research grants education

Research Grants on Education: Small

Application deadlines:.

Applications Open February 23, 2024

Full Proposal Deadline April 30, 2024 (12:00 noon Central Time)

Program contact: Cynthia Soto [email protected]

The Small Research Grants on Education 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. We accept applications three times per year.

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. Our 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.

Program Statement

The Small Research Grants on Education 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. Eligible investigators may also request additional supplemental funds for a course release. We accept applications three times per year. This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, or method. Our 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. We seek to support scholarship that develops new foundational knowledge that may have a lasting impact on educational discourse. 

We recognize that learning occurs across the life course as well as across settings—from the classroom to the workplace, to family and community contexts and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study that makes significant contributions to the field. We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, this program supports proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, from scholars at various stages in their career. We anticipate that proposals will span a wide range of topics and disciplines that innovatively investigate questions central to education, including for example education, anthropology, philosophy, psychology, sociology, law, economics, history, or neuroscience, amongst others.

Moreover, we expect and welcome methodological diversity in answering pressing questions; thus, we are open to projects that utilize a wide array of research methods including quantitative, qualitative, mixed-methods, ethnographies, computational modeling, design-based research, participatory methods, and historical research, to name a few. We are open to projects that might incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, or work closely with practitioners or community members over the life of the project.

April 2024 deadline

Eligibility and restrictions.

Eligibility

Proposals to the Small Research Grants on Education program must be for research projects that aim to study education. Proposals for activities other than research are not eligible (e.g., program evaluations, professional development, curriculum development, scholarships, capital projects, software development). Additionally, proposals for research studies focused on areas other than education are not eligible.

Principal Investigators (PIs) and Co-PIs applying for a Small Research Grant on Education must have an earned doctorate in an academic discipline or professional field, or appropriate experience in an education research-related profession. While graduate students may be part of the research team, they may not be named the PI or Co-PI on the proposal.

The PI must be affiliated with a non-profit organization or public/governmental institution that is willing to serve as the administering organization if the grant is awarded. The Spencer Foundation does not award grants directly to individuals. Examples include non-profit or public colleges, universities, school districts, and research facilities, as well as other non-profit organizations with a 501(c)(3) determination from the IRS (or equivalent non-profit status if the organization is outside of the United States).

Proposals are accepted from the U.S. and internationally, however, all proposals must be submitted in English and budgets must be proposed in U.S. Dollars.

Restrictions

Proposed budgets for this program are limited to $50,000 total and may not include indirect cost charges per Spencer’s policy . Eligible investigators may also request additional supplemental funds for a course release. See the Optional Supplemental Course Release section for details.

Projects proposed may not be longer than 5 years in duration.

PIs and Co-PIs may only hold one active research grant from the Spencer Foundation at a time. (This restriction does not apply to the administering organization; organizations may submit as many proposals as they like as long as they are for different projects and have different research teams.)

PIs and Co-PIs may not submit more than one research proposal to the Spencer Foundation at a time. This restriction applies to the Small Grants Program, Large Grants Program, Racial Equity Research Grants Program, and Research-Practice Partnership Program. If the PI or any of the Co-PIs currently have a research proposal under consideration in any of these programs, they are required to wait until a final decision has been made on the pending proposal before they can submit a new proposal.

How to Apply

The application process begins with a full proposal; there is no requirement to submit an intent to apply form. Full proposals for a Small Research Grant on Education are due by 12:00pm Noon central time on the deadline date.

Full Proposal Guidelines

Small Grant proposals must be submitted through an online application form following the guidelines below.

Step 1 – Registration

Note: This application is configured for the Principal Investigator (PI) on the project to register and submit the form. If someone other than the PI will be completing the online application (e.g., an administrative assistant), the PI should register as described in Step 1 below, then provide their username and password to the person assisting them with the application.

If you (the PI) have never accessed the Spencer Foundation online portal, you must register and create a profile by going to https://spencer.smartsimple.us and clicking the “Register Here” button. Follow the guidelines on the registration page to create your profile.

If you already have an account, log on to update your profile and access the application.

Step 2 - My Profile

After logging in, follow the directions to complete the information requested on the My Profile page and upload your current CV (10-page limit). The My Profile page is your online account with the Spencer Foundation whether you are applying for a grant, reviewing a proposal, or submitting a grantee report.

Note: If you will have Co-PIs on your project, they must also register and complete their profile information if they wish to be included on the application.

Step 3 – Start a Proposal

To fill out the application, go to your Workbench and click the Apply button for the Small Research Grants on Education. Your draft application can be saved so that you can return to it at a later time and continue working on it. Once you save a draft application, you can find it again on your Draft Proposals list on your Workbench.

Small Grant Proposal Elements

Within the online application, there are detailed guidelines for each section. Below is an overview of the elements you’ll be expected to complete.

Project Personnel - As the person creating the draft application, you will automatically be assigned to the proposal as the Principal Investigator. If there are Co-PIs on the proposal, they can be added to the application in this section.  They must first follow Steps 1 and 2 above before being added to the application.

In this section you are also asked to confirm that neither the PI nor the Co-PIs currently have another research proposal under review at Spencer (see Restrictions).

Proposal Summary – Information about the project is requested, such as the project title, start and end dates, the central research question(s), and a 200-word project summary.

Budget and Budget Justification - The budget form is divided into the following categories and each category has a pulldown menu of the line-item choices listed in parentheses below:

• Salaries (PI, Co-PI, Postdoctoral Research Assistant, Graduate Student, Researcher, Undergraduate Researcher, Other Research Staff, Other Staff, Supplemental PI Course Release, Supplemental Co-PI Course Release)
• Benefits (PI Benefits, Co-PI Benefits, Researcher Benefits, Other Staff Benefits, Tuition/Fees, Supplemental Course Release Benefits)
• Other Collaborator (Independent Consultant, Advisor)
• Travel (Project Travel, Conference or Dissemination Travel)
• Equipment and Software (Equipment, Software)
• Project Expenses (Supplies, Participant Stipends/Costs, Communication, Transcription)
• Other (This should only be used for expenses not covered in the choices above)
• Subcontracts (Information is pulled from the subcontract budget forms – see below)

Each expense for your project should be added and the budget narrative field should be completed, providing a description of that specific expense.  Detailed guidelines are available within the application form.

Subcontracts: If your project will have subcontracts, a separate subcontract budget form will need to be completed for each. The subcontract form has the same categories and line-item choices listed above.

Proposal Narrative - You are expected to upload a proposal narrative pdf that includes the following:

A description of the project, the central research question(s), and the project’s significance.

A rationale for the project. This includes (a) summary of the relevant literature, the relationship of the proposed research to that literature, and the new knowledge or contribution to the improvement of education expected to result from the proposed research; and (b) a summary of the conceptual framework or theory guiding the project and how the project utilizes or builds on this framework of theory.

A description of the proposed research methods, description of participants, data collection instruments, and modes of analysis the project will employ. If applicable to the proposed methods, please include (a) information about the proposed sample/case definition and selection procedures; (b) research design, including when appropriate a description of the context of the study; (c) description of key constructs, measures and data sources; (d) procedures for data collection; and (e) procedures for data analysis.

This narrative may not exceed 1800 words and at the conclusion should include the word count in parentheses. Your reference list should follow your narrative in the same pdf file and will not count toward the 1800-word limit.

The text should be double–spaced and in 12-point font. APA style is preferred.

Note: Tables and other figures can be included in the text of your proposal, where appropriate, provided they are used sparingly. The text contained in any tables and figures will not count towards the word limit. However, it is important that you describe or explain any tables or figures in the narrative portion of your proposal, which will contribute to your word count. Do not assume that tables and other figures are self-explanatory.

Project Timeline - A project timeline should be uploaded as a PDF file and should indicate the proposed start and end dates of the project as well as key project events and milestones. The major activities listed in the project timeline should be reflected in the proposal narrative. The project timeline may not exceed 1 page and the text should be in 12-point font. The proposed project duration can be up to 5 years.

Project Team – A document describing the project team should be uploaded in pdf format and should identify the roles, responsibility and knowledge base of the PI, Co-PI(s), and any supporting researcher(s). In the case where your project includes Co-PIs and other supporting researchers, this document should articulate how the team will work together to complete the research project, highlighting what each team member will contribute to the project. Further, a short description of the relationship between the project team and the research site may be included, if appropriate. This document should not exceed 250 words and should be double–spaced in 12-point font. Note: this document will be reviewed along with the CV of the PI and any Co-PIs included on the application.

Optional Supplemental Course Release – The Spencer Foundation recognizes that scholars' course loads vary significantly across the field creating differential contexts and capacities for research projects. To help mitigate these uneven demands on time, the PI or Co-PI may request supplemental course release funds of up to $10,000 over and above the $50,000 Small Grant budget limit, for a total of up to $60,000.

To be eligible, the scholar (PI or Co-PI) must have a course load of 6 or above per academic year. The supplemental funds cannot be used for anything besides a course release for the scholar and should be the standard rate for a course release at their institution. You may only request 1 additional course release per grant. Two things of note: 1) requesting the Supplemental Course Release funds does not guarantee they will be awarded, and 2) if you have a course load that is less than 6, you may still include a course release in your proposal budget, but your budget may not exceed the $50,000 Small Grants limit and you are not required to supply the documents requested below.

To apply for these the Optional Supplemental Course Release Funds, there are 3 additional application pieces needed:

• The amount requested and a brief budget narrative for the Supplemental Course Release should be included in the Proposal Budget section (detailed above). It should be clearly indicated in the Salary section of the budget form by choosing the appropriate Supplemental Course Release line item from the drop-down menu, as well as in the Benefits section as needed.
• A 250-word Course Release Rationale Statement describing how the additional course release will impact the proposed project should be uploaded as a PDF file.
• A Supporting Letter from the scholar's Dean or Chair should be uploaded below as a PDF file. The supporting letter must include the following: (a) confirmation that the scholar's course load is 6 courses or more per academic year, (b) confirmation that the scholar will be released from teaching a course, if awarded the supplemental funds, and (c) confirmation the budgeted amount for the course release is appropriate for their institution.

Optional Appendices A – If you have additional documents focused on scientific instrumentation relevant to the study, for example interview protocols or survey instruments, they can be uploaded in this section of the application as supplemental information.

Optional Appendices B – If you have other supporting documents, such as letters of agreement or collaboration, they can be uploaded in this section of the application. Please see the guidelines in the online application for more information about these types of appendices.

Optional Appendices C - Innovative Approaches to Equity in Research: We recognize that scholars and scholarship have continued to develop innovative approaches to conducting research in ethical and just ways. Scholars have raised that proposals attending to these issues in sophisticated ways often face choices in providing detail in their proposals. Thus, if you so choose , you are invited to upload a one-page appendix in your grant proposal to elaborate on the theoretical, methodological, and partnership structures, or other dimensions you deem as relevant to conducting ethical and just research. For example, if your work engages youth, families, or community-based organizations, you may want to elaborate on how traditional power dynamics will be addressed. Or, if your work engages with Indigenous communities, you may want to elaborate on the project leadership’s histories and engagement with Indigenous communities, any formal agreements (e.g. Tribal IRB or approvals), or the use of Indigenous methodologies in the project. Or, perhaps you are working on new quantitative measures or modeling approaches that would benefit from further explanation. We anticipate and welcome a wide range of other possibilities.

A note about IRB Approval: Proof of Institutional Review Board (IRB) approval is not required at the time of proposal submission.  In the event that IRB approval is needed for this project and it is chosen for funding, the Administering Organization will be responsible for obtaining IRB review and approval in accordance with its institutional policies and applicable law.

Resubmission – If this is a resubmission of a proposal previously submitted to the Spencer Foundation, you are asked to indicate this within the application and upload a 1-page explanation of how the proposal was revised.

Project Data – Within the online application, we ask you to choose the appropriate options with regard to your research project in the following categories: disciplinary perspective, methodologies, topics, geographical scope, contexts, and participants. This information is helpful in determining the appropriate reviewers for your proposal and for internal evaluations of our grant programs.

Signature from Authorized Representative of the Administering Organization – This section of the application details the steps necessary to obtain the authorized signature for your proposal through the Adobe E-sign process.  You are required to provide the Signatory’s name, title, and email address; this is normally an administrative or financial person that has the authority to sign the proposal on behalf of your organization. Note: The signature process must be completed by noon on the deadline date. You, as the applicant, are responsible for making sure your proposal is signed by the deadline.  Please account for the time it takes your organization’s authorized signer to review and sign proposal submissions.  We recommend filling in the online application at least a week ahead of the deadline date. The Spencer Foundation is unable to accept late submissions.

Once you’ve completed all of the elements listed above, click the Submit button at the bottom of the application page and it will be routed to your Signatory for signature and final submission.

Review Process

The Small Research Grants on Education program uses a peer review process for all eligible submissions.  Each proposal will be reviewed by both external panel reviewers and internal staff. The review process for this program takes approximately 6-7 months from the deadline date.

The review panel for this program is made up of scholars in the field of education research with expertise across many disciplines and methodological areas.  Panelist are asked to rate and comment on the following aspects of your proposal:

Significance of the Project: Reviewers will evaluate the centrality of education in the research, the importance of the topic to its field, and the quality of the research question(s) and/or direction of inquiry.

Connection to Research and Theory: Reviewers will evaluate the adequacy of the description of how other researchers have treated the same topic and how well the proposal responds to prior work and theory.

Research Design: Reviewers will evaluate the overall quality, sophistication, and appropriateness of the research design as well as its alignment with the research question(s) and/or conceptual framing.

Budget and Timeline: Reviewers will evaluate the adequacy of the budget and timeline.

Project Team: Reviewers will comment on the potential of the investigator(s) to complete the study as described and share the results or other findings.

Frequently Asked Questions

Q : Does this program support research in settings other than K-12 and higher education institutions?

A : Yes, Spencer funds research projects that span the life course (i.e., from early childhood to adult learning) as well as those that focus on contexts outside of school.

Q : Do you have a preference for certain research methodologies?

A : No, we are open to whatever methods make sense for answering the questions at hand. Historically, Spencer has supported research across a range of methods and academic disciplines, and we expect this to continue in this program.

Q : Do you have a preference for research teams vs. individual researchers?

A : No, we do not have a preference. The important thing is to plan the staffing around the aims of the project.

Q : Can a graduate student serve as a Co-PI on a proposal submission?

A : No, the PI and any Co-PIs named on the proposal are expected to have earned doctorate degrees prior to proposal submission.  While graduate students may be included in the budget as research assistants, this program is not meant to support student research projects.

Q : Do you accept proposals from outside the United States?

A : Yes, we accept proposals from outside the U.S. Application materials must be submitted in English and project budgets must be in U.S. dollars.

Q : Do you have a preference for regional, national, or international projects?

A : No, we do not have a preference.

Q : What is the expected duration of projects in this program?

A : We leave the duration of the project up to the PI/research team to determine, but limit it to no more than 5 years.

Q: Can my organization submit more than one proposal at a time?

A: Yes, as long as the proposals are for different projects and the research teams are different, it is fine for an organization to submit multiple applications at one time.

Q : If I (the PI or Co-PI) have a current grant through Spencer, can I apply for a new grant?

A : You may not hold more than one active research grant at a time from the Spencer Foundation. You may apply for a new grant while you have an active grant at Spencer if the active grant will end before the anticipated start date of the new project.

Q : If I am turned down, is it possible to revise my proposal and reapply in a later cycle?

A : Yes, Spencer welcomes proposal resubmissions. However, many factors go into the final decision on each proposal, including our limited budget. Even if you receive feedback on your proposal and are able to address all of the reviewer concerns in the submission, we can offer no guarantees as to the likelihood of funding due to the fact that we currently fund less than 10% of the submissions we receive. Please note, resubmissions are considered among all of the other newly submitted proposals and are not given special status or consideration in the review process.

Q : I have an idea for a project and would like feedback. Is it possible to contact someone?

A : If you have reviewed our program statement and application guidelines and still have questions about whether your idea for a research project falls within this program, feel free to email us at [email protected] for guidance. While we are not able to provide feedback on proposal drafts, we are happy to answer questions by email. Additionally, if helpful please consult the Spencer writing guides .

Q: How do I determine my start date and when should I expect payment if my proposal is selected for funding?

A: We recommend proposing a start date that is at least 8 months after the proposal deadline. The review process for this program takes approximately 6-7 months and once notified of the funding decision, it can take an additional 2 months for the official approval process, which entails reviewing the budget, processing award letters, and issuing the grant payment. NOTE: Grant payments are issued on the third week of each month. If Spencer has not received your signed award letters by your start date, your payment will not be issued.

Q: Are budgets expected to include in-kind giving or cost sharing? If not expected, is it allowed?

A: In-kind giving or cost sharing is not expected or required as part of your proposal budget. However, if you plan to include in-kind giving or cost sharing as part of your project budget, you should indicate this in the online budget form in the narrative section. If your proposal is chosen for funding, the grant award may be contingent upon receiving documentation confirming the additional support.

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Call for Research Grant Proposals AERA Grants Program Seeks Proposals for Research Grants

Deadline: May 30, 2024

With support from the National Science Foundation (NSF), the American Educational Research Association (AERA) Grants Program seeks proposals for Research Grants. The AERA Grants Program provides Research Grants to faculty at institutions of higher education, postdoctoral researchers, and other doctoral­level scholars. The aim of the program is to advance fundamental knowledge of relevance to STEM education policy, foster significant science using education data, promote equity in STEM, and build research capacity in education and learning. The program supports highly competitive studies using rigorous quantitative methods to examine large-scale, education-related data. Since 1991, this AERA Program has been vital to both research and training at early career stages.   

The Grants Program encourages the use of major data sets from multiple and diverse sources. It emphasizes the advanced statistical analysis of data sets from the U.S. Department of Education’s National Center for Education Statistics (NCES), the National Science Foundation (NSF), and other federal agencies. The program also supports studies using large-scale international data systems (e.g., PISA, PIRLS, or TIMMS) that benefit from U.S. federal government support. In addition, statewide longitudinal administrative data systems (SLDS) enhanced through federal grants are also eligible for consideration. The inclusion of federal or state administrative information that further expands the analytic capacity of the research is permissible. The thrust of the analysis needs to be generalizable to a national, state, or population or a subgroup within the sample that the dataset represents.

The Grants Program is open to field-initiated research and welcomes proposals that:

• develop or benefit from advanced statistical or innovative quantitative methods or measures;
• analyze more than one large-scale national or international federally funded data set, or more than one statewide longitudinal data system (SLDS) or incorporate other data enhancements;
• integrate, link, or blend multiple large-scale data sources; or
• undertake replication research of major findings or major studies using large-scale, federally supported or enhanced data.

The Grants Program encourages proposals across the life span and contexts of education and learning of relevance to STEM policy and practice. The research may focus on a wide range of topics, including but not limited to such issues as student achievement in STEM, analysis of STEM education policies, contextual factors in education, educational participation and persistence (pre-kindergarten through graduate school), early childhood education and development, postsecondary education, and the STEM workforce and transitions. Studies that examine issues of diversity, equity, and inclusion across STEM topics and/or for specific racial and ethnic groups, social classes, genders, or persons with disabilities are encouraged.

Applicant Eligibility Research Grants are available for faculty at institutions of higher education, postdoctoral researchers, and other doctoral­level scholars. Proposals are encouraged from the full range of education research fields and other fields and disciplines engaged in education-related research, including economics, political science, psychology, sociology, demography, statistics, public policy, and psychometrics. Applicants for this one-year or two-year, non-renewable award must have received their doctoral degree at the start of the award. Applicants may be U.S. citizens or U.S. permanent residents. Non­U.S. citizens affiliated with a U.S. university or institution are also eligible to apply. Underrepresented racial and ethnic minority researchers as well as women, individuals with disabilities, and veterans are strongly encouraged to apply.

Researchers who have previously received Research Grants through the AERA Grants Program (as a PI or Co­PI) may not apply for a Research Grant. However, applicants who have received an AERA Dissertation Grant are eligible to apply for a Research Grant. Dissertation Grant recipients must complete the Dissertation Grant before applying for a Research Grant.

Data Set Eligibility The research project must include the analysis of large-scale data. The data set can originate from one or multiple sources, including (1) federal data bases, (2) federally supported national studies, (3) international data sets supported by federal funds, or (4) statewide longitudinal administrative data systems (SLDS) enhanced through federal grants. Although the emphasis is on large-scale education data sets and systems, other social science and health-related databases that can advance knowledge about education and learning are eligible for consideration.

Many national data resources, including important longitudinal data sets, have been developed or funded by NCES, NSF, the U.S. Department of Labor, the U.S. Census Bureau, the National Institutes of Health, or other federal agencies. International datasets such as PISA, PIAAC, TIMMS, and others are supported. If international data sets are used, the study must include U.S. education.

NCES has enhanced and improved SLDS through grants to nearly every state, the District of Columbia, Puerto Rico, the Virgin Islands, and America Samoa. This federal investment has produced state-level data from pre-K to grade 12, through higher education, and into the workforce. Many SLDS are available for analysis and can be used to address salient issues in education research or linked with other data sets.

Data Set Access The data set(s) of interest must be available for analysis at the time of application. Use of public or restricted-data files is permissible. Prior to receiving funding, applicants must provide documentation that they have permission to use the data for the research project. 

Data Sharing All data or data-related products produced under the AERA Grants Program must be shared and made available consonant with ethical standards for the conduct of research. Grantees are expected to place article-related data, [1] codebook or coding procedures, algorithms, code, and so forth in an accessible archive at the time of publication. Also, at a reasonable time after completion of the research project, all data or data-related products must be archived at the AERA-ICPSR Data Sharing Repository supported by NSF and located at the Inter-university Consortium for Political and Social Research (ICPSR) at the University of Michigan. AERA provides guidance to facilitate the data sharing and archiving process.

Research Grant Award Awards for Research Grants are up to $25,000 for 1­year projects, or up to $35,000 for 2­year projects. In accordance with AERA's agreement with the funding agencies, institutions may not charge indirect costs or overhead on these awards.

The funds can be used for research-related expenses such as course buyout, summer salary, travel to secure data enclaves or scholarly conferences, books, computer equipment, and other expenses directly related to conducting this research. As part of the proposal, applicants provide a budget that outlines anticipated research-related expenses.

In addition to the funding, grantees will be paired with a Governing Board member who will monitor grantees’ progress and potentially advise on their research.

Informational Webinar Applicants are encouraged to watch the informational webinar to learn more about the AERA Grants Program and discuss the application process.

Project Dates AERA is flexible on research project start dates, depending on what is best for the applicant. The earliest date a grant may start is approximately three months following the application deadline. Alternatively, an award start date several months or more after that may be requested.

Funding Restrictions Research Grantees may not accept concurrent grant or fellowship awards from another agency, foundation, institution or the like for the same project that is funded by the AERA Grants Program. If the awardee is offered more than one major grant or fellowship for the same project for the same time period, in order to accept the AERA Grants Program Research Grant, the other award(s) must be declined.

If the applicant is employed by a contractor of NCES, NSF, other federal agency, state agency, or other entity that provides the dataset proposed for the project, the research project must not be considered part of the applicant's work responsibilities. An additional letter from the applicant's employer is required as part of the application submission, stating that the research project is separate from the applicant's job duties. This letter must be sent electronically by the deadline to [email protected] .

Evaluation Criteria Evaluation criteria include the significance of the research question, the conceptual clarity and potential contribution of the proposal, the relevance to an important STEM education policy issue, the strength of the methodological model and proposed statistical analysis, and the applicant’s relevant research and academic experience. Additionally, the review criteria include the following: What is already known on the issue? How might this project inform STEM education policy? ,How does the methodology relate specifically to the research question? Does the applicant know the data set? Does the analytic plan fit the question and the data? How does this project promote equity in STEM education and learning? Is the applicant qualified to carry out the proposed study? Reviewers will be members of the AERA Grants Program Governing Board. Due to the large volume of applications received, the AERA Grants Program is unable to provide individual feedback on unfunded proposals.

Reporting Requirements Research Grantees will be required to submit a brief (3-6 pages) progress report midway through the grant period. A final report will be submitted at the end of the grant period. The final report consists of an extended project abstract (3-6 pages) and a statement of research dissemination and communication activities and plans (1-3 pages). Also, it is expected that a research manuscript in a journal-ready format will be submitted. Grantees may produce research reports, research policy briefs, and presentations at professional meetings related to this research. Materials should be submitted electronically to [email protected] . All reporting requirements and deadlines are outlined in the award letter.

Funding Disbursement Funding will be linked to the approval of the progress report and final report. Grantees will receive one-half of the total award at the beginning of the grant period, one-quarter upon approval of the progress report, and one-quarter upon approval of the final report. Grants are awarded through the grantee’s institution. In accordance with AERA's agreement with NSF, institutions cannot charge overhead or indirect costs to administer the grant funds.

Considerations in the Development of the Proposal Applicants are strongly encouraged to read Estimating Causal Effects: Using Experimental and Observational Designs , by Barbara Schneider, Martin Carnoy, Jeremy Kilpatrick, William H. Schmidt, and Richard J. Shavelson prior to submitting a grant proposal. Selection bias is a recurring issue during the review process and should be addressed in the proposal.

Applicants should choose research topics that can be supported by the samples and variables contained in the proposed data set(s). Applicants should also be familiar with the User Guides and/or Manuals (e.g., use of design weights and design effects) of the specific data sets. Applicants should be familiar with statistical methods and available computer programs that allow for sophisticated analyses of the selected data.

Applicants should explicitly address the curricular content when it applies. Applicants are encouraged to capitalize on the capacity of large-scale data sets to examine diverse populations, including racial, ethnic, social class, and gender groups. Studies are encouraged that promote or inform diversity, equity, and inclusion for underrepresented population as well as across STEM topics. The proposed topic must have education policy relevance, and the models to be tested must include predictor variables that are manipulable (e.g., course work in mathematics, instructional practices used by teachers, parental involvement). Studies focusing on STEM education policy are strongly encouraged. Studies that model achievement test data should clearly define the achievement construct and identify the kinds of items to be used to operationalize the topic of interest. Also, when planning to use existing sub-scales, the applicant should describe why these sub-scales are appropriate and how they will be applied. Existing sub-scales provided by NCES or other agencies may not be appropriate for the proposed construct.

Research Grant Application Guidelines AERA Grants Program

Application Deadline All applications for the AERA Grants Program must be completed using the AERA online application portal by 11:59pm Pacific time on May 30, 2024 . An applicant may submit only one proposal to the AERA Grants Program for review at any one time. Due to the large volume of applications received, the AERA Program is unable to provide individual feedback on unfunded proposals.

Submission Information Please enter the background information requested in the proposal submission portal. This includes the principal investigator’s contact and background demographic information. Also, enter the proposal title, amount of funding requested, and the start and end dates of the project.

Dataset(s) used: Name data set(s) used (e.g., ECLS­K, ELS:2002, IPEDS, CCD, AddHealth, SLDS-State, PISA, and so forth). Proposals must include the analysis of at least one large-scale federal, international, or state administrative data system.

Project abstract Enter the abstract of your proposed research project (250 words maximum).

Contribution to the field Briefly describe the potential contributions this research will make to the field of education (250 words maximum). You may cut and paste or type into the text box.

Previous work Discuss how this project relates to your previous work, including your dissertation work. List any previous publications (200 word maximum).

• Statement of how this research advances the current state of knowledge in the field, substantively and/or methodologically
• Theoretical or conceptual framework for the research
• Brief review of relevant research/policy literature
• Research questions, hypotheses to be tested
• Description of methodology including the data set(s) and justification for selecting data file to address research question; any additional or supplemental data sample (e.g., groups used, exclusions to sample, and estimated sample sizes); rationale for variables used; and specification and clarification of variables and analytic techniques
• Data analysis plan and/or statistical model or formulas, appropriately defined
• Brief dissemination plan for this research including proposed conferences to present the findings and potential scholarly journals to publish the research  
• Variables list: Provide a categorized list of the variables from the NCES, NSF, or other data set(s) that will be used in this research project. (2 single-spaced pages maximum)  
• References cited (not part of page limit)  
• Budget . Awards for Research Grants are up to $25,000 for 1­year projects, or up to $35,000 for 2­year projects. There is no specific template for the budget. It may be a simple 2­column format or a more complex spreadsheet. Note that institutions may not charge overhead on AERA Research Grants. (no page limit)  
• Current other support . If you currently have support from other sources (foundations, government agencies, institutions, etc.), include a list of any grants or fellowships that the PI and Co­PI(s) have been awarded. Include the name of the funding organization, title of project, dates of project, and amount awarded; otherwise enter NONE. (no page limit)  
• Research and academic employment history
• Relevant graduate courses in statistics and methodology
• Relevant publications and presentations
• Relevant professional affiliations and/or memberships

Please combine items 1-6 as one PDF document and upload on online application.

Further Questions Contact George L. Wimberly, Co-Principal Investigator, AERA Grants Program ( [email protected]) or 202-238-3200 if you have questions regarding the application or submission process. NOTE: All awards are contingent upon AERA's receiving continued federal funding.

Visit the AERA Grants Program Website   at http://www.aera.net/grantsprogram

[1] Awardees with access to data under restricted access provisions are expected to archive a detailed specification of the data set so that others can request the same data under the same or similar restricted conditions. 

Funding for Education Research, Programs and Training

The following is a “starter list” of governmental agencies and foundations that provide support specifically for education research, project evaluation, student training, and program development. Funding priorities frequently change: please visit the organization’s website for the most current information.

Selected public funding sources

• U.S. Department of Education  (ED) provides funding to students, institutions of higher education, local and state education agencies, and non-profit organizations.  See ED’s  funding page  for information about current grant opportunities, forecasts for upcoming opportunities, instructions for being included on the contract bidders mailing list, and other useful documents.
• Institute of Education Sciences  (IES) is the statistics, research, and evaluation arm of the U.S. Department of Education. The IES  Education Research Grants Program  has established 13 programs of research (topics), each of which accepts applications once per year. Application deadlines are announced in the  Federal Register  and on the  IES website .
• National Science Foundation  (NSF) –  Directorate for Education and Human Resources  ( EHR ) includes the  Division of Graduate Education (DGE) ,  Division of Undergraduate Education (DUE) , and  Division of Research on Learning (DRL) , all of which offer funding for rigorous research and evaluation that advances excellence in U.S. STEM education at all levels. The most recent EHR program announcements are available  here .
• National Institutes for Health (NIH)  –  R25 Education Projects   provide support for biomedical education, training, technical assistance, coordination, and evaluation projects. For currently available R25 grants,  search here  using keyword “R25.”
• National Endowment for the Humanities – Division of Education Programs  –  supports humanities education through programs aimed primarily at program and curriculum development and through professional development opportunities for K-12 and higher education faculty.

Selected private funding sources

• Alfred P. Sloan Foundation – Science Education provides grants that promote access to the scientific enterprise, disseminate information about scientific and technical careers, and encourage innovation in the structure of scientific training.
• American Educational Research Association (AERA)  provides small grants, fellowships, and training for researchers who conduct studies of education policy and practice using quantitative methods and including the analysis of data from the large-scale data sets sponsored by National Center for Education Statistics (NCES) and the National Science Foundation (NSF).
• Annenberg Foundation focuses on the restructuring and reform of grades k-12.
• Annie E. Casey Foundation  focuses on funding education initiatives that support underserved children and their families.
• Association for Institutional Research (AIR),in conjunction with the National Center for Education Statistics (NCES), the National Science Foundation (NSF) and the National Postsecondary Education Cooperative (NPEC), sponsors a grant program titled:  Improving Institutional Research in Postsecondary Educational Institutions . The goals of this program are to provide professional development opportunities to doctoral students, institutional researchers, educators and administrators, and to foster the use of federal databases for institutional research in postsecondary education.
• Bill & Melinda Gates Foundation  supports education programs that prepare students for college, work, and citizenship through academic rigor and personal attention.
• Carnegie Corp of New York  supports efforts to improve teaching and learning that have the potential to make a lasting and long-term contribution to the field of education. Funding is focused on three major areas: 1) advancing literacy, 2) urban school reform, and 3) teacher education reform.
• Charles Stewart Mott Foundation  funds efforts to expand learning opportunities and supports for children, particularly those from low‑ and moderate-income communities.
• Ford Foundation . Ford's Youth Education and Opportunity program is its vehicle for funding K-12 education organizations.  
• Howard Hughes Medical Institute offers grants to students and institutions to advance science education. 
• Lumina Foundation for Education  supports and expands access to postsecondary education in the United States, particularly for students of low income or other underrepresented groups. The three main themes focused on are:  access, success, and adult learners.
• National Education Association (NEA) Foundation provides grants and assistance to teachers, education support personnel, and higher education faculty and staff to improve student learning in the nation’s public schools.
• Robertson Foundation  currently targets high impact grants in three principal areas within the United States: 1) education 2) environment and 3) medical research.
• Spencer Foundation  supports high-quality, innovative research with the potential to advance the understanding and improvement of education.
• W.K. Kellogg Foundation  funding spans pre-natal care through college and career readiness, with a primary concentration on birth through age eight.
• Wallace Foundation  concentrates its grantmaking activities on fostering effective school leaders, supporting afterschool and other enrichment programs, and building appreciation for the arts. It tends to favor research-based project ideas.
• William and Flora Hewlett Foundation Education Program  makes grants to help students succeed in college, work and civic life by building towards deeper learning competencies and expanding access to open educational resources.
• William T. Grant Foundation invests in educational research, policy analyses, and evaluations of interventions that use evidence-based approaches.

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Research Grants

IERF’s mission is to research and share information on world educational systems and to facilitate the integration of individuals educated outside the United States into the U.S. educational environment and work force.

IERF accomplishes this by:

• conducting comprehensive, quality research on world educational systems
• sharing its research findings with the international community
• providing research-based credentials evaluations and related services

The purpose of the research grant program is to aid IERF in carrying out this mission. Therefore, IERF invites individuals and organizations to submit appropriate research project proposals for funding. Research grants are awarded for research only and not for study.

The Sepmeyer Research Grant Program

About inez sepmeyer.

For many years, the late Inez Sepmeyer worked at the University of California, Los Angeles (UCLA), where she focused on the admission and placement of international students and conducted research on international educational systems. Encouraged and aided by her late husband, Ludwig, she established the first U.S. private credentials evaluation service (IERF) in 1969. Her vision led to the publication of The Country Index, as well as other significant publications in the credentials evaluation field. Contributions include publications with the following organizations: NAFSA: Association of International Educators and American Association of Collegiate Registrars and Admissions Officers (AACRAO) – both of which have awarded her honorary and/or life memberships.

About the Grant Program

The research grant program is named in honor of Inez and Ludwig Sepmeyer because of their combined involvement in international education and their commitment to research and publications on world educational systems.

Examples of previous awards have supported research leading to the following: Conference Presentations

• Richard van Huyssteen. “South African Higher Education – Update.” 2002 American Association of Collegiate Registrars and Admissions Officers Conference in Minneapolis, MN.
• Mary DeBey. “Studying Education and Children: Teacher Education in Peru.” 2003 NAFSA – Association of International Educators Conference in Salt Lake City, UT.

Publications

• Karen Lukas.  The Educational System of the Federal Republic of Germany: A Guide for Evaluating Educational Credentials (2002). International Education Research Foundation: Culver City, CA.
• Country Profiles by Bon Agapin for  The New Country Index: Volume II  (2011). International Education Research Foundation: Culver City, CA.

About the Proposals

Grants up to $1000 will be awarded. Each research grant proposal is evaluated on how well its project design and expected outcomes address the following criteria:

• supporting research for the evaluation of foreign academic credentials
• promoting the integration of students, scholars and professionals holding non-U.S. academic credentials into the United States
• facilitating the publication and dissemination of the results of the research
• encouraging the exchange of information about the structure of educational systems and their corresponding credentials

Eligibility and Conditions

• The Sepmeyer Research Grant Program is open to all persons, regardless of citizenship and country of residence.
• The applicant must demonstrate substantial experience in the field of credentials evaluation, including experience as an evaluator, an admissions officer, or a counselor.
• The applicant must demonstrate expertise in the country they propose to research.

There is  no  application form. The applicant is required to submit the following:

• A detailed proposal containing the country to be researched, the sources that will be used, the time frame in which the profile will be completed, and a detailed account of the researcher’s experience and expertise in that country
• The curriculum vitae of the researcher

Applicants are also requested to indicate where they learned about the Sepmeyer Research Grant Program. All materials submitted in support of the Research Grant application become the property of IERF and are not returned to the applicant.

Applications are considered twice a year. They should be submitted by February 15th or August 15th and addressed to:

Susan Bedil Executive Director International Education Research Foundation, Inc. Post Office Box 3665 Culver City, CA 90231-3665 Phone: 310.258.9451 Fax: 310.342.7086 E-Mail:  [email protected]

2016-17 Sepmeyer Research Grant Recipients

IERF is pleased to announce Dr. Bernhard Streitwieser , Assistant Professor of International Education at The George Washington University, as a 2016-17 recipient of the Sepmeyer Research Grant.

The funding was awarded to support Dr. Streitwieser’s study on “German Higher Education and Credentialing Newly Arrived Immigrants.” The growing refugee situation in Europe has made Germany and the reaction of its citizenry and institutions, from the local government to the education sector, a focal point in the crisis. German universities have already taken in 50,000 refugee students in the Winter 2015 Semester, and more have since arrived. His study will focused on the challenges of the credentialing, placement and integration of Syrian refugees into Germany’s higher education system. To view the study, please click here . An article on his research can also be found in the 2016 summer edition of NAFSA’s IEM Spotlight newsletter.

IERF is also pleased to announce George Kacenga , Director of International Enrollment Management at University of Colorado Denver as a 2016-17 recipient of the Sepmeyer Research Grant.

The funding supported his research on the relationship between the increase in international student enrollment in the US and changes in the approaches to the analysis of foreign academic credentials over the past half century. George conducted this research as part of his doctoral dissertation as a graduate student at the University of Pittsburgh. To view the study, please click here . 

What our institutions are saying...

Annette ceccotti, assistant vice chancellor for admission, brandman university.

“IERF’s staff is extremely helpful, professional, and responsive.”

Anthony W. Adey, International Student Recruitment Officer, Memorial University of Newfoundland

“Our office staff are highly impressed with the publications in IERF’s Country Index Series.”

Jason Chambers, Assistant Director of International Transfer Admissions, University of Cincinnati

“The University of Cincinnati loves IERF evaluations. Keep up the great work!”

Sabrina Cortell, Director of Admissions, San Diego State University

“IERF’s evaluation reports are easy to review and accurate and the grading scale that IERF provides helps our international evaluators determine admission eligibility.”

James Crane, Assistant Dean of Graduate Studies, Brigham Young University

“IERF provides us with a sense of security and peace of mind in knowing that our applicants’ credentials have been accurately and securely reviewed.”

Jeannie D’Agostino, Assistant Director of Recruitment, Drexel University

“I found your presentation incredibly helpful and it’s prompted a discussion amongst our leadership team on how we review documents and how we might shift our policies moving forward”

Suguru Fujiwara, International Transfer Credit and Articulation Specialist, University of Idaho

“Your reports are detailed and always accurate.”

Andy Ray, International Student Recruitment Manager, University of Tennessee

“Thanks so much for the great presentation on fraudulent credentials.”

Patricia Ware, International Admissions, Brigham Young University

“Thank you for all you do! You are such a joy to work with and we appreciate your diligence and your concerns!”

Donald White: Education Abroad Advisor & Program Coordinator, Appalachian State University

“I just received the Index of Academic Calendars & Dates and I want to thank you and your team for putting together such an informative resource.”

Jean Yoo, Assistant Credentials Assessor, University of Toronto

“Thank you for your work; not only your books but also your conference presentations and articles available on your website are rich in information that are absolutely essential to credential evaluation. I look forward to learning more from your publications.”

Copyright © 2024 International Education Research Foundation, Inc.

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These Grants Could Help Students With Disabilities Access Jobs, Training

• Share article

The U.S. Department of Education is investing $236 million into a perennial challenge in education: Helping young people with disabilities move from K-12 schools to post-secondary programs and the workforce.

School districts, state education and health agencies, higher education institutions, Indian tribes, and nonprofits will have a chance to compete for a slice of the funding, which aims to support innovative proposals to tackle this tricky and challenging transition.

The Education Department expects to allocate around 23 to 29 grants of $8 million to $10 million apiece, for up to five years.

While the program isn’t brand new, this is the largest pot of money that has been made available so far—the most recent round of grants allocated just under $200 million.

AI is going to improve the skill set of a worker. That gives me hope that we can diversify our workforce to include as many people as possible.

It’s also the first time that the grants can be directed to nonprofits and higher education institutions, a change made possible through congressional action.

And it’s the first time that the grants have centered in part on two particular technology-related goals: enabling people with disabilities to succeed in jobs or professions that involve the use of technology; or using or creating technologies to support people with disabilities in the workplace.

Proposals can focus on either of those technology-related priorities or they can address one or more of three other areas: helping people with disabilities who have been incarcerated or otherwise involved with the justice system transition to careers and higher education; assisting people with disabilities developed after birth in career development and post-secondary schooling; and helping “disconnected” people with disabilities—such as people from low-income families, those experiencing homelessness, or kids who were in foster care—as they enter the workforce or continue their education.

Applicants’ proposals can aim to help people with a wide range of disabilities. They include physical disabilities (such as mobility impairments or chronic health conditions), sensory difficulties (such as blindness or deafness), intellectual disabilities (such as developmental delays or cognitive challenges), and mental health conditions (such as anxiety, depression, and bipolar disorder).

Those disabilities collectively impact a significant chunk of the population. In fact, more than a quarter—26 percent—of adults live with a disability, according to data published by the Centers for Disease Control and Prevention in 2018.

And 7.1 million students ages 5 through 21 received services under the Individuals with Disabilities Education Act, the main federal law for students in special education, during the 2022-23 school year .

‘New possibilities for individuals with disabilities’

The competition was designed to “truly promote innovation in the space of rehabilitation services,” said Danté Q. Allen, the commissioner of the Rehabilitation Services Administration in the department’s Office of Special Education and Rehabilitative Services.

“There are a number of new technologies out there, like artificial intelligence, that may be opening new possibilities for individuals with disabilities to take part in jobs that were previously not seen as fitting for that individual with that particular disability,” Allen said. “I would personally love to see how those technologies can be applied in a way that would redefine what we see as opportunities for individuals with disabilities.”

Eleazar “Trey” Vasquez III, a professor at the University of Central Florida and director of its Toni Jenkins Exceptional Education Institute, sees possibilities, too. He noted that data from the Massachusetts Institute of Technology showed that when AI is used properly, it can boost worker productivity significantly.

“AI is going to improve the skill set of a worker,” he said. “That gives me hope that we can diversify our workforce to include as many people as possible.”

Applications for the grants were made available on April 9, and the department would like applicants to notify the agency of their intent to apply by April 23. Applications are due on July 8.

The department will be hosting an informational, pre-application meeting to field applicants’ questions on May 1 at 1:30 p.m. ET.

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2024-25 Instructional Innovation Seed Grants

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We welcome your questions, comments, and suggestions.

UPCOMING EVENTS

More events coming soon! Check the   Elm Calendar   for upcoming UMB events.

Recipients of the Instructional Innovation Seed Grant were chosen based upon the following criteria: overall potential for innovation in teaching innovation, assessment plan that includes measurement of outcomes, potential breadth of impact on instruction beyond a single course, department, and/or school, potential for outcomes that will improve future teaching, potential contribution to the scholarship of teaching and learning, Impact on equity and inclusion in teaching and learning, proposal clarity and quality, feasibility, alignment to UMB strategic plan and LEAPS mission, specific and necessary budget items, and effective use of funding.

Instructional Innovation Seed Grant Award - $2,500

Alison Duffy, PharmD, BCOP

Integrating virtual patient simulation in pharmacy and interdisciplinary learning

This grant will allow Dr. Duffy to explore virtual patient simulation products available for health care education and summarize our findings. After this initial assessment, she hopes to develop a virtual patient simulation experience. Her team plans to pilot this experience first in a group of pharmacy learners. If the pilot is successful, her team intend to expand to other pharmacy and inter-professional education forums.

Simulation based education (SBE) in advanced clinical pharmacy education has been shown to improve learner confidence, enhance fundamental knowledge, improve communication skills, stimulate critical thinking, and augment patient care. Virtual patients, a type of SBE, are defined as interactive computer simulations of real-life, challenging clinical scenarios for the

purpose of health professions training, education, or assessment. Virtual patients have been identified as a valuable resource to develop communication and counseling skills as well as knowledge retention and clinical reasoning skills.

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Cheryl Fisher, EdD, MSN, RN

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To address the gap in nursing faculty between AI's potential and usage, Dr. Fisher and her team will establish a Faculty AI Champion Program. Using a train-the-trainer approach, it aims to empower educators as AI champions, fostering a cultural shift towards digital innovation.

Moran Roni Levin, MD

All Eyes on Education: Improving Ophthalmology Education and Creating a more Diverse Ophthalmology Workforce

Vision impairment poses an increasing public health burden in the United States, disproportionately impacting minority populations. It is imperative that physicians are well-trained to meet the vision and public health needs of our growing and diverse population. As educators, we must innovate and evolve the learning environment, to create a modern educational system that advances diversity and equity. Dr. Levin and her team seek to improve recruitment of underrepresented minority ophthalmologists by increasing early exposure through hands-on ophthalmology clinical and surgical skills labs for undergraduate and medical students in addition to implementing a mentorship program to encourage students’

pursuit of healthcare. This research promotes collaboration between Maryland communities including the University of Maryland School of Medicine and Maryland undergraduate institutions including UMCP and UMBC with the purpose of increasing mentor-guided ophthalmology exposure for aspiring physicians. The faculty-led skills lab will utilize innovative low-cost models created by my team of faculty and medical students to teach eye examination, conjunctival closure using a picture frame and fabric model, scleral suturing using a silicone sphere, and cataract surgery with a tomato model. The clinical ophthalmology skills workshop will consist of the following stations: 1) Eye examination, 2) Direct ophthalmoscopy, and 3) Tonopen pressure check.

A pilot study of the 151 medical student participants indicates that our skills lab significantly increased overall interest in ophthalmology (p<0.01) and confidence (p<0.01) in performing skills. The team anticipates a similar positive impact on the Underrepresented Minorities (URM) workshops.

Heather Terech, JD

USPTO Simulation Workshop

The objective of this project is to provide law students with a realistic experience of appearing before the United States Patent and Trademark Office (USPTO) in a moot hearing setting. The pedagogical approach encourages students to reflect on their experiences, focusing on ethical, intrapersonal, and interpersonal aspects of professional identity. It includes providing targeted feedback on skills and performance.

The simulation workshop merges academic theory with hands-on application, with students taking on the role of a lawyer in a simulated setting aligning with the ABA goals for

legal education, such as promoting practical skills development and professional identity. In the immersive experience, students will engage in the step-by-step process of an administrative hearing matter. This simulation workshop will replicate moot hearings before the USPTO, offering law students a unique opportunity to hone their skills in patent and trademark law practice. The facilitation team will ensure a realistic and constructive learning environment for the internalization of systematic reflection on the lawyering experience. Students will engage in oral arguments learning skills such as the use of demonstratives, effective use of hearing time, decorum of an oral hearing. These skills will prepare them for the diverse challenges they may encounter in front of the USPTO PTAB or other administrative agencies.

Instructional Innovation Seed Grant Award - $7,500

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Research Assistant: Teaching Excellence & Learning Innovation in Higher Education

The Provost Office seeks a research assistant to work 10-19 hours a week this summer conducting literature reviews and information collection to support a strategic initiative to strengthen teaching and learning at Duke. Key duties include conducting a literature review, synthesizing information, interviewing select other universities, and collecting information about current practices across Duke. This is a great opportunity for students who are interested in teaching and pedagogical innovation. To apply, please visit JobX  and search by ID 7235 .

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Spatial Variations of the Activity of 137 Cs and the Contents of Heavy Metals and Petroleum Products in the Polluted Soils of the City of Elektrostal

• DEGRADATION, REHABILITATION, AND CONSERVATION OF SOILS
• Open access
• Published: 15 June 2022
• Volume 55 , pages 840–848, ( 2022 )

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• D. N. Lipatov 1 ,
• V. A. Varachenkov 1 ,
• D. V. Manakhov 1 ,
• M. M. Karpukhin 1 &
• S. V. Mamikhin 1  

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The levels of specific activity of 137 Cs and the contents of mobile forms (1 M ammonium acetate extraction) of heavy metals (Zn, Cu, Ni, Co, Cr, Pb) and petroleum products were studied in the upper soil horizon of urban landscapes of the city of Elektrostal under conditions of local radioactive and chemical contamination were studied. In the soils within a short radius (0–100 m) around the heavy engineering plant, the specific activity of 137 Cs and the contents of mobile forms of Pb, Cu, and Zn were increased. The lognormal distribution law of 137 Cs was found in the upper (0–10 cm) soil layer; five years after the radiation accident, the specific activity of 137 Cs varied from 6 to 4238 Bq/kg. The coefficients of variation increased with an increase in the degree of soil contamination in the following sequence: Co < Ni < petroleum products < Cr < 137 Cs < Zn < Pb < Cu ranging from 50 to 435%. Statistically significant direct correlation was found between the specific activity of 137 Cs and the contents of mobile forms of Pb, Cu, and Zn in the upper horizon of urban soils, and this fact indicated the spatial conjugacy of local spots of radioactive and polymetallic contamination in the studied area. It was shown that the specific activity of 137 Cs, as well as the content of heavy metals and petroleum products in the upper layer (0–10 cm) of the soils disturbed in the course of decontamination, earthwork and reclamation is reduced.

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INTRODUCTION

Contaminants migrate and accumulate in urban ecosystems under the impact of both natural and technogenic factors. The processes of technogenic migration of 137 Cs are most pronounced in radioactively contaminated territories. It was found in urboecological studies that the intensity of sedimentation of aerosol particles containing radionuclides and heavy metals is determined by the types of the surfaces of roofs, walls, roads, lawns, and parks and by their position within the urban wind field [ 12 , 26 ]. Traffic in the cities results in significant transport of dust and associated contaminants and radionuclides [ 15 , 24 ]. During decontamination measures in the areas of Chernobyl radioactive trace, not only the decrease in the level of contamination but also the possibility of secondary radioactive contamination because of the transportation of contaminated soil particles by wind or water, or anthropogenic transfer of transferring of ground were observed [ 5 , 6 ]. Rainstorm runoff and hydrological transport of dissolved and colloidal forms of 137 Cs can result in the accumulation of this radionuclide in meso- and microdepressions, where sedimentation takes place [ 10 , 16 ]. Different spatial distribution patterns of 137 Cs in soils of particular urban landscapes were found in the city of Ozersk near the nuclear fuel cycle works [ 17 ]. Natural character of 137 Cs migration in soils of Moscow forest-parks and a decrease in its specific activity in industrial areas have been revealed [ 10 ]. Determination of the mean level and parameters of spatial variations of 137 Cs in soils is one of primary tasks of radioecological monitoring of cities, including both unpolluted (background) and contaminated territories.

Emissions and discharges from numerous sources of contamination can cause the accumulation of a wide range of toxicants in urban soils: heavy metals (HMs), oil products (OPs), polycyclic aromatic hydrocarbons (PAHs), and other chemical substances. Soil contamination by several groups of toxicants is often observed in urban landscapes [ 20 , 23 ] because of the common contamination source or close pathways of the migration of different contaminants. A comprehensive analysis of contamination of urban soils by radionuclides and heavy metals has been performed in some studies [ 21 , 25 ]. The determination of possible spatial interrelationships between radioactive and chemical contaminations in urban soils is an important problem in urban ecology.

A radiation accident took place in the Elektrostal heavy engineering works (EHEW) in April 2013: a capacious source of 137 Cs entered the smelt furnace, and emission of radioactive aerosols from the aerating duct into the urban environment took place. The activity of molten source was estimated at about 1000–7000 Ci [ 14 ]. The area of contamination in the territory of the plant reached 7500 m 2 . However, radioactive aerosols affected a much larger area around the EHEW, including Krasnaya and Pervomaiskaya streets, and reached Lenin Prospect.

Geochemical evaluation of contamination of the upper soil horizon in the city of Elektrostal was carried out in 1989–1991. This survey indicated the anomalies of concentrations of wolfram, nickel, molybdenum, chromium, and other heavy metals related to accumulation of alloying constituent and impurities of non-ferrous metals in the emissions of steelmaking works [ 19 ].

The aim of our work was to determine the levels of specific activity of 137 Cs, concentrations of mobile forms of heavy metals (Zn, Cu, Ni, Co, Cr, and Pb) and oil products in the upper soil horizons in different urban landscapes of the city of Elektrostal under the conditions of local radioactive and chemical contamination.

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D. N. Lipatov, V. A. Varachenkov, D. V. Manakhov, M. M. Karpukhin & S. V. Mamikhin

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Lipatov, D.N., Varachenkov, V.A., Manakhov, D.V. et al. Spatial Variations of the Activity of 137 Cs and the Contents of Heavy Metals and Petroleum Products in the Polluted Soils of the City of Elektrostal. Eurasian Soil Sc. 55 , 840–848 (2022). https://doi.org/10.1134/S1064229322060072

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Received : 21 October 2021

Revised : 22 December 2021

Accepted : 30 December 2021

Published : 15 June 2022

Issue Date : June 2022

DOI : https://doi.org/10.1134/S1064229322060072

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Rosatom Starts Production of Rare-Earth Magnets for Wind Power Generation

TVEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of Rosatom enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

For reference:

TVEL Fuel Company of Rosatom incorporates enterprises for the fabrication of nuclear fuel, conversion and enrichment of uranium, production of gas centrifuges, as well as research and design organizations. It is the only supplier of nuclear fuel for Russian nuclear power plants. TVEL Fuel Company of Rosatom provides nuclear fuel for 73 power reactors in 13 countries worldwide, research reactors in eight countries, as well as transport reactors of the Russian nuclear fleet. Every sixth power reactor in the world operates on fuel manufactured by TVEL. www.tvel.ru

NovaWind JSC is a division of Rosatom; its primary objective is to consolidate the State Corporation's efforts in advanced segments and technological platforms of the electric power sector. The company was founded in 2017. NovaWind consolidates all of the Rosatom’s wind energy assets – from design and construction to power engineering and operation of wind farms.

Overall, by 2023, enterprises operating under the management of NovaWind JSC, will install 1 GW of wind farms. http://novawind.ru

Elemash Magnit LLC is a subsidiary of Kovrov Mechanical Plant (an enterprise of the TVEL Fuel Company of Rosatom) and its main supplier of magnets for production of gas centrifuges. The company also produces magnets for other industries, in particular, for the automotive

industry. The production facilities of Elemash Magnit LLC are located in the city of Elektrostal, Moscow Region, at the site of Elemash Machine-Building Plant (a nuclear fuel fabrication facility of TVEL Fuel Company).

Rosatom is a global actor on the world’s nuclear technology market. Its leading edge stems from a number of competitive strengths, one of which is assets and competences at hand in all nuclear segments. Rosatom incorporates companies from all stages of the technological chain, such as uranium mining and enrichment, nuclear fuel fabrication, equipment manufacture and engineering, operation of nuclear power plants, and management of spent nuclear fuel and nuclear waste. Nowadays, Rosatom brings together about 350 enterprises and organizations with the workforce above 250 K. https://rosatom.ru/en/

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