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
ies.ed.gov
2
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.
ies.ed.gov
3
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.
ies.ed.gov
5
Quick Overview of IES
ies.ed.gov
6
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
ies.ed.gov
7
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
8
National Center for Special Education Research
Connecting Research, Policy and Practice
FY 17 Research Funding Opportuni-es ies.ed.gov/funding
ies.ed.gov
9
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)
ies.ed.gov
10
IES.ED.GOV/Funding
ies.ed.gov
FY 17 Funding Opportuni-es at IES
Dig Deep: Opportunities aren’t always obvious
ies.ed.gov
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
13
FY 17 Research Topics
ies.ed.gov
14
FY2017 Research Goals • • • • •
Explora-on Development & Innova-on Efficacy & Replica-on Effec-veness Measurement
ies.ed.gov
15
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
ies.ed.gov
16
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
ies.ed.gov
17
Connecting Research, Policy and Practice
FY 16 Research Training Opportuni-es ies.ed.gov/funding ies.ed.gov
18
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.
ies.ed.gov
19
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
ies.ed.gov
20
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
ies.ed.gov
21
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
ies.ed.gov
22
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
23
Connecting Research, Policy and Practice
A Closer Look . . . Pathways to the Educa-on Sciences Research Training Program (84.305B)
ies.ed.gov
24
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.
ies.ed.gov
25
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
26
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
27
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
28
ies.ed.gov
29
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
ies.ed.gov
31
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
32
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
33
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
34
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
ies.ed.gov
35
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
ies.ed.gov
36
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
37
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
38
Connecting Research, Policy and Practice
Research Narra-ve: Significance
ies.ed.gov
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.
ies.ed.gov
Specific Purpose
Applicants should iden-fy the specific educa-on research theme the program will address and the student popula-on of interest.
40
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”
ies.ed.gov
41
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
42
What Skill-‐sets & Knowledge Will Your Training Program Provide?
Fellow Fellows’ backgrounds, pre-‐ exis-ng skills/knowledge, home departments, etc.
ies.ed.gov
Trainin g What students will learn/do over course of their fellowship
43
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?
ies.ed.gov
45
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
ies.ed.gov
47
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
48
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
ies.ed.gov
50
Pathways ≈ Pipeline Programs
ies.ed.gov
51
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
52
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.
ies.ed.gov
53
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
55
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
56
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
57
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.
ies.ed.gov
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
59
• 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
60
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
ies.ed.gov
61
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
62
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)
ies.ed.gov
63
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)
ies.ed.gov
64
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
66
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.
ies.ed.gov
67
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
68
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
69
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
71
Connec-ng Research, Policy and Prac-ce
Other Required Applica-on Components
ies.ed.gov
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
ies.ed.gov
73
Appendix A (required for resubmissions) LIMIT: 3 pages ü You must describe how the revised applica-on is responsive to prior reviewer comments.
ies.ed.gov
74
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
75
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
76
Appendix E 15 pages • You may include any figures, charts, or tables that supplement the training program narra-ve.
ies.ed.gov
77
Bibliography (as appropriate) Unlimited pages You should include complete cita-ons for literature cited in the Training Program Narra-ve.
ies.ed.gov
78
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.
ies.ed.gov
79
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
ies.ed.gov
80
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
ies.ed.gov
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
ies.ed.gov
82
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
83 83
84
84
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
ies.ed.gov
85 85
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
ies.ed.gov
86 86
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
ies.ed.gov
87 87
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!
ies.ed.gov
88 88
For More Informa-on hXp://ies.ed.gov/funding Ka-na Stapleton
[email protected] Amy Sussman
[email protected] ies.ed.gov
89 89