-on  Submission   •  Be  complete  and  in  the  proper  format   Requirements  &   •  Be  submijed  on  -me   Procedures     •  Fall  within  budget  and  project  length   (RFA  pgs.  45-­‐86)     maximums  

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The  Heart  of  Your  Applica-on  is  the     Research  Training  Narra-ve   It  should  .  .  .  .   1.  Establish  a  need  (Significance)   2.  Propose  and  clearly  describe  a  compelling   solu-on  to  that  need  (Significance)   3.  Propose  a  specific,  well  designed  plan  to   implement  the  solu-on  (Training  Plan)     4.  Show  reviewers  you  have  the  means  to   implement  the  solu-on  successfully  (Personnel,   Resources)   ies.ed.gov

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While  Wri-ng  Your  Research  Narra-ve,     Keep  these  Expecta-ons  in  Mind    

At  the  end  of  the  grant,  IES  expects  not  only  trained  fellows  but   also…   •  A  descrip-on  of  the  training  program  as  realized  over  the  course  of  the   grant,  including  descrip-ons  of  all  key  components  discussed  in  the   original  applica-on  (e.g.,  required    seminars  or  courses,  workshops,   research  opportuni-es,    mentoring,  academic  counseling,  and   presenta-on  and  wri-ng  opportuni-es)   •  A  descrip-on  of  the  fellows  accepted  to  the  program,  iden-fica-on  of   completers  and  non-­‐completers,  and  their  research  products   (presenta-ons,  publica-ons,  and  other  work)   •  A  fully  specified  descrip-on  of  the  measures  used  to  track  the  progress  of   fellows  through  the  training  program  as  well  as  data  demonstra-ng  the   program’s  level  of  success  in  recrui-ng,  training,  and  placing  fellows  in   doctoral  programs   •  An  assessment  of  the  program’s  contribu-ons  to  preparing  fellows  with   the  appropriate  skills  and  knowledge  to  successfully  apply  to  and  enroll  in   doctoral  programs  in  which  they  can  pursue  careers  in  educa-on  research   ies.ed.gov

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Connecting Research, Policy and Practice

Research  Narra-ve:                         Significance  

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What  is  the  Purpose   of  your  Training  Program?   General  Purpose   •  to  fund  innova-ve  training   programs  that  promote   diversity  and  prepare   underrepresented  students  for   doctoral  study  in  educa-on   research.   •  to  provide  students,  especially   underrepresented  students,   with  an  introduc-on  to   educa-on  research  and   scien-fic  methods,  meaningful   opportuni-es  to  par-cipate  in   educa-on  research  studies,  and   professional  development  and   mentoring  that  leads  to   doctoral  study.    

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Specific  Purpose  

Applicants  should  iden-fy  the   specific  educa-on  research   theme  the  program  will   address  and  the  student   popula-on  of  interest.  

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What  is  an  Educa-on  Research  Theme?   Unifying  idea  that  guides  the  training  program.   •  Must  be  related  to  educa-on  research   •  Can  be  broad:  “Using  Research  to  Improve   Urban  Schools”     •  Can  be  narrow:  “Quan-ta-ve  Methods  to   Assess  School  Performance”  

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While  Determining  the  Purpose  &  Theme…..   Consider  the  .  .  .     •  Type  of  fellow  you  hope  to  train   •  Type  of  research  s/he  will  conduct    

Think  of  the  types  of  training  experiences  necessary  for  this   type  of  fellow:   –  Background  knowledge  (e.g.,  theore-cal,   methodological)   –  Prac-cal  research  experience  (e.g.,  working  in  schools,   par-cipa-ng  in  research  studies)   –  Other  professional  skills  (e.g.,  presenta-on  and  wri-ng   skills;  skills  needed  to  pass  graduate  entrance  exams)   ies.ed.gov

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What  Skill-­‐sets  &  Knowledge  Will  Your  Training   Program  Provide?  

Fellow   Fellows’  backgrounds,  pre-­‐ exis-ng  skills/knowledge,   home  departments,  etc.      

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Trainin g   What  students  will  learn/do   over  course  of  their   fellowship  

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First  Year   Doctoral   Student  

A  person  with  sufficient   knowledge,  skills,  and   abili-es  to  be  accepted  into   a  doctoral  program  related   to  educa-on  research  

How  Will  Your  Training  Program    be  Structured?     •  The  designs  of  training  programs  will  vary     –  Eight  weeks  (min)  to  one  year  (max)   –  Purpose,  target  popula-ons,  inclusion  of   partners  will  determine  your  training  program   structure.    

•  Restric-ons:     –  Minimum  number  of  Fellows:  40   –  No  Maximum  number  of  Fellows  (but  max  60   possible  at  full  s-pend  of  $10,500)   –  Minimum  number  of  Cohorts:  4     44 ies.ed.gov  

Any  Ques-ons?  

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Connecting Research, Policy and Practice

Research  Narra-ve:   Training  Plan   ies.ed.gov

Research  Training  Plan   In  this  sec-on,  you  should  detail  your  proposed  training   program.  This  includes  everything  from  describing  how  you   will  iden-fy  fellows  to  how  you  will  help  them  transi-on  to   doctoral  programs  related  to  educa-on  research.       Required:     •  Recruitment   •  Training  Ac-vi-es     •  Research  Appren-ceship   •  Financial  Support   •  Evalua-on    

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Who  is  Eligible  for  Your  Program?   Targeted  Popula-on  for  Your   Program  

Eligible  Par-cipants  

•  First,  iden-fy  which  type(s)  of   eligible  par-cipants  your   program  will  serve  (undergrad   vs  post-­‐bac  vs.  masters).   •  Next,  determine  what   geographic  popula-on  will  you   recruit  from  (campus  only,   regional,  na-onal,  etc.)     •  Anyone  who  meets  that   criteria  is  then  eligible  to   par-cipate  in  the  program.    

•  Upper  level   undergraduates  (juniors  &   seniors)   •  Post-­‐baccalaureate   students  (within  5  years  of   receiving  bachelors  degree)   •  Masters  students   Can I train teachers? What about students in MA-PhD programs? ies.ed.gov  

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How  will  you  encourage  diversity?   Keep  in  Mind……  

Keep  it  Legal  ……  

The  Pathways  Training   Programs,  while  open  to  all   students,  seeks  to  increase  the   number  of  fellows  from  groups   underrepresented  in  doctoral   study,  including  racial  and  ethnic   minori-es,                                  first-­‐ genera-on  college  students,   economically  disadvantaged   students,  veterans,  and  students   with  disabili-es.   ies.ed.gov  

•  See  the  U.S.  Department  of  Educa-on,   Office  for  Civil  Right’s  Guidance  on  the   Voluntary  Use  of  Race  to  Achieve   Diversity  in  Postsecondary  Educa-on     hjp://www2.ed.gov/about/offices/list/ ocr/docs/guidance-­‐pse-­‐201111.html   •  This  guidance  addresses  the  degree  of   flexibility  that  postsecondary   ins-tu-ons  have  to  take  proac-ve   steps,  in  a  manner  consistent  with   principles  ar-culated  in  Supreme  Court   opinions,  to  meet  this  compelling   interest.     49

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Pathways  ≈  Pipeline  Programs  

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Overview  of  Recruitment   You  should  detail  your  recruitment  plan,  strategies,  and   -meline.     Specifically  describe:     •  the  types  of  fellows  you  wish  to  train  and  how   you  will  recruit  them   •  your  explicit  strategies  for  recrui-ng  members  of   groups  underrepresented  in  doctoral  programs     •  your  selec-on  criteria   ies.ed.gov  

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Timing  of  Recruitment   Your  recruitment  -meline  should   reflect:   •  The  type  of  fellowships  your   program  will  offer  (8  weeks  –  1   year)     •  Recrui-ng  fellows  for  the  first  vs.   second  year  of  the  grant.  

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The  earliest   fellows  can  start   the  training   program  is  the   2017-­‐18  academic   year.    

Special  Requirements  for  Fellows   As  part  of  the  recruitment  process,  students  must  be   made  aware  of  IES  requirements  for  predoctoral  fellows:     Each  fellow:   □  Must  be  U.S.  ci-zen  or  permanent  resident  of  the  United   States   □  Must  be  an  upper  level  undergraduate,  post-­‐baccalaureate,   or  masters  student  to  receive  fellowship  support   □  Must  conduct  research  that  is  relevant  to  prac-cal  issues  in   U.S.  educa-on     □  Must  make  peer-­‐reviewed  scholarly  research  publically   available   □  Is  expected  to  respond  to  an  annual  fellows  survey     54 ies.ed.gov    

Direct  Financial  Support  for  Fellows   The  training  grant  can  directly  support  up  to  $10,500   per  fellow,  per  year,  including:     –  Par-cipant  S-pends  (est.  $3000-­‐$5000)   –  Housing  &  Sustenance  (est.  $4000)   –  Travel  &  Research  (est.  $1000)   –  Normal  Fees   The  maximum  direct  support  costs  for  fellows  is   $630,000.  Within  the  guidelines  (pg.  20-­‐23)  you  have   wide  la-tude  in  alloca-ng  these  funds.     ies.ed.gov  

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Frequently  Asked  Financial   Support  Ques-ons   •  Can  we  charge  students  fees?  No.  You  may  also  pay  for   “normal”  fees  out  of  the  $10,500.   •  Can  we  charge  students  tui-on?  No.  However,  you  may   include  an  op-on  for  students  to  earn  credit  for  par-cipa-on.     •  Can  we  pay  for  tui-on?  Not  out  of  the  grant.  This  training   program  is  not  meant  to  support  fellows’  tui-on.  Your  fellows   are  welcome  (but  not  required)  to  use  some  of  their  s-pends   to  pay  tui-on.  Your  University  can  pay  for  tui-on  out  of  other   funds.     •  What  about  fees  for  graduate  exams  or  submiing  graduate   school  applica-ons  etc.?  Yes.  As  long  as  these  ac-vi-es  take   place  during  the  fellowship  year,  you  can  set-­‐aside  part  of  the   fellow  alloca-on  to  specifically  be  used  for  this  purpose.     ies.ed.gov  

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Alterna-ve  Arrangements     for  Direct  Support  of  Fellows   •  Can  we  offer  fellowships  less  than  the  maximum  of   $10,500?  Yes.  This  will  allow  you  to  support  more   fellows.     •  Can  we  supplement  the  fellowship  with  other   funds?  Yes,  the  IES-­‐por-on  of  the  fellowship  is   capped  at  $10,500,  but  you  can  use  other  funds  to   increase  the  fellowship.  Caveat:  This  is  considered   cost-­‐sharing  which  must  be  reflected  in  the  budget   and  this  must  be  made  clear  in  the  Lejer  of   Agreement  with  fellows.     ies.ed.gov  

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Research:  Training  Program  Ac-vi-es   In  the  Research  Plan,   detail  the  specific   training  ac-vi-es  that   will  help  fellows   develop  their   knowledge,  skills,  and   abili-es  you   iden-fied  in  the   Significance  Sec-on.  

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  Other  

Mentoring   Lecture  Series  or   Curriculum   Research  Appren-ceship   (Required)   58

Specific  Knowledge,  Skills,  and  Abili-es  (KSAs)    your  Training  Ac-vi-es  Should  Address   •  Subject-­‐majer  and   methodological  knowledge  and   skills   •  Research  experience  and   collabora-on  with  educa-on   prac--oners  and/or   Fundamental   policymakers   Skills   •  Communica-on  skills   •  Career  Development     ies.ed.gov  

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•  It  is  helpful  for   reviewers  if  you  use   headings  to  iden-fy   the  KSAs  being   addressed.     •  In  Appendix  A,  you   may  include  a  table   to  show  how  these   KSAs  are  being   addressed.    

Describing  Required     Research  Appren-ceships   You  should  describe:      

□  Requirements  for  research   appren-ceships     □  Specific  research  projects  fellows  can   work  on  and  the  type  of  work  fellows   will  be  expected  to  do     □  The  link  between  these  ac-vi-es  and   fellows’  prepara-on  for  doctoral  study   □  Opportuni-es  for  fellows  to  do   independent  research  and/or   collabora-ve  research  with  other   fellows  (if  applicable).     ies.ed.gov  

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You  must  include  a   summary  table  of   appren-ceship   opportuni-es  (other   than  faculty  research   projects)  in  Appendix  B  

Describing  Specific  Research  Projects   When  describing  the  specific  research  projects  that   fellows  will  have  access  to…   □  Discuss  what  fellows  will  learn  from  their  work  on   the  research  projects   □  Elaborate  both  the  topical  and  methodological   focus  of  each  research  project  and  how  these   support  the  focus  of  the  training  program  

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Describing  Other  Training  Ac-vi-es   You  should  also  describe:   •  Mentorship-­‐related  ac-vi-es     •  Ongoing  lecture/proseminar  series     •  Ac-vi-es  to  prepare  fellows  transi-on  to  doctoral  study   •  Ac-vi-es  to  develop  fellows’  communica-on  skills   •  Any  other  ac-vi-es  as  appropriate   •  How  these  ac-vi-es  will  develop  the  KSAs   •  How  the  program  will  monitor  the  ac-vi-es’  contribu-on   to  the  fellows’  professional  development   ies.ed.gov  

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  Tracking  Fellows’  Progress   In  the  Training  plan,  you  must  include  a  descrip-on  of   how  you  will  measure  fellow’s  progress  toward   mee-ng  the  program’s  and  his/her  own  goals.       You  should  describe  how  the  program  will  iden-fy   fellows’  strengths  and  weaknesses  (and  how  to   address  them)  

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Evalua-ng  the     Pathways  Training  Program   You  should  include  a  plan  to  evaluate  the  success  of  the  program   itself.    

Basic  measures   •  Did  you  recruit  the  type  of  fellows  you  intended  to?   •  Did  they  complete  their  training?  Apply  to  doctoral  programs?  Get  accepted  into   doctoral  programs?       More  complex  measures   •  Analysis  of  cost  per  fellow  training  year  including  recruitment  efforts   •  Assessments  of  how  well  fellows  have  learned  the  skills  that  were  taught  and   how  well  they  progressed  toward  being  prepared  for  graduate  study?     Other  poten-al  measures   •  Self-­‐defined  measures  that  you  value  as  signs  of  a  program’s  success  (should  be   aligned  to  the  program  goals  men-oned  in  the  Significance  sec-on)  

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Connec-ng  Research,   Policy  and  Prac-ce  

Research  Narra-ve:                   Personnel  &  Resources       ies.ed.gov  

Personnel   ARer  discussing  training  program  plan,  describe  who  will   deliver  the  training:   □  Iden-fy  all  key  personnel,  including  PI,  Co-­‐PI  (if   applicable),  and  the  core  faculty  (required)   □  Include  summary  table  of  key  personnel’s  completed  or   ongoing  research  projects  (required)   □  Describe  relevant  exper-se  of  key  personnel,  their   responsibili-es,  and  -me  commitments  to  the  program   □  Elaborate  on  how  their  exper-se  aligns  with  goals  of  the   program,  specific  responsibili-es,  and  reflects  content   and  methodological  foci  of  the  training  program.     ies.ed.gov  

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Describing  Core  Faculty  Members   You  should  demonstrate  that  the  core  faculty  have  the   ability  and  commitment  to  conduct  research  of  the   type  funded  by  NCER.  In  the  narra-ve  you  should   describe  the  “collec-ve  exper-se”  of  the  faculty.       You  must  also  include  a  Summary  Table  in   Appendix  B  that  describes  the  Core   Faculty’s  ongoing  and  completed  research   projects.  See  RFA  pg.  54-­‐55  for  details.    

 

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Describing  Resources   Finally,  describe  ins-tu-onal  resources   you  have  access  to  and  how  these   resources  will  support  the  program   (Required):      

•  Ins-tu-onal  resources  (overall,   par-cipa-ng  departments,   subawardees)       •  Specific  resources  fellows  will  have  for   conduc-ng  research.       ies.ed.gov  

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You  must  include   LeXers  of  Agreement     from  each  source  in   Appendix  D  

Training  Program  Support  Costs  -­‐  1   When  developing  your  training  program,  keep  in  mind   that  you  may  request  up  to  $570,000    total  for   training  program  support,  including   •  Indirect  Costs   •  Travel  to  Annual  PI  mee-ng  in  DC  (required  –   includes  PI  at  MSI,  if  applicable)   •  PI  Salary  (2  months  maximum  per  year,  can  be  split)   •  Program  Coordinator  Salary  (6  months  per  year   typical)   •  S-pends  for  research  mentors   ies.ed.gov  

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Training  Program  Support  Costs  -­‐  2   Program  support  can  also  include  funds  for:     •  Short  Term  Visi-ng  Faculty   •  Guest  Speakers  or  Trainers   •  Workshops,  Colloquia,  and  Seminars   •  Fellow  Recruitment   •  Tracking  of  Fellows  Progress  &  Program  Success   •  Training  program  websit       70   ies.ed.gov  

General  Restric-ons  on  Use  of  Funds   Grant  funds  may  not  be  used  to  support:   •  Faculty  research   •  Faculty  salaries  outside  allowable   expenses   •  Facility  construc-on,  renova-on,  or   maintenance   •  Food  (unless  approved  by  IES  in   advance  or  as  allowable  travel  costs)       ies.ed.gov  

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Connec-ng  Research,   Policy  and  Prac-ce  

Other  Required     Applica-on  Components    

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What  Else  Should  be  in  the  Applica-on?   □  Appendix  A  (required  for  resubmissions)   □  Appendix  B  (required)   □  Appendix  D  (required)   □  Appendix  E  (op-onal   □  Bibliography   □  Budget  and  Budget  Narra-ve  

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Appendix  A  (required  for  resubmissions)   LIMIT:  3  pages   ü You  must  describe  how  the  revised  applica-on  is   responsive  to  prior  reviewer  comments.    

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Appendix  B  (required)   LIMIT:  15  pages   ü You  must  include  a  summary  table  of  ongoing   educa-on  research  projects  being  conducted  by   the  PI  and  other  core  faculty  involved  in  the   proposed  program.     ü You  must  include  a  summary  table  of   appren-ceship  opportuni-es  (not  captured  by  the   previous  summary  table).       ies.ed.gov  

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Appendix  D  (required)   Unlimited  pages  

  You  must  include  Lejers  of  Agreement  from:     ü  The  Applying  Ins-tu-on  indica-ng  the  nature  of  commitment     ü  The  Minority  Serving  Ins-tu-on(s)  serving  as  partner  (if   applicable)  indica-ng  the  nature  of  the  commitment   ü  Par-cipa-ng  departments/colleges/schools/ins-tutes  indica-ng   the  nature  of  the  commitment.     ü  Other  ins-tu-ons  from  outside  the  university  that  are   partnering  with  the  program  to  provide  addi-onal  training   opportuni-es  (including  research  and  collabora-ons  with   policymakers  and  prac--oners)   ies.ed.gov  

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Appendix  E   15  pages   •  You  may  include  any  figures,  charts,  or  tables  that   supplement  the  training  program  narra-ve.      

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Bibliography  (as  appropriate)   Unlimited  pages     You  should  include  complete  cita-ons  for  literature  cited   in  the  Training  Program  Narra-ve.  

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Budget  and  Budget  Narra-ve  (required)   Your  Budget  must  meet  the  following  criteria:      

•  •   

Maximum  amount  of  award  is  $1.2  million  over  5  years  (direct  and  indirect  costs)   IDC:  Limited  to  8%  on  allowed  costs  (see  RFA  pg.  19).  

  For  fellow  support  ($630,000  maximum  =    40  to  60+  fellows)   ü  8  weeks  to  one  year  support  per  fellow  (up  to  $10,500  per  year)   –  –  –  – 

S-pend  support     Housing  and  Sustenance   Funds  for  fellow  research,  travel,  and  conference  ajendance   Normal  Fees  

ü  Minimum  of  40  fellows  (maximum  determined  by  amount  of  fellow  support:  60  at  $10,500  each)   ü  See  RFA  pgs.  20-­‐22  for  allowable  fellow  costs      

For  program  support  ($570,000  maximum)   ü  See  RFA  pgs.  22-­‐23  for  allowable  program  costs.    

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Fellow  training  costs       (per  fellow  per  year  of  fellowship)  

SF  424  sec-on  

S-pend       Normal  Fees   Housing  &  Sustenance   Fellow  soxware  (including  licenses)   Fellow  travel/research  

E   E   E   E   E  

Fellow   Fellow   Fellow   Fellow   Fellow  

MAXIMUM   $10,500   4500     500   4000   500   1000   $10,500.00     Total  Fellow  Costs  $630,000  

Program  costs  (for  the  en-re  grant)   Indirect  Costs   Principal  Inves-gator   Co-­‐Principal  Inves-gator  (if  applicable)   Program  Coordinator   Recruitment  travel   Recruitment  adver-sing   Speaker  honorarium     Speaker  travel   PI  travel  (to  PI  mee-ng)   Soxware/hardware  for  program  use   Workshop  Events   Program  Evalua-on  /  Fellow  Progress  Moni-oring   Training  Program  Website  

H   A   A   A   D   F   F   D   D   F   F   F   F  

Program   Program   Program   Program   Program   Program   Program   Program   Program   Program   Program   Program   Program   Total  Program  Costs  $570,000       Total  Grant  Costs  

$1,200,000  

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BUDGET   FORM  

  All  funds  spent   on  the  individual   fellows  should  be   in  Sec-on  E  of   the  SF  424.     Check  your   university’s  IDC   agreement  to   determine  what   should  go  into   indirect  cost   calcula-ons.    

Connec-ng  Research,   Policy  and  Prac-ce  

Preparing  and  Submiing     Pathways  Applica-on    

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Important  Dates  for     Training  Grants  Programs   Applica-on   Deadline  

LeXer  of   Applica-on   Start  Dates   Intent  Due   Package   Date   Posted   August  4,   May  19,  2016   May  19,  2016   July  1,  2017   2016   to   4:30:00  PM   Sept  1,  2017   DC  Time  

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SubmiFng  Your  Applica-on  

To  learn  more  about  submiing  your  applica-on,   sign  up  for  the  Applica-on  Process  webinar  or   download  the  slides/transcripts.       hXp://ies.ed.gov/funding/webinars/         ies.ed.gov

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Review  Applica-on  Requirements   q  Request  for  Applica-ons   q Currently  available  at  hXp://ies.ed.gov/funding      

q Applica-on  Package   q Currently  available  at  Grants.gov  

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Peer  Review  Process   •  Applica-ons  are  reviewed  for  compliance  and   responsiveness  to  the  RFA   •  Applica-ons  that  are  compliant  and  responsive  are   assigned  to  a  review  panel   •  Two  or  three  panel  members  conduct  a  primary   review  of  each  applica-on   •  At  panel  mee-ng,  the  most  compe--ve  applica-ons   are  reviewed  by  full  panel  

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No-fica-on  Process   •  All  applicants  will  receive  e-­‐mail  no-fica-on  that  the   following  informa-on  is  available  via  the  Applicant   No-fica-on  System  (ANS):   •  Status  of  award   •  Reviewer  summary  statements   •  If  you  are  not  granted  an  award  the  first  -me,  plan   on  resubmiFng,  and  talk  to  your  Program  Officer  

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Help  Us  Help  You   •  Read  the  Request  for  Applica-ons  carefully   •  Call  or  e-­‐mail  IES  Program  Officers  early  in  the   process   •  As  -me  permits,  IES  program  staff  can  review  drax   proposals  and  provide  feedback   Don’t  be  afraid  to  contact  us!  

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For  More  Informa-on   hXp://ies.ed.gov/funding   Ka-na  Stapleton     [email protected]     Amy  Sussman     [email protected]     ies.ed.gov

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