- Application deadline: Tuesday, Aug. 9
The Spencer Foundation Small Research Grant Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. Applications are accepted three times per year.
Program guidelines provide directions and formatting information and should be reviewed if you are interested in applying. This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, method, or location. The goal for this program is to support rigorous, intellectually ambitious, and technically sound research that is relevant to the most pressing questions and compelling opportunities in education.
The Office of Research and Graduate Education pre-award team looks forward to working with interested faculty to prepare submissions for this project. Please contact us at your earliest convenience to begin the proposal development process.
Evidence for Action (E4A), a national program of the Robert Wood Johnson Foundation (RWJF), funds rigorous research that expands the evidence needed to build a culture of health, with an explicit emphasis on advancing racial equity. We recognize that achieving racial equity is not possible without a focus on the foundational and structural drivers of health, often referred to as the social determinants of health (e.g., housing, education, built environment, economic opportunity, law enforcement, and others). Therefore, we partner with researchers, practitioners, community leaders, advocates, and policymakers across the many sectors and domains that impact health and well-being to develop evidence about what works to dismantle or remedy unjust systems and practices and produce more equitable outcomes for people and communities of color.
The E4A call for proposals explain that the program seeks grantees who are deeply committed to conducting rigorous and equitable research and ensuring that their findings are actionable in the real world. In addition to research funding, they also support grantees with stakeholder engagement, dissemination of findings, and other activities that can enhance their projects’ potential to “move the needle” on health and racial equity.
Letters of Intent (LOIs) are accepted on a rolling basis. Typical funding levels are from approximately $300,000 to $500,000 and project duration is preferred to be between 18 and 36 months. Complete details for preparing the LOI can be found in the E4A Letter of Intent stage applicant guide.
Interested faculty should contact the Office of Research and Graduate Education pre-award team before preparing the LOI.
The University of Georgia will observe Juneteenth starting this summer. This year, all UGA campuses will be closed, and classes will be canceled on Monday, June 20. Because the announcement of this holiday came late in the year, we cannot make additional adjustments to the 2022 summer schedule.
If you are scheduled to teach on Monday, June 20, please plan to adjust your course plans to make up class time during the term to ensure your courses meet the required number of contact minutes. You may do so by adding an asynchronous class, a virtual assignment, incremental time to class, or other assignments that are appropriate for your discipline. In any case, the class or assignment must be due on a date other than the designated holiday of June 19 or the observed holiday of June 20.
Academic calendars for future years will be updated to incorporate the Juneteenth holiday. If you have any questions, please contact the Office of Instruction.
Stefaniak selected to develop global instructional design competencies
Jill Stefaniak, associate professor in the Department of Career and Information Studies’ learning, design, and technology program, was recently appointed to the Board of Directors for the International Board of Standards for Training, Performance, and Instruction (IBSTPI).
The organization develops and validates the standards for professionals in the learning, development, and performance improvement fields. Based on her research on the professional development of instructional designers and their decision-making practices, Stefaniak has been invited to lead a team to update and validate instructional design competencies to be used by instructional designers worldwide. The outcomes of this project will be a book outlining an updated set of competencies and the complexities of design in different contexts.
Doctoral students in counselor education and supervision program receive national recognition
Six doctoral students in the Mary Frances Early College of Education’s counselor education and supervision program recently received national recognition via grants, awards, and program admissions. Congratulations to:
- Ashley Holmes (A.B. ’09, M.Ed. ’15, Ph.D. ’24)
- Lindsay Lundeen (Ph.D. ’24)
- John McCall (Ph.D. ’24)
- Jhamarcus Pharaoh (B.S.F.C.S. ’15, M.Ed. ’18, Ed.S. ’20, Ph.D. ’24)
- Avery Rosser (Ph.D. ’24)
- Katherine Wood (Ph.D. ’24)
Read the full story on our website.