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How to design a small research project

  • How to design a small…

A common theme on this blog is an attempt to provide guidance on the things that, as academics, we are meant to know how to do, but on which we rarely receive any explicit training. For today’s June Blog I thought I’d write one of these posts, about designing a small research project.

As people become more independent as academics, there’s a lot of small project supervision required.  By small, I’m talking about a project carried out as part of a taught Masters degree, or smaller. The former mostly takes place over about a 4 month period – though initial planning might happen much earlier – with relatively full-time focus available for the last 2.5 months. Smaller projects might include summer placements for visiting students (anything from 4-10 weeks) and undergraduate mini-projects. For example, at my University, medical students do “student selected components” in their 5th year, which last about 16 weeks but involve about 6 full weeks’ worth of dedicated project time. One thing to note is that some small project designs will need to be created for student groups – I’m not going to tackle the specific elements that apply to group work today, that’ll have to wait for another blog.

So let’s assume you have a single student joining you for something like 6-12 weeks of full-time work.  How do you help them design a project and achieve their goals?

Check the course requirements

I’ve supervised students on degree courses in departments of Psychology, Clinical Psychology, Linguistics, Education, Medicine – and if this has taught me anything, it’s to check the course handbook right at the start! Some programmes have specific rules about the kinds of data you need to work with – for example, whether students are expected to compile their own, new data set or not. You’ll also want to think about the perspective of the second marker.  If they are from a different disciplinary background to you, you want to make sure your student is deploying the kind of questions and methods they will expect to see.  So, for example, when supervising medical students I will try to make sure we are examining a question with clear clinical relevance, even though I’m not a medic myself.

Another key factor is to make sure you are informed about the deadlines – not just for the final project report but any interim milestones.  Some departments will have students present a poster about their project plan, or ask supervisors to confirm that they are satisfied with student progress at the project midpoint. Another rule might concern what you are allowed to comment on in terms of the final report.  Some courses only allow supervisors to comment on one full draft (I personally prefer to see a methods section + detailed outline for other report sections, and then a full draft) or to comment on everything except the discussion.  So make sure you are on the right side of all of this info from the outset.

Keep it small

The single biggest threat to a small student project is over-ambition. Students will often approach the work – understandably, and rightly so – as a chance to discover something important in their field.  But the honest truth is that masters projects rarely lead to important discoveries. The purpose of a masters degree is to learn how to do science, which may be slightly different from actually doing science. Yes, students are learning “on the job” and of course there are plenty of important scientific insights to be gained.  But both of these aims – student learning and scientific insight – will be most effectively achieved if the project design is modest in scale. A petite project delivered to a high standard will be a much better investment of your time and your student’s time than a large project full of compromises, delays and anxiety.

What does “reasonable” actually mean?

Well, here’s a few rules of thumb to help, noting that I and my students have broken these rules multiple times…

1. stick to a single methodology.  Mixed methods studies automatically entail more decision-making and are harder to write up. Also, you’re unlikely to have time to carry out each type of data collection sequentially, and so the end results may just contradict, rather than informing each other.

2. if you want to collect new data face-to-face, collect it from undergrads. Collecting data face to face – running experiments and doing IQ tests – takes a lot of time and effort to organise. If you are also trying to reach a specific population when you do this – neurodivergent children, adolescents with depression, carers of people with dementia – you will have many more hurdles to overcome in recruitment, study design and responsible management of data collection.

3. If you want to work with a particular population, keep it low impact for them. If you want to recruit people from a particular group, you are placing a burden on individuals who probably already have a lot going on in their lives, to also engage with your research. In an ideal world, this kind of work is developed gradually and carefully in partnership with stakeholders, and has a plan for implementation of the findings.  These steps are virtually impossible to squeeze in to a small project and so in-person working with any kind of atypical population needs to be as low impact as possible. Think about phone / video interviews, a (short) online survey or maybe an online focus group.

4. The topic matters too. Yes, you might be interested in the intersection of homophobia and ableism, but do consider whether this small student project is the right forum for addressing such a potentially difficult topic. It might be – a lot depends on the life experiences of the student of course – but as a supervisor, don’t shy away from directing your student down a path carries less risks for participants.

5. Ask a question you can actually answer. I’ve had students come to me before wanting to do a project about something like emotion perception and autism. This is a literature that is absolutely rife with contradictory small studies, none of which do much to enlighten, let alone improve the lives of autistic people. Another small study is unlilkely to resolve the complex debates in the field. So instead try to find an area where even a very small amount of new information might add value.

Be Creative

All this is not meant to limit you to a “boring” project.  Instead, try to be creative.  Can your student identify an important and under-studied intersection and gain some insights into something barely understood?  Could interviews with autistic teachers, doctors, nurses or psychologists yield useful insights for practice? What are the experiences of parents of autistic children with visits to the dentist? Another fruitful angle is to explore some routine outputs from your field, and extract insights about dominant theory or language. For example, would a systematic analysis of the last ten years of conference proceedings tell you about shifts in the discourse? What about a content analysis of policy documents relating to your field? This can be a really accessible project to do – with no ethics required, the data freely available and straightforward to code – that also delivers important new knowledge. It might be a great option for a student who is also working part-time or has a health condition that impacts their work, who needs to be able to work flexibly.

Be Practical

Getting ethical approval is one of the major barriers for a small project because it can take a long time and cause significant delays. For shorter projects then, I would try to stick to analysis of existing data (where permission is already in place), literature review, or analysis of data in the public domain. That said, the process of seeking ethical approval is very useful – it helps you articulate exactly what you propose to do – and so if you don’t decide to collect your own new data, you might still want to think about writing a protocol for what you will do. Remmeber as well that “analysis of existing data” isn’t always as simple as it sounds.  Getting hold of the data, understanding the data, checking quality, dealing with missing data – all of these things can take time and should not be underestimated. Make sure you scope out the data availability at a very early stage.

Another practical dimension to consider is cost.  Lots of students will be unaware that many assessments – questionnaires etc – cost money.  Even if your department can loan them an assessment kit, they may need to pay for record forms for each participant. Make sure you and the student know what budget is available – if any – and make a plan that fits with what you can afford.

And finally

Once you have your plan in place, work with your student to break it down into manageable pieces, and plan for supervisions at the key turning points in the work. In other words, map your supervision onto the project – as far as you can – rather than sticking to a supervision schedule that is the same for everyone. Hopefully this will mean you step in at the right moment to help them make decisions.

If you can keep your student projects modest in scale, hopefully the end result will be a high quality piece of work that they can be proud of. It’s quality, not quantity, that counts.

Author:  Sue Fletcher-Watson

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Research Grants on Education: Small

Application deadlines:.

Applications Open Now closed.

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.


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.


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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How to do a research project for your academic study

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Writing a research report is part of most university degrees, so it is essential you know what one is and how to write one. This guide on how to do a research project for your university degree shows you what to do at each stage, taking you from planning to finishing the project.

What is a research project? 

The big question is: what is a research project? A research project for students is an extended essay that presents a question or statement for analysis and evaluation. During a research project, you will present your own ideas and research on a subject alongside analysing existing knowledge. 

How to write a research report 

The next section covers the research project steps necessary to producing a research paper. 

Developing a research question or statement 

Research project topics will vary depending on the course you study. The best research project ideas develop from areas you already have an interest in and where you have existing knowledge. 

The area of study needs to be specific as it will be much easier to cover fully. If your topic is too broad, you are at risk of not having an in-depth project. You can, however, also make your topic too narrow and there will not be enough research to be done. To make sure you don’t run into either of these problems, it’s a great idea to create sub-topics and questions to ensure you are able to complete suitable research. 

A research project example question would be: How will modern technologies change the way of teaching in the future? 

Finding and evaluating sources 

Secondary research is a large part of your research project as it makes up the literature review section. It is essential to use credible sources as failing to do so may decrease the validity of your research project.

Examples of secondary research include:

  • Peer-reviewed journals
  • Scholarly articles
  • Newspapers 

Great places to find your sources are the University library and Google Scholar. Both will give you many opportunities to find the credible sources you need. However, you need to make sure you are evaluating whether they are fit for purpose before including them in your research project as you do not want to include out of date information. 

When evaluating sources, you need to ask yourself:

  • Is the information provided by an expert?
  • How well does the source answer the research question?
  • What does the source contribute to its field?
  • Is the source valid? e.g. does it contain bias and is the information up-to-date?

It is important to ensure that you have a variety of sources in order to avoid bias. A successful research paper will present more than one point of view and the best way to do this is to not rely too heavily on just one author or publication. 

Conducting research 

For a research project, you will need to conduct primary research. This is the original research you will gather to further develop your research project. The most common types of primary research are interviews and surveys as these allow for many and varied results. 

Examples of primary research include: 

  • Interviews and surveys 
  • Focus groups 
  • Experiments 
  • Research diaries 

If you are looking to study in the UK and have an interest in bettering your research skills, The University of Sheffield is a  world top 100 research university  which will provide great research opportunities and resources for your project. 

Research report format  

Now that you understand the basics of how to write a research project, you now need to look at what goes into each section. The research project format is just as important as the research itself. Without a clear structure you will not be able to present your findings concisely. 

A research paper is made up of seven sections: introduction, literature review, methodology, findings and results, discussion, conclusion, and references. You need to make sure you are including a list of correctly cited references to avoid accusations of plagiarism. 


The introduction is where you will present your hypothesis and provide context for why you are doing the project. Here you will include relevant background information, present your research aims and explain why the research is important. 

Literature review  

The literature review is where you will analyse and evaluate existing research within your subject area. This section is where your secondary research will be presented. A literature review is an integral part of your research project as it brings validity to your research aims. 

What to include when writing your literature review:

  • A description of the publications
  • A summary of the main points
  • An evaluation on the contribution to the area of study
  • Potential flaws and gaps in the research 


The research paper methodology outlines the process of your data collection. This is where you will present your primary research. The aim of the methodology section is to answer two questions: 

  • Why did you select the research methods you used?
  • How do these methods contribute towards your research hypothesis? 

In this section you will not be writing about your findings, but the ways in which you are going to try and achieve them. You need to state whether your methodology will be qualitative, quantitative, or mixed. 

  • Qualitative – first hand observations such as interviews, focus groups, case studies and questionnaires. The data collected will generally be non-numerical. 
  • Quantitative – research that deals in numbers and logic. The data collected will focus on statistics and numerical patterns.
  • Mixed – includes both quantitative and qualitative research.

The methodology section should always be written in the past tense, even if you have already started your data collection. 

Findings and results 

In this section you will present the findings and results of your primary research. Here you will give a concise and factual summary of your findings using tables and graphs where appropriate. 


The discussion section is where you will talk about your findings in detail. Here you need to relate your results to your hypothesis, explaining what you found out and the significance of the research. 

It is a good idea to talk about any areas with disappointing or surprising results and address the limitations within the research project. This will balance your project and steer you away from bias.

Some questions to consider when writing your discussion: 

  • To what extent was the hypothesis supported?
  • Was your research method appropriate?
  • Was there unexpected data that affected your results?
  • To what extent was your research validated by other sources?


The conclusion is where you will bring your research project to a close. In this section you will not only be restating your research aims and how you achieved them, but also discussing the wider significance of your research project. You will talk about the successes and failures of the project, and how you would approach further study. 

It is essential you do not bring any new ideas into your conclusion; this section is used only to summarise what you have already stated in the project. 


As a research project is your own ideas blended with information and research from existing knowledge, you must include a list of correctly cited references. Creating a list of references will allow the reader to easily evaluate the quality of your secondary research whilst also saving you from potential plagiarism accusations. 

The way in which you cite your sources will vary depending on the university standard.

If you are an international student looking to  study a degree in the UK , The University of Sheffield International College has a range of  pathway programmes  to prepare you for university study. Undertaking a Research Project is one of the core modules for the  Pre-Masters programme  at The University of Sheffield International College.

Frequently Asked Questions 

What is the best topic for research .

It’s a good idea to choose a topic you have existing knowledge on, or one that you are interested in. This will make the research process easier; as you have an idea of where and what to look for in your sources, as well as more enjoyable as it’s a topic you want to know more about.

What should a research project include? 

There are seven main sections to a research project, these are:

  • Introduction – the aims of the project and what you hope to achieve
  • Literature review – evaluating and reviewing existing knowledge on the topic
  • Methodology – the methods you will use for your primary research
  • Findings and results – presenting the data from your primary research
  • Discussion – summarising and analysing your research and what you have found out
  • Conclusion – how the project went (successes and failures), areas for future study
  • List of references – correctly cited sources that have been used throughout the project. 

How long is a research project? 

The length of a research project will depend on the level study and the nature of the subject. There is no one length for research papers, however the average dissertation style essay can be anywhere from 4,000 to 15,000+ words. 

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  • How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

Structure of a research proposal

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:


Literature review.

  • Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal aims
Show your reader why your project is interesting, original, and important.
Demonstrate your comfort and familiarity with your field.
Show that you understand the current state of research on your topic.
Make a case for your .
Demonstrate that you have carefully thought about the data, tools, and procedures necessary to conduct your research.
Confirm that your project is feasible within the timeline of your program or funding deadline.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

  • Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
  • Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

  • The proposed title of your project
  • Your supervisor’s name
  • Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

  • Introduce your topic
  • Give necessary background and context
  • Outline your  problem statement  and research questions

To guide your introduction , include information about:

  • Who could have an interest in the topic (e.g., scientists, policymakers)
  • How much is already known about the topic
  • What is missing from this current knowledge
  • What new insights your research will contribute
  • Why you believe this research is worth doing

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As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

  • Comparing and contrasting the main theories, methods, and debates
  • Examining the strengths and weaknesses of different approaches
  • Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

Building a research proposal methodology
? or  ? , , or research design?
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, , , )?

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

  • Improving best practices
  • Informing policymaking decisions
  • Strengthening a theory or model
  • Challenging popular or scientific beliefs
  • Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

Example research schedule
Research phase Objectives Deadline
1. Background research and literature review 20th January
2. Research design planning and data analysis methods 13th February
3. Data collection and preparation with selected participants and code interviews 24th March
4. Data analysis of interview transcripts 22nd April
5. Writing 17th June
6. Revision final work 28th July

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

  • Cost : exactly how much money do you need?
  • Justification : why is this cost necessary to complete the research?
  • Source : how did you calculate the amount?

To determine your budget, think about:

  • Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
  • Materials : do you need access to any tools or technologies?
  • Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.


  • Sampling methods
  • Simple random sampling
  • Stratified sampling
  • Cluster sampling
  • Likert scales
  • Reproducibility


  • Null hypothesis
  • Statistical power
  • Probability distribution
  • Effect size
  • Poisson distribution

Research bias

  • Optimism bias
  • Cognitive bias
  • Implicit bias
  • Hawthorne effect
  • Anchoring bias
  • Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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Small Grant

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Student researching bird's wing

Small Grants support smaller independent student-driven projects, and can also be used to enable a particular phase of a larger-scale effort.

Application Cycles:  Autumn 2023, Winter 2024, Spring 2024 Next Application Deadline:  Friday, April 12, 2024, 11:59 PM (PST)  Faculty Mentor Letter Deadline:  Friday, April 19, 2024, 11:59 (PST) Project Execution:  23-24 Academic Year (Note: Undergraduate Research does *not* award retroactive funding) Stipend:  Up to $1,500

  • Autumn deadline: Friday, October 6, 2023
  • Winter deadline: Friday, January 19, 2024
  • Spring deadline: Friday, April 12, 2024
  • Decisions are typically made within 6 weeks, and funding is disbursed approximately 3 weeks from award announcements

Where to Start

  • Students interested in applying for a Small Grant should connect with their Faculty Mentor regarding their proposed project -  Faculty Mentors should meet eligibility criteria
  • Students should  schedule a meeting with their Undergraduate Advising Director  to further discuss project development and the application process

Application Guidelines

  • The proposal summary, reference list, and appendices do not count toward the word count.
  • Read through the  Writing a Project Proposal  site for specific guidelines on how to write a grant proposal. 
  • Click here to read more about the Human Subjects requirement.
  • Not sure if your project needs IRB review?  Contact Stanford’s IRB at  [email protected]  to consult with them. 
  • Animal Subjects Research - one-paragraph appendix: If your research involves animal subjects of any kind (vertebrate or invertebrate), you must include an Animal Subjects Research Appendix in your application. Federal law and Stanford University policy require APLAC/IACUC approval before animal subjects research can begin.  Click here to read more about the Animal Subjects requirement .
  • Date of correspondence
  • Indicates access to a research resource and clearly states what that resource is
  • Contact information of your primary contact
  • Students with multiple field contacts: Only one letter is required, but note that the Review Committee may request additional letters at the time of review
  • International Travel Safety Plan:  A project or conference that involves international travel is required to have an International Travel Safety Plan. It must be included as an appendix in the grant proposal. For instructions on completing the travel plan, go to our International Travel webpage .
  • Requesting a Faculty Letter of Support
  • Writing a Project Proposal
  • Constructing a Budget

Small Grant Policies & Eligibility

  • * *In addition to the below criteria specific to the Small Grant, all undergraduate students must meet our  general eligibility requirements .** 
  • Time commitment:  Students enrolled in classes full time (at least 12 units) are eligible for Small Grants, as long as projects take no more than 10 hours per week (equivalent to a 3-unit course)
  • Participation in a part-time project by an unenrolled student does not make them eligible to live on campus
  • Students may not receive both academic units and a stipend for any single project activity.
  • Co-terms who have not conferred their undergraduate degree may apply if the project fits into their undergraduate academic trajectory, e.g., honors thesis, capstone project, etc. Students paying graduate tuition are ineligible.

Fundamental Standard

  • Please note violations of Undergraduate Research policies are also violations of the  Fundamental Standard  and may be referred to the Office of Community Standards
  • Students who fail to abide by the policies as set forth by Undergraduate Research, The Vice Provost for Undergraduate Education, and Stanford University will have low priority for future Undergraduate Research funding opportunities
  • Undergraduate Research reserves the right to rescind funding at any given point and time should they be apprised of any policy violations as outlined above or as listed on the  Eligibility Requirements webpage

Did you meet all the eligibility requirements? If so:

Education During Coronavirus

A Smithsonian magazine special report

Science | June 15, 2020

Seventy-Five Scientific Research Projects You Can Contribute to Online

From astrophysicists to entomologists, many researchers need the help of citizen scientists to sift through immense data collections

Citizen science (mobile)

Rachael Lallensack

Former Assistant Editor, Science and Innovation

If you find yourself tired of streaming services, reading the news or video-chatting with friends, maybe you should consider becoming a citizen scientist. Though it’s true that many field research projects are paused , hundreds of scientists need your help sifting through wildlife camera footage and images of galaxies far, far away, or reading through diaries and field notes from the past.

Plenty of these tools are free and easy enough for children to use. You can look around for projects yourself on Smithsonian Institution’s citizen science volunteer page , National Geographic ’s list of projects and CitizenScience.gov ’s catalog of options. Zooniverse is a platform for online-exclusive projects , and Scistarter allows you to restrict your search with parameters, including projects you can do “on a walk,” “at night” or “on a lunch break.”

To save you some time, Smithsonian magazine has compiled a collection of dozens of projects you can take part in from home.

A blue heron caught on a trail cam.

American Wildlife

If being home has given you more time to look at wildlife in your own backyard, whether you live in the city or the country, consider expanding your view, by helping scientists identify creatures photographed by camera traps. Improved battery life, motion sensors, high-resolution and small lenses have made camera traps indispensable tools for conservation.These cameras capture thousands of images that provide researchers with more data about ecosystems than ever before.

Smithsonian Conservation Biology Institute’s eMammal platform , for example, asks users to identify animals for conservation projects around the country. Currently, eMammal is being used by the Woodland Park Zoo ’s Seattle Urban Carnivore Project, which studies how coyotes, foxes, raccoons, bobcats and other animals coexist with people, and the Washington Wolverine Project, an effort to monitor wolverines in the face of climate change. Identify urban wildlife for the Chicago Wildlife Watch , or contribute to wilderness projects documenting North American biodiversity with The Wilds' Wildlife Watch in Ohio , Cedar Creek: Eyes on the Wild in Minnesota , Michigan ZoomIN , Western Montana Wildlife and Snapshot Wisconsin .

"Spend your time at home virtually exploring the Minnesota backwoods,” writes the lead researcher of the Cedar Creek: Eyes on the Wild project. “Help us understand deer dynamics, possum populations, bear behavior, and keep your eyes peeled for elusive wolves!"

A baby elephant stands between the legs of an adult elephant.

If being cooped up at home has you daydreaming about traveling, Snapshot Safari has six active animal identification projects. Try eyeing lions, leopards, cheetahs, wild dogs, elephants, giraffes, baobab trees and over 400 bird species from camera trap photos taken in South African nature reserves, including De Hoop Nature Reserve and Madikwe Game Reserve .

With South Sudan DiversityCam , researchers are using camera traps to study biodiversity in the dense tropical forests of southwestern South Sudan. Part of the Serenegeti Lion Project, Snapshot Serengeti needs the help of citizen scientists to classify millions of camera trap images of species traveling with the wildebeest migration.

Classify all kinds of monkeys with Chimp&See . Count, identify and track giraffes in northern Kenya . Watering holes host all kinds of wildlife, but that makes the locales hotspots for parasite transmission; Parasite Safari needs volunteers to help figure out which animals come in contact with each other and during what time of year.

Mount Taranaki in New Zealand is a volcanic peak rich in native vegetation, but native wildlife, like the North Island brown kiwi, whio/blue duck and seabirds, are now rare—driven out by introduced predators like wild goats, weasels, stoats, possums and rats. Estimate predator species compared to native wildlife with Taranaki Mounga by spotting species on camera trap images.

The Zoological Society of London’s (ZSL) Instant Wild app has a dozen projects showcasing live images and videos of wildlife around the world. Look for bears, wolves and lynx in Croatia ; wildcats in Costa Rica’s Osa Peninsula ; otters in Hampshire, England ; and both black and white rhinos in the Lewa-Borana landscape in Kenya.

An image featuring marine life from Invader ID.

Under the Sea

Researchers use a variety of technologies to learn about marine life and inform conservation efforts. Take, for example, Beluga Bits , a research project focused on determining the sex, age and pod size of beluga whales visiting the Churchill River in northern Manitoba, Canada. With a bit of training, volunteers can learn how to differentiate between a calf, a subadult (grey) or an adult (white)—and even identify individuals using scars or unique pigmentation—in underwater videos and images. Beluga Bits uses a “ beluga boat ,” which travels around the Churchill River estuary with a camera underneath it, to capture the footage and collect GPS data about the whales’ locations.

Many of these online projects are visual, but Manatee Chat needs citizen scientists who can train their ear to decipher manatee vocalizations. Researchers are hoping to learn what calls the marine mammals make and when—with enough practice you might even be able to recognize the distinct calls of individual animals.

Several groups are using drone footage to monitor seal populations. Seals spend most of their time in the water, but come ashore to breed. One group, Seal Watch , is analyzing time-lapse photography and drone images of seals in the British territory of South Georgia in the South Atlantic. A team in Antarctica captured images of Weddell seals every ten minutes while the seals were on land in spring to have their pups. The Weddell Seal Count project aims to find out what threats—like fishing and climate change—the seals face by monitoring changes in their population size. Likewise, the Año Nuevo Island - Animal Count asks volunteers to count elephant seals, sea lions, cormorants and more species on a remote research island off the coast of California.

With Floating Forests , you’ll sift through 40 years of satellite images of the ocean surface identifying kelp forests, which are foundational for marine ecosystems, providing shelter for shrimp, fish and sea urchins. A project based in southwest England, Seagrass Explorer , is investigating the decline of seagrass beds. Researchers are using baited cameras to spot commercial fish in these habitats as well as looking out for algae to study the health of these threatened ecosystems. Search for large sponges, starfish and cold-water corals on the deep seafloor in Sweden’s first marine park with the Koster seafloor observatory project.

The Smithsonian Environmental Research Center needs your help spotting invasive species with Invader ID . Train your eye to spot groups of organisms, known as fouling communities, that live under docks and ship hulls, in an effort to clean up marine ecosystems.

If art history is more your speed, two Dutch art museums need volunteers to start “ fishing in the past ” by analyzing a collection of paintings dating from 1500 to 1700. Each painting features at least one fish, and an interdisciplinary research team of biologists and art historians wants you to identify the species of fish to make a clearer picture of the “role of ichthyology in the past.”

Pictured is a Zerene eurydice specimen, or California dogface butterfly, caught in 1951.

Interesting Insects

Notes from Nature is a digitization effort to make the vast resources in museums’ archives of plants and insects more accessible. Similarly, page through the University of California Berkeley’s butterfly collection on CalBug to help researchers classify these beautiful critters. The University of Michigan Museum of Zoology has already digitized about 300,000 records, but their collection exceeds 4 million bugs. You can hop in now and transcribe their grasshopper archives from the last century . Parasitic arthropods, like mosquitos and ticks, are known disease vectors; to better locate these critters, the Terrestrial Parasite Tracker project is working with 22 collections and institutions to digitize over 1.2 million specimens—and they’re 95 percent done . If you can tolerate mosquito buzzing for a prolonged period of time, the HumBug project needs volunteers to train its algorithm and develop real-time mosquito detection using acoustic monitoring devices. It’s for the greater good!

Pelicans coming in for landing on PELIcam.

For the Birders

Birdwatching is one of the most common forms of citizen science . Seeing birds in the wilderness is certainly awe-inspiring, but you can birdwatch from your backyard or while walking down the sidewalk in big cities, too. With Cornell University’s eBird app , you can contribute to bird science at any time, anywhere. (Just be sure to remain a safe distance from wildlife—and other humans, while we social distance ). If you have safe access to outdoor space—a backyard, perhaps—Cornell also has a NestWatch program for people to report observations of bird nests. Smithsonian’s Migratory Bird Center has a similar Neighborhood Nest Watch program as well.

Birdwatching is easy enough to do from any window, if you’re sheltering at home, but in case you lack a clear view, consider these online-only projects. Nest Quest currently has a robin database that needs volunteer transcribers to digitize their nest record cards.

You can also pitch in on a variety of efforts to categorize wildlife camera images of burrowing owls , pelicans , penguins (new data coming soon!), and sea birds . Watch nest cam footage of the northern bald ibis or greylag geese on NestCams to help researchers learn about breeding behavior.

Or record the coloration of gorgeous feathers across bird species for researchers at London’s Natural History Museum with Project Plumage .

A pressed Wister's coralroot below a letter and sketch of the flower found in Oct. 1937

Pretty Plants

If you’re out on a walk wondering what kind of plants are around you, consider downloading Leafsnap , an electronic field guide app developed by Columbia University, the University of Maryland and the Smithsonian Institution. The app has several functions. First, it can be used to identify plants with its visual recognition software. Secondly, scientists can learn about the “ the ebb and flow of flora ” from geotagged images taken by app users.

What is older than the dinosaurs, survived three mass extinctions and still has a living relative today? Ginko trees! Researchers at Smithsonian’s National Museum of Natural History are studying ginko trees and fossils to understand millions of years of plant evolution and climate change with the Fossil Atmospheres project . Using Zooniverse, volunteers will be trained to identify and count stomata, which are holes on a leaf’s surface where carbon dioxide passes through. By counting these holes, or quantifying the stomatal index, scientists can learn how the plants adapted to changing levels of carbon dioxide. These results will inform a field experiment conducted on living trees in which a scientist is adjusting the level of carbon dioxide for different groups.

Help digitize and categorize millions of botanical specimens from natural history museums, research institutions and herbaria across the country with the Notes from Nature Project . Did you know North America is home to a variety of beautiful orchid species? Lend botanists a handby typing handwritten labels on pressed specimens or recording their geographic and historic origins for the New York Botanical Garden’s archives. Likewise, the Southeastern U.S. Biodiversity project needs assistance labeling pressed poppies, sedums, valerians, violets and more. Groups in California , Arkansas , Florida , Texas and Oklahoma all invite citizen scientists to partake in similar tasks.

A group of Harvard computers and astronomers.

Historic Women in Astronomy

Become a transcriber for Project PHaEDRA and help researchers at the Harvard-Smithsonian Center for Astrophysics preserve the work of Harvard’s women “computers” who revolutionized astronomy in the 20th century. These women contributed more than 130 years of work documenting the night sky, cataloging stars, interpreting stellar spectra, counting galaxies, and measuring distances in space, according to the project description .

More than 2,500 notebooks need transcription on Project PhaEDRA - Star Notes . You could start with Annie Jump Cannon , for example. In 1901, Cannon designed a stellar classification system that astronomers still use today. Cecilia Payne discovered that stars are made primarily of hydrogen and helium and can be categorized by temperature. Two notebooks from Henrietta Swan Leavitt are currently in need of transcription. Leavitt, who was deaf, discovered the link between period and luminosity in Cepheid variables, or pulsating stars, which “led directly to the discovery that the Universe is expanding,” according to her bio on Star Notes .

Volunteers are also needed to transcribe some of these women computers’ notebooks that contain references to photographic glass plates . These plates were used to study space from the 1880s to the 1990s. For example, in 1890, Williamina Flemming discovered the Horsehead Nebula on one of these plates . With Star Notes, you can help bridge the gap between “modern scientific literature and 100 years of astronomical observations,” according to the project description . Star Notes also features the work of Cannon, Leavitt and Dorrit Hoffleit , who authored the fifth edition of the Bright Star Catalog, which features 9,110 of the brightest stars in the sky.

A microscopic image of white blood cells

Microscopic Musings

Electron microscopes have super-high resolution and magnification powers—and now, many can process images automatically, allowing teams to collect an immense amount of data. Francis Crick Institute’s Etch A Cell - Powerhouse Hunt project trains volunteers to spot and trace each cell’s mitochondria, a process called manual segmentation. Manual segmentation is a major bottleneck to completing biological research because using computer systems to complete the work is still fraught with errors and, without enough volunteers, doing this work takes a really long time.

For the Monkey Health Explorer project, researchers studying the social behavior of rhesus monkeys on the tiny island Cayo Santiago off the southeastern coast of Puerto Rico need volunteers to analyze the monkeys’ blood samples. Doing so will help the team understand which monkeys are sick and which are healthy, and how the animals’ health influences behavioral changes.

Using the Zooniverse’s app on a phone or tablet, you can become a “ Science Scribbler ” and assist researchers studying how Huntington disease may change a cell’s organelles. The team at the United Kingdom's national synchrotron , which is essentially a giant microscope that harnesses the power of electrons, has taken highly detailed X-ray images of the cells of Huntington’s patients and needs help identifying organelles, in an effort to see how the disease changes their structure.

Oxford University’s Comprehensive Resistance Prediction for Tuberculosis: an International Consortium—or CRyPTIC Project , for short, is seeking the aid of citizen scientists to study over 20,000 TB infection samples from around the world. CRyPTIC’s citizen science platform is called Bash the Bug . On the platform, volunteers will be trained to evaluate the effectiveness of antibiotics on a given sample. Each evaluation will be checked by a scientist for accuracy and then used to train a computer program, which may one day make this process much faster and less labor intensive.

12 images from the platform showcasing different galactic formations

Out of This World

If you’re interested in contributing to astronomy research from the comfort and safety of your sidewalk or backyard, check out Globe at Night . The project monitors light pollution by asking users to try spotting constellations in the night sky at designated times of the year . (For example, Northern Hemisphere dwellers should look for the Bootes and Hercules constellations from June 13 through June 22 and record the visibility in Globe at Night’s app or desktop report page .)

For the amateur astrophysicists out there, the opportunities to contribute to science are vast. NASA's Wide-field Infrared Survey Explorer (WISE) mission is asking for volunteers to search for new objects at the edges of our solar system with the Backyard Worlds: Planet 9 project .

Galaxy Zoo on Zooniverse and its mobile app has operated online citizen science projects for the past decade. According to the project description, there are roughly one hundred billion galaxies in the observable universe. Surprisingly, identifying different types of galaxies by their shape is rather easy. “If you're quick, you may even be the first person to see the galaxies you're asked to classify,” the team writes.

With Radio Galaxy Zoo: LOFAR , volunteers can help identify supermassive blackholes and star-forming galaxies. Galaxy Zoo: Clump Scout asks users to look for young, “clumpy” looking galaxies, which help astronomers understand galaxy evolution.

If current events on Earth have you looking to Mars, perhaps you’d be interested in checking out Planet Four and Planet Four: Terrains —both of which task users with searching and categorizing landscape formations on Mars’ southern hemisphere. You’ll scroll through images of the Martian surface looking for terrain types informally called “spiders,” “baby spiders,” “channel networks” and “swiss cheese.”

Gravitational waves are telltale ripples in spacetime, but they are notoriously difficult to measure. With Gravity Spy , citizen scientists sift through data from Laser Interferometer Gravitational­-Wave Observatory, or LIGO , detectors. When lasers beamed down 2.5-mile-long “arms” at these facilities in Livingston, Louisiana and Hanford, Washington are interrupted, a gravitational wave is detected. But the detectors are sensitive to “glitches” that, in models, look similar to the astrophysical signals scientists are looking for. Gravity Spy teaches citizen scientists how to identify fakes so researchers can get a better view of the real deal. This work will, in turn, train computer algorithms to do the same.

Similarly, the project Supernova Hunters needs volunteers to clear out the “bogus detections of supernovae,” allowing researchers to track the progression of actual supernovae. In Hubble Space Telescope images, you can search for asteroid tails with Hubble Asteroid Hunter . And with Planet Hunters TESS , which teaches users to identify planetary formations, you just “might be the first person to discover a planet around a nearby star in the Milky Way,” according to the project description.

Help astronomers refine prediction models for solar storms, which kick up dust that impacts spacecraft orbiting the sun, with Solar Stormwatch II. Thanks to the first iteration of the project, astronomers were able to publish seven papers with their findings.

With Mapping Historic Skies , identify constellations on gorgeous celestial maps of the sky covering a span of 600 years from the Adler Planetarium collection in Chicago. Similarly, help fill in the gaps of historic astronomy with Astronomy Rewind , a project that aims to “make a holistic map of images of the sky.”

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Rachael Lallensack

Rachael Lallensack | READ MORE

Rachael Lallensack is the former assistant web editor for science and innovation at Smithsonian .

The Research Whisperer

Just like the thesis whisperer – but with more money, how to make a simple research budget.

A napkin diagram of the basic concepts in a project: interviews in South East Asia and trails with a Thingatron

Every research project needs a budget*.

If you are applying for funding, you must say what you are planning to spend that funding on. More than that, you need to show how spending that money will help you to answer your research question .

So, developing the budget is the perfect time to plan your project clearly . A good budget shows the assessors that you have thought about your research in detail and, if it is done well, it can serve as a great, convincing overview of the project.

Here are five steps to create a simple budget for your research project.

1. List your activities

Make a list of everything that you plan to do in the project, and who is going to do it.

Take your methodology and turn it into a step-by-step plan. Have you said that you will interview 50 people? Write it on your list.

Are you performing statistical analysis on your sample?  Write it down.

Think through the implications of what you are going to do. Do you need to use a Thingatron? Note down that you will need to buy it, install it, and commission it.

What about travel? Write down each trip separately. Be specific. You can’t just go to ‘South East Asia’ to do fieldwork. You need to go to Kuala Lumpur to interview X number of people over Y weeks, then the same again for Singapore and Jakarta.

Your budget list might look like this:

  • I’m going to do 10 interviews in Kuala Lumpur; 10 interviews in Singapore; 10 interviews in Jakarta by me.
  • I’ll need teaching release for three months for fieldwork.
  • I’ll need Flights to KL, Singapore, Jakarta and back to Melbourne.
  • I’ll need Accommodation for a month in each place, plus per diem.
  • The transcription service will transcribe the 30 interviews.
  • I’ll analysis the transcribed results. (No teaching release required – I’ll do it in my meagre research time allowance.)
  • I’ll need a Thingatron X32C to do the trials.
  • Thing Inc will need to install the Thingatron. (I wonder how long that will take.)
  • The research assistant will do three trials a month with the Thingatron.
  • I’ll need to hire a research assistant (1 day per week for a year at Level B1.)
  • The research assistant will do the statistical analysis of the Thingatron results.
  • I’ll do the writing up in my research allowance time.

By the end, you should feel like you have thought through the entire project in detail. You should be able to walk someone else through the project, so grab a critical friend and read the list to them. If they ask questions, write down the answers.

This will help you to get to the level of specificity you need for the next step.

2. Check the rules again

You’ve already read the funding rules, right? If not, go and read them now – I’ll wait right here until you get back.

Once you’ve listed everything you want to do, go back and read the specific rules for budgets again. What is and isn’t allowed? The funding scheme won’t pay for equipment – you’ll need to fund your Thingatron from somewhere else. Cross it off.

Some schemes won’t fund people. Others won’t fund travel. It is important to know what you need for your project. It is just as important to know what you can include in the application that you are writing right now.

Most funding schemes won’t fund infrastructure (like building costs) and other things that aren’t directly related to the project. Some will, though. If they do, you should include overheads (i.e. the general costs that your organisation needs to keep running). This includes the cost of basics like power and lighting; desks and chairs; and cleaners and security staff. It also includes service areas like the university library. Ask your finance officer for help with this. Often, it is a percentage of the overall cost of the project.

If you are hiring people, don’t forget to use the right salary rate and include salary on-costs. These are the extra costs that an organisation has to pay for an employee, but that doesn’t appear in their pay check. This might include things like superannuation, leave loading, insurance, and payroll tax. Once again, your finance officer can help with this.

Your budget list might now look like this:

  • 10 interviews in Kuala Lumpur; 10 interviews in Singapore; 10 interviews in Jakarta by me.
  • Teaching release for three months for fieldwork.
  • Flights to KL, Singapore, Jakarta and back to Melbourne.
  • Accommodation for a month in each place, plus per diem, plus travel insurance (rule 3F).
  • Transcription of 30 interviews, by the transcription service.
  • Analysis of transcribed results, by me. No teaching release required.
  • Purchase and install Thingatron X32C, by Thing Inc . Not allowed by rule 3C . Organise access to Thingatron via partner organistion – this is an in-kind contribution to the project.
  • Three trials a month with Thingatron, by research assistant.
  • Statistical analysis of Thingatron results, by research assistant.
  • Research assistant: 1 day per week for a year at Level B1, plus 25.91% salary on-costs.
  • Overheads at 125% of total cash request, as per rule 3H.

3. Cost each item

For each item on your list, find a reasonable cost for it . Are you going to interview the fifty people and do the statistical analysis yourself? If so, do you need time release from teaching? How much time? What is your salary for that period of time, or how much will it cost to hire a replacement? Don’t forget any hidden costs, like salary on-costs.

If you aren’t going to do the work yourself, work out how long you need a research assistant for. Be realistic. Work out what level you want to employ them at, and find out how much that costs.

How much is your Thingatron going to cost? Sometimes, you can just look that stuff up on the web. Other times, you’ll need to ring a supplier, particularly if there are delivery and installation costs.

Jump on a travel website and find reasonable costs for travel to Kuala Lumpur and the other places. Find accommodation costs for the period that you are planning to stay, and work out living expenses. Your university, or your government, may have per diem rates for travel like this.

Make a note of where you got each of your estimates from. This will be handy later, when you write the budget justification.

  • 10 interviews in Kuala Lumpur; 10 interviews in Singapore; 10 interviews in Jakarta by me (see below for travel costs).
  • Teaching release for three months for fieldwork = $25,342 – advice from finance officer.
  • Flights to KL ($775), Singapore ($564), Jakarta ($726), Melbourne ($535) – Blue Sky airlines, return economy.
  • Accommodation for a month in each place (KL: $3,500; Sing: $4,245; Jak: $2,750 – long stay, three star accommodation as per TripAdviser).
  • Per diem for three months (60 days x $125 per day – University travel rules).
  • Travel insurance (rule 3F): $145 – University travel insurance calculator .
  • Transcription of 30 interviews, by the transcription service: 30 interviews x 60 minutes per interview x $2.75 per minute – Quote from transcription service, accented voices rate.
  • Analysis of transcribed results, by me. No teaching release required. (In-kind contribution of university worth $2,112 for one week of my time – advice from finance officer ).
  • Purchase and install Thingatron X32C, by Thing Inc . Not allowed by rule 3C. Organise access to Thingatron via partner organistion – this is an in-kind contribution to the project. ($2,435 in-kind – quote from partner organisation, at ‘favoured client’ rate.)
  • Research assistant: 1 day per week for a year at Level B1, plus 25.91% salary on-costs. $12,456 – advice from finance officer.

Things are getting messy, but the next step will tidy it up.

4. Put it in a spreadsheet

Some people work naturally in spreadsheets (like Excel). Others don’t. If you don’t like Excel, tough. You are going to be doing research budgets for the rest of your research life.

When you are working with budgets, a spreadsheet is the right tool for the job, so learn to use it! Learn enough to construct a simple budget – adding things up and multiplying things together will get you through most of it. Go and do a course if you have to.

For a start, your spreadsheet will multiply things like 7 days in Kuala Lumpur at $89.52 per day, and it will also add up all of your sub-totals for you.

If your budget doesn’t add up properly (because, for example, you constructed it as a table in Word), two things will happen. First, you will look foolish. Secondly, and more importantly, people will lose confidence in all your other numbers, too. If your total is wrong, they will start to question the validity of the rest of your budget. You don’t want that.

If you are shy of maths, then Excel is your friend. It will do most of the heavy lifting for you.

For this exercise, the trick is to put each number on a new line. Here is how it might look.

Simple research budget
Budget items Number of items Cost per item Total cash cost In-kind cost Notes
Melbourne – Kuala Lumpur economy airfare 1 $775.00 $775.00 Blue Sky Airlines
1 month accommodation 1 $3,500.00 $3,500.00 1 month x long stay via TripAdvisor
30 days per diem 30 $125.00 $3,750.00 University travel rules
Kuala Lumpur – Singapore economy airfare 1 $564.00 $564.00 Blue Sky Airlines
1 month accommodation 1 $4,245.00 $4,245.00 1 month x long stay via TripAdvisor
30 days per diem 30 $125.00 $3,750.00 University travel rules
Singapore – Jakarta economy airfare 1 $726.00 $726.00 Blue Sky Airlines
1 month accommodation 1 $2,750.00 $2,750.00 1 month x long stay via TripAdvisor
30 days per diem 30 $125.00 $3,750.00 University travel rules
Jakarta – Melbourne economy airfare 1 $535.00 $535.00 Blue Sky Airlines
Travel insurance: 90 days, South East Asia 90 $1.61 $145.00 University travel rules
Transcription: 30 interviews with foreign accents 1800 $2.75 $4,950.00 Quote from transcription service
Access to Thingatron $2,435.00 Favoured client rate, Thing Inc.
Chief Investigator: 0.2 of Academic D.2 $36,457.00 Includes 25.91% salary on-costs
Teaching relief: 90 days of Academic D.2 $25,342.00 Includes 25.91% salary on-costs
Research Assistant: 0.1 of Academic B.1 $12,456.00 Includes 25.91% salary on-costs
Overheads $84,047.50 University overheads at 125%

5. Justify it

Accompanying every budget is a budget justification. For each item in your budget, you need to answer two questions:

  • Why do you need this money?
  • Where did you get your figures from?

The budget justification links your budget to your project plan and back again. Everything item in your budget should be listed in your budget justification, so take the list from your budget and paste it into your budget justification.

For each item, give a short paragraph that says why you need it. Refer back to the project plan and expand on what is there. For example, if you have listed a research assistant in your application, this is a perfect opportunity to say what the research assistant will be doing.

Also, for each item, show where you got your figures from. For a research assistant, this might mean talking about the level of responsibility required, so people can understand why you chose the salary level. For a flight, it might be as easy as saying: “Blue Sky airlines economy return flight.”

Here is an example for just one aspect of the budget:

Fieldwork: Kuala Lumpur

Past experience has shown that one month allows enough time to refine and localise interview questions with research partners at University of Malaya, test interview instrument, recruit participants, conduct ten x one-hour interviews with field notes. In addition, the novel methodology will be presented at CONF2015, to be held in Malaysia in February 2015.

Melbourne – Kuala Lumpur economy airfare is based on current Blue Sky Airlines rates. Note that airfares have been kept to a minimum by travelling from country to country, rather than returning to Australia.

1 month accommodation is based on three star, long stay accommodation rates provided by TripAdvisor.

30 days per diem rate is based on standard university rates for South-East Asia.

Pro tip: Use the same nomenclature everywhere. If you list a Thingatron X32C in your budget, then call it a Thingatron X32C in your budget justification and project plan. In an ideal world, someone should be able to flip from the project plan, to the budget and to the budget justification and back again and always know exactly where they are.

  • Project plan: “Doing fieldwork in Malaysia? Whereabouts?” Flips to budget.
  • Budget: “A month in Kuala Lumpur – OK. Why a month?” Flips to budget justification.
  • Budget justification: “Ah, the field work happens at the same time as the conference. Now I get it. So, what are they presenting at the conference?” Flips back to the project description…

So, there you have it: Make a list; check the rules; cost everything; spreadsheet it; and then justify it. Budget done. Good job, team!

This article builds on several previous articles. I have shamelessly stolen from them.

  • Constructing your budget – Jonathan O’Donnell.
  • What makes a winning budget ? – Jonathan O’Donnell.
  • How NOT to pad your budget – Tseen Khoo.
  • Conquer the budget, conquer the project – Tseen Khoo.
  • Research on a shoestring – Emily Kothe.
  • How to make a simple Gantt chart – Jonathan O’Donnell.

* Actually, there are some grant schemes that give you a fixed amount of money, which I think is a really great idea . However, you will still need to work out what you are going to spend the money on, so you will still need a budget at some stage, even if you don’t need it for the application.

Also in the ‘simple grant’ series:

  • How to write a simple research methods section .
  • How to make a simple Gantt chart .

Share this:


This has saved my day!

Happy to help, Malba.

Like Liked by 1 person

[…] you be putting in a bid for funding? Are there costs involved, such as travel or equipment costs? Research Whisperer’s post on research budgets may help you […]

I’ve posted a link to this article of Jonathan’s in the Australasian Research Management Society LinkedIn group as well, as I’m sure lots of other people will want to share this.

Thanks, Miriam.

This is great! Humorous way to talk explain a serious subject and could be helpful in designing budgets for outreach grants, as well. Thanks!

Thanks, Jackie

If you are interested, I have another one on how to do a timeline: https://theresearchwhisperer.wordpress.com/2011/09/13/gantt-chart/

[…] really useful information regarding budget development can be found on the Research Whisperer Blog here. Any other thoughts and suggestions are welcome – what are your tips to developing a good […]

[…] it gets you to the level of specificity that you need for a detailed methods section. Similarly, working out a budget for your workshops will force you to be specific about how many people will be attending (venue […]

A friend of mine recently commented by e-mail:

I was interested in your blog “How to make a simple research budget”, particularly the statement: “Think through the implications of what you are going to do. Do you need to use a Thingatron? Note down that you will need to buy it, install it, and commission it.”

From my limited experience so far, I’d think you could add:

“Who else is nearby who might share the costs of the Thingatron? If it’s a big capital outlay, and you’re only going to use it to 34% of it’s capacity, sharing can make the new purchase much easier to justify. But how will this fit into your grant? And then it’s got to be maintained – the little old chap who used to just do all that odd mix of electrickery and persuasion to every machine in the lab got retrenched in the last round. You can run it into the ground. But that means you won’t have a reliable, stable Thingatron all ready to run when you apply for the follow-on grant in two years.”

[…] (For more on this process, take a look at How to Write a Simple Project Budget.) […]

[…] Source: How to make a simple research budget […]

This is such a big help! Thank You!

No worries, Claudine. Happy to help.

Would you like to share the link of the article which was wrote about funding rules? I can’t find it. Many thanks!

Hello there – do you mean this post? https://theresearchwhisperer.wordpress.com/2012/02/14/reading-guidelines

Thank @tseen khoo, very useful tips. I also want to understand more about 3C 3F 3H. What do they stand for? Can you help me find out which posts talk about that. Thank again.

[…] mount up rapidly, even if you are in a remote and developing part of the world. Putting together a half decent budget early on and being aware of funding opportunities can help to avoid financial disaster half way […]

This is so amazing, it really helpful and educative. Happy unread this last week before my proposal was drafted.

Happy to help, Babayomi. Glad you liked it.

really useful! thanks kate

[…] “How to Make a Simple Research Budget,” by Jonathan O’Donnell on The Research Whisperer […]

[…] offering services that ran pretty expensive. until I found this one. It guided me through making a simple budget. The information feels sort of like a university graduate research paper but having analysed […]

[…] Advice on writing research proposals for industry […]

[…] research serves as the bedrock of informed budgeting. Explore the average costs of accommodation, transportation, meals, and activities in your chosen […]

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  • ASP Mission, Vision, and Guiding Principles

a small research project

ASP Small Research Grant

a small research project

Application Deadline: June 14, 2024

Grant proposals are invited for the ASP Small Research Grant. Applications may be submitted starting April 15, 2024. Award amounts range from $500 to $2000, and will be for a period of one year. This funding mechanism supports research designed to test hypotheses about the proximate and ultimate processes that influence primate behavior, social organization, development, reproduction, physiology, anatomy and/or evolution. Proposals focused purely on welfare or conservation activities are not eligible (for other ASP funding mechanisms, see here ).

You will need to be an ASP member and  login  to the ASP website in order to submit your application. Instructions on how to become an ASP member can be found  here .

Proposal instructions:

  • Complete the ASP Small Research Grant proposal form and submit it along with a budget, including a budget narrative (1 page max.), and a CV (2 pages max.) via the ASP members’ portal .
  • Applicants must be ASP Members at the Student Level or above. Membership in ASP for individuals from habitat or developing countries is FREE for those unable to pay dues. Please contact the  ASP Treasurer  for more details on complimentary membership.  Please note that new and complimentary memberships can take up to a week to process.
  • Undergraduate and graduate student applicants must have a sponsor/mentor. The sponsor/mentor does not need to be a member of ASP, but should write one of the two letters of recommendation.
  • Two letters of recommendation are required (details below).
  • The applicant must be formally affiliated with an institution that can assure that the funds are used appropriately (e.g., Primate Center, University, Zoo, Sanctuary, Foundation, established Field Program).
  • Research grants should be designed to test hypotheses about the proximate and ultimate processes that influence primate behavior, social organization, development, reproduction, physiology, anatomy and/or evolution. Proposals focused purely on welfare or conservation activities are not eligible.
  • Merit will be the primary criteria for the consideration of each grant. Specifically, we rate each application on 1) innovation and originality, 2) proposed research quality, 3), the methodological approach and feasibility of the proposed study, and 4) the potential impact of the proposed research.
  • Priority will be given to applicants who have never received an ASP Small Research Grant Award. In the case of a tie, decisions will be made based on whether or not the application is from a developing or primate range country and/or preference given for those who have not won the award previously.
  • Previously awarded applicants are not eligible to apply the following year after receipt of funding.
  • Field/Zoo/Laboratory/Sanctuary applications will be treated equally.
  • Assurance should be given that if adjunct funding critical to the overall project does not arrive, the ASP funds will only be used for the proposed project.
  • Funds should  not  be used to support institutional overhead costs, build institutional infrastructure or to purchase institutional equipment that is typically provided by the sponsoring institution.
  • For proposals that include an (optional) education or outreach component, applicants should describe the proposed activity and also how they will evaluate the success of that activity.  

If you have any questions regarding your proposal’s suitability for funding, please review the Frequently Asked Questions.

To apply for the ASP Small Research Grant, you must login to the website. You will find a link to the application on your profile page.

Dr. Lydia Hopper and Dr. Julie Teichroeb are the co-chairs of the Research and Development Committee for 2022-2024. Lydia can be contacted by email at [email protected] and Julie can be contacted by email at [email protected] .

For an ASP Small Research Grant you will need two letters of recommendation. At the time you submit your grant application online, the online system will request the email addresses of your two letter writers and automatically email them with instructions on how to submit their letters. Your letter writers do not have to submit their letters of recommendation by the grant application deadline. However, to ensure that the letters are received in time for review, referees should submit their letters no later than 2 weeks after the grant application deadline.

This grant is administered by the Research and Development Committee. Chairs: Lydia Hopper & Julie Teichroeb.

If your project focuses primarily on conservation, you should apply for a Conservation Small Grant, NOT a Small Research Grant. Small Research grants should be designed to test hypotheses about the proximate and ultimate processes that influence primate behavior, social organization, development, reproduction, welfare, physiology, anatomy and/or evolution.

Yes, for an ASP Small Research Grant you will need two letters of recommendation. The online system will request the email addresses of your two letter-writers, and automatically email them with instructions on how to submit their letters. To ensure that the letters are received in time for review, referees should submit their letters no later than 2 weeks after the grant application deadline.

No. Grants are not awarded to replenish monies already spent. If you have already started your project, the only way you are eligible for an ASP Small Research Grant is if you apply for portions of the project that will be implemented in the future.

Yes. We welcome applications from long-term studies that have side projects or additional needs. As long as your proposal clearly shows the value of the project to primate research, it could be eligible.

Yes. It is not necessary for your project to be connected to a larger program. As long as the project is focused on primate research, is deemed feasible and of high quality, you are encouraged to apply.

The ASP Research and Development Committee announces its final decisions on funding at each annual meeting. Winners are announced at the Business Meeting and at the Closing Banquet.

In general, the ASP Small Research grants can be used for research supplies, travel for research purposes, living costs while in the field, field assistance, etc. We do not fund overhead to universities, travel to scientific meetings, or equipment that should be available through the applicant’s institution.

Applicants may not submit duplicate, or essentially similar, grant applications simultaneously to the ASP Conservation Small and ASP Small Research grants for review. To discuss whether a project should be submitted as a Conservation Small or Small Research grant, contact one of the committee chairs. 

Priority will be given to applicants who have never received an ASP Small Research Grant Award and previously awarded applicants are not eligible to apply the following year after receipt of funding.


  • Lauren Doherty,  University at Buffalo, USA, Distinguishing separate slow loris species via landmark-based cranial geometric morphometrics
  • Gene Estrada , University of Michigan, USA,   Environmental drivers of territoriality in arboreal primates in Indonesian Borneo
  • Emily Glotfelty , University of Texas San Antonio, USA, Variation in ranging and foraging behaviors associated with gut microbiome composition in  Colobus vellerosus
  • Nicolas Gorostiaga , CONICET, Argentina, Influence of a yellow fever outbreak on the Demography and genetic structure of a public health sentinel species ( Alouatta caraya ) in Northeastern Argentina
  • Diego Stokes-Malava , University at Buffalo, USA, The Effectiveness of white-handed gibbons as seed dispersers in a mosaic forest in Western Thailand


  • Iara Torge , Universidad Nacional de Córdoba, The effect of landscape fragmentation on seed dispersal by black capuchin monkey ( Sapajus nigritus ) in northeastern Argentina
  • Lindsey Warshawski , University of Victoria, Form and function of food-associated calling in the Rekambo chimpanzee ( Pan troglodytes troglodytes ) community in Loango National Park, Gabon
  • Will Whitham , Texas A&M University, Automated testing of chimpanzee ( Pan troglodytes ) self-control using a Kinect sensor
  • Lauren Wiseman-Jones , Washington University in St. Louis, Monitoring changes in physiological stress and energy balance of mountain gorillas( Gorilla beringei beringei ) in relation to acute social and anthropogenic stressors


  • Nalina Aiempichitkijkarn,  UC Davis, Social networks and tuberculosis infection among free-ranging long-tailed macaques 
  • Chloe Karaskiewicz,  UC Davis, Sleep through the social lens: The role and importance of attachment in sleep for a pair bonding primate ( Plecturocebus cupreus )
  • Clara Mariencheck,  George Washington University, Characterizing genetic sexual dimorphism in X chromosome genes involved in disease susceptibility and immune response in chimpanzees ( Pan troglodytes verus )
  • Eliette Noromalala,  Central Washington University, Parasitic patterns in the black-and-white ruffed lemur ( Varecia variegata ) 

AWARDS FOR 2020        

  • Margaret Buehler , Tulane University: Subordinate males as hired guns: assessing resource, mate, and infant defense in Cebus imitator
  • Amanda Mancini , CUNY Graduate Center: Fine-scale assessment of black-and-white ruffed lemur ( Varecia variegata ) population connectivity in the Ranomafana-Andringitra Corridor
  • John Winans , Stony Brook University: Using novel methods to discern variation in the local interaction rules: the effect of pregnancy on baboon socio-spatial behavior


  • Allegra DePasquale , University of Calgary — “Are diet and nutrition of wild capuchins influenced by color vision type? A test of the niche divergence hypothesis.”
  • Clare Kimock , New York University — “The evolution of rhesus macaque canine dimorphism.”
  • Allison Lau , University of California, Davis — “Coppery Titi Monkey Responses to Vocalizations of Paired and Unpaired Individuals Based on Pairing Status of Perceiver.”


  • Jacob Feder , Stony Brook University — “The potential benefits of older offspring on sibling development in wild geladas.”
  • Amanda Rowe , Stony Brook University — “Implementing molecular methods to understand ecosystem energy flow and nutritional ecology of mouse lemurs for optimized management strategies in Ranomafana National Park and Isalo National Park, Madagascar.”
  • Morgan Chaney , Kent State University — “Interrogating expression levels of cyanide-detoxifying enzymes in the liver of Hapalemur griseus.”
  • Adam Pope , Northern Illinois University — “Evaluating the kin selection hypothesis of cooperative infant care in male tamarins ( Leontocebus weddelli ).”

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  • Alexander Pritchard , Rutgers University — “Variation in stress coping: Influence on social complexity.”
  • Edward McLester , Liverpool John Moores University — “A comparison of intergroup strategies of movement coordination in savanna-mosaic and forest-dwelling red-tailed monkeys.”
  • Emperatiz Gamero , Instituto Venzolaris de Investgiaciones Cientificas, Venezuela — “Understanding the origins of the Maragarita Capuchin in the context of rapidly changing Capuchin systematics.”
  • Katherine Cronin , Lincoln Park Zoo — “Predictors of wounding in zoo-housed Japanese macaques: A multi-institutional study.”
  • Logan Savidge , UC Davis — “Validating a stop signal task in a novel nonhuman primate model, the titi monkey.”
  • Sydney Chertoff , Canisius College — “How gorillas see the world.”


  • Laura Abondano , University of Texas, Austin — “Mating strategies and reproductive endocrinology of lowland woolly monkeys ( Lagothrix lagotricha poeppigii )”
  • Susie D. Lee , New York University — “The role of testosterone in the modulation of parental behaviors in female macaques”
  • Candace Stenzel , Winthrop University — “Do the vocalizations of equatorial saki monkeys ( Pithecia aequatorialis ) contain referential meaning?”
  • Nicole Thompson , Columbia University — “The benefits of social ties during development in blue monkeys”


  • Brett Frye , Clemson University — “Prenatal androgen exposure in captive female  callitrichine  primates: immediate and prolonged effects on morphology, physiology, and behavior” $1,250
  • Efstathia Robakis , Washington University in St. Louis — “Vocal sexual signals and reproductive isolation in sympatric tamarins” $1,250
  • Sandra Winters , New York University — “Guenon face patterns and the maintenance of primate reproductive isolation” $1,250
  • Erica Dunayer , SUNY at Buffalo — “Grooming exchange: Modes of cooperation among rhesus macaques ( Macaca mulatta ) on Cayo Santiago” $1,250
  • Cassandra Mitchell , Washington University at St. Louis — “Allele frequencies and chimerism in the polymorphic opsin alleles in saddle-back tamarins ( Saguinus fuscicollis ) and emperor tamarins ( Saguinus imperator )” $500


  • Alexander Georgiev , University of Chicago — “Male oxidative stress and female mate choice in rhesus macaques” $1,200
  • Maura Tyrrell , University at Buffalo, State University of New York — “The effect of within-group and between-group competition on male coalitions in wild crested macaques ( Macaca nigra )” $1,200
  • Stephanie Fox , University of Calgary — “Evaluating infanticide as a selective pressure shaping male and female reproductive strategies in  Colobus vellerosus ” $1,200
  • Erica Tennenhouse , University of Toronto — “The contributions of androgens to intersexual dominance relationships in lemurs” $1,200
  • Maressa Takahashi , Columbia University — “Reproductive and social effects on the nutritional strategies of a generalist feeder, the blue monkey, in a spatially variable environment” $1,200


  • Margaret Corley , University of Pennsylvania — “Leaving home: genetic correlates of owl monkey dispersal in a naturally fragmented habitat” $1,500
  • Brendan Barrett , UC Davis — “Cultural Inheritance: Identifying social learning heuristics in wild capuchin monkeys” $1,500
  • Katharine Thompson , Pennsylvania State University — “Did you hear that? Properties of deadwood that influence extractive foraging in aye-aye” $1,500
  • Cynthia Thompson , Northeast Ohio Medical University — “Non-invasive methods to evaluate thermoregulatory and metabolic hormones in free-ranging New World primates” $1,500
  • Tim Bransford , Rutgers University — “An interdisciplinary approach to understanding the cost of motherhood in wild Bornean orangutans” $1,500
  • Andrea Spence-Aizenberg , University of Pennsylvania — “Olfactory signals and partner choice in monogamous owl monkeys” $1,500
  • Allison Howard , University of Georgia — “Navigation and route choice in bearded capuchin monkeys” $1,500


  • Nicholas Brazeau , Harvard University – “Intercommunity Growth Variation due to Habitat Heterogeneity in  Pan troglodytes schweinfurthii “
  • Katie Chun , UC Davis – “Behavioral Inhibition and Stress Regulation of the Immune System”
  • Halszka Glowacka , Arizona State University – “Are there costs to living higher? Effect of altitude on the physical properties of mountain gorilla diets”
  • Amanda Perofsky , University of Texas, Austin – “Socio-behavioral Determinants of Infectious Disease Transmission in a Wild Lemur Population ( Propithecus  verreauxi)”
  • Emily Rothwell , UC Davis – “Investigating the role of dopamine in monogamous pair bonds in titi monkeys ( Callicebus cupreus )”
  • Kim Reuter , Temple University – “Habitat degradation and lemur-fruit tree mutualisms in Madagascar”


  • Caitlin Barale,  Princeton University – “The effects of early life on male reproductive trajectories in wild geladas ( Theropithecus gelada )”
  • David Samson , Indiana University – “Great ape sleep architecture: Using infra-red videography to generate sleep quotas in  Pongo pygmaeus “
  • Pawel Fedurek , University of York – “Chorusing, call exchanges and social bonds in male chimpanzees”
  • Anita Stone , Eastern Michigan University – “Mating strategies and sexual selectionof squirrel monkeys ( Saimiri sciureus ) in eastern Amazonia”
  • Lisa O’Bryan , University of Minnesota – “Food-associated calling behavior in chimpanzees ( Pan troglodytes ): Information pooling to improve collective patch departure decisions?”
  • Lydia Overbaugh , University of Texas at San Antonio – “Diet, ranging patterns and social behavior of lar gibbons at Huai Kha Khaeng, Thailand: Behavioral flexibility or phylogenetic constraints?”
  • Timothy Eppley , University of Hamburg – “Ecological flexibilityof the southern gentle lemur ( Hapalemur meridionalis )in south-east Madagascar”
  • Lydia Hopper , Georgia State University – “Do chimpanzees ( Pan troglodytes ) choose to exert control over their environment to maximize personal gain in comparison to their peers?”
  • Maria Blaszczyk , New York University – “Temperament and social niche specialization in vervet monkeys”


  • Fernando Campos,  University of Calgary – “Dynamics of population growth by white-faced capuchins,  Cebus capucinus , in a regenerating landscape” $1500
  • Lisa Danish , Rutgers University – “Alternative Mating Strategies of Male Olive Baboons,  Papio hamadryas anubis ” $1449
  • Ipek Kulahci , Princeton University – “”Information acquision and spread across social networks of ring-tailed lemurs (Lemur catta)” $1500
  • Krista Milich , University of Illinois – “Forest Degradation and Reproductive Function in the Female Red Colobus Monkey ( Procolobus rufomitratus ) of Kibale National Park, Uganda” $1480
  • Guillaume Pages , University of Texas San Antonio – “A Nutritional and Mechanical Analysis of Fallback Foods in the Diet of the Sanje Mangabey ( Cercocebus sanjei ) in a Seasonal Environment, Udzungwa Mountains National Park, Tanzania” $1450
  • Benjamin Ragen , University of California at Davis – “Opioid Modulation of Social Attachment and the Hypothalamic-Pituitary-Adrenal Axis in a Monogamous Primate ( Callicebus cupreus )” $1500
  • Vivek Venkataraman , Stony Brook University – “Mixed species associations between gelada baboons ( Theropithecus gelada ) and Ethiopian wolves ( Canis simensis ) on the Guassa Plateau, Northern Ethiopia” $1200
  • Jessica Walz , Ohio State University – “Assessing female mate choice according to male quality and conception probability in olive baboons ( Papio anubis )” $1420
  • Anna Weyher , Washington University in St. Louis – “Behavior and Friendship in the Little-known Kinda Baboon” $1500


  • Elsa Addessi , CNR, Istituto di Scienze e Tecnologie della Cognizione (ISTC-CNR), Rome – “Intertemporal choices for primary and secondary rewards: how capuchin monkeys and humans discount time with food and tokens” $1475
  • Melanie Beuerlein , Yale University – “The Aging Male Chimpanzee: Investigating Changes in Reproductive Effort and Endocrine Physiology” $1500
  • Sharon Kessler , Arizona State University – “Using living mouse lemurs to model the origins of primate sociality: Do mouse lemurs use vocalizations as a mechanism for recognizing kin and forming social groups?” $1500
  • Marni LaFleur , University of Colorado Boulder – “Ecology of ringtailed lemurs ( Lemur catta ) at Tsimanampetsotsa National Park, Madagascar” $1500
  • Mark Laidre , Princeton University – “Testing tool-use abilities in mandrills ( Mandrillus sphinx )” $1500
  • Amy Porter , University of California at Davis – “Effects of Ornate Hawk Eagle ( Spizaetus ornatus ) Predation on Small-Bodied Primates in a Peruvian Rainforest” $1500
  • Luca Pozzi , New York University – “Molecular systematics and pattern of speciation in cryptic nocturnal primates ( Genus galagoides ) in eastern Africa.” $1494
  • Laurie Reitsema , The Ohio State University – “The Isotopic Meanings of Weaning: A New Method For Determining Age of Weaning Among Primates” $1500
  • Adam Smith , University of Nebraska at Omaha – “The role of oxytocin in the social regulation of stress reactivity in marmosets,  Callithrix penicillata .” $750


  • Kira Delmore , University of Calgary – “Analysis of a brown lemur hybrid zone: What factors are involved in its maintenance?” $1500
  • Andrea Green , University of Montana – “Consequences of Color Vision Variation in Wild Tufted Capuchin Monkeys” $1424
  • Heather Hassel-Finnegan , Stony Brook University – “Mate Choice in the Siamang: Genetic Perspectives” $1410
  • Michael Jarcho , University of California, Davis – “Changes in gene expression and brain activity associated with parenthood in male titi monkeys ( Callicebus cupreus )” $1500
  • Carolyn Kitzmann , University of California, Davis – “Assessing Vocal Change During Pair Bond Formation and Maintenance in a Monogamous Primate” $1500
  • Kathleen Klag , Iowa State University – “Functional Referents in the Vocal Repertoire of Bonobos ( Pan paniscus )” $575
  • Catherine Markham , Princeton University – “Dynamic habitat partitioning among savanna baboon social groups: The role of group-level social dominance hierarchies” $750
  • Whitney Meno , University of California, Davis – “Ontogeny of Antipredator Behavior in Wild White-faced Capuchins” $1500
  • Adam Smith , University of Nebraska, Omaha – “Oxytocin and breeding marmosets: The effects of oxytocin on pair-bond formation, partner preference, and pair-bond maintenance” $750


  • Alice Elder , Stony Brook University – “Competition among three primate species at Way Canguk, Sumatra, Indonesia.” $1500
  • Andrea Gibson , University of Zurich – “Cognitive and Cultural Aspects of Nest Building in Wild Orangutans.” $1500
  • Brian Kelly , University of Massachusetts at Amherst – “Using 2-D and 3-D Symbols: Complex Mental Representation in Rhesus Monkeys ( Macaca mulatta ).” $1010
  • Jennifer Pokorny  Emory University – “Social categorization in capuchin monkeys ( Cebus apella ).” $870
  • Andrew Ritchie  University of California at Berkeley – “The foraging ecology of Chiropotes satanas chiropotes with respect to forest chemistry.” $1500
  • Erin Sullivan  University of California at Davis – “Development of the hypothalamic-pituitary-adrenal axis in rhesus monkeys ( Macaca mulatta ).” $1500
  • Jenny Tung  Duke University – “The effect of social and environmental variation in early life on adult immune function in wild baboons.” $1500
  • Eva Wikberg  University of Calgary – “Relationships, Relatedness, and Residency Patterns in Female Colobus vellerosus.” $1500


  • Luisa Arnedo  – “Variation and Social Function of Neigh Vocalizations in Northern Muriquis ( Brachyteles hypoxanthus )” $1380
  • Fernando Campos  – “Olfactory signaling, urine washing, and urinary hormone profiles of white-faced capuchin monkeys,  Cebus capucinus .” $1500
  • Rebecca Chancellor  – “Within-Group Relatedness and Kinship Bias in Female Gray-Cheeked Mangabeys ( Lophocebus albigena ) in Kibale National Park” $1500
  • Krista Fish  – “The Community Ecology of Sympatric Nocturnal Primates and Bats: Understanding Niche Separation at the Blyde River Canyon, South Africa” $1274
  • Katherine Hinde  – “Lactational Investment: Behavioral Care, Milk Production, and Infant Outcomes in Rhesus Macaques” $1500
  • Kerry Ossi  – “The juvenile balancing act: Survival, skill-learning and growth in Phayre’s leaf monkeys” $1500
  • Nicole Rafferty  – “Effects of Habitat Fragmentation on Primate-Plant Interactions: from Pollination to Seed Dispersal” $1445
  • Bernardo Urbani  – “Spatial Mapping and Foraging Strategies of White-faced Capuchin Monkeys ( Cebus capucinus ) in a Tropical Rainforest: Insights from Natural and Experimental Field Approaches.” $1450


  • Laura Bidner  – “Predator-prey interactions between leopards ( Panthera pardus ) and chacma baboons ( Papio ursinus )” $1500
  • Steffen Foerster  – “Competitive regimes, social behavior, and stress physiology of mitis guenons.” $1500
  • Monique Fortunato  – “Conflict management and dominance style in bonobos” $1500
  • Alison Grand  – “The Assessment of Anxious Behavior and HPA Axis Function of Juvenile Rhesus Macaques( Macaca mulatta ) Exposed to Infant Maternal Maltreatment” $1500
  • Silvana Peker  – “Relationship among habitat fragmentation, allogrooming patterns, and ectoparasite loads in the black and gold howler monkey ( Alouatta caraya )” $1450
  • Amy Pokempner  – “The Effects of Sex Differences and Seasonality on the Feeding Ecology of Chimpanzees in Kibale National Park, Uganda” $1500
  • Kevin Potts  – “Comparative Ecology of Two Chimpanzee Communities in Kibale National Park, Uganda” $1500
  • Julienne Rutherford  – “Litter size effects on placental microstructure and function in the common marmoset ( Callithrix jacchus )” $1479
  • Leslie Seltzer  – “Response of the Common Marmoset ( Callithrix jacchus ) to Positive and Negative Social Stimuli, as Measured by a Novel Urinary Assay for Oxytocin” $1500
  • Tamaini Snaith  – “Food Competition and Ecological Determinants of Group Size and Biomass in Red Colobus” $1500
  • Julie Teichroeb  – “Reproductive strategies, male-quality, and group composition in  Colobus vellerosus  in central Ghana” $1500


  • Amanda Melin  – “Effects of color vision phenotype on foraging behavior of white-faced capuchin monkeys” $1500
  • Amy Lu  – “Costs & Benefits of Rank Within an Individualistic Hierarchy: A Study on Phayreís Leaf Monkeys ( Trachypithecus obscurus phayrei )” $1410
  • Nicole Maninger  – “Immune and Endocrine Responses to Housing Relocation in Adult Male Rhesus Macaques” $1500
  • Brandon Wheeler  – “The deceptive use of alarm calls by wild tufted capuchins ( Cebus apella ) in northeastern Argentina” $1500
  • Tamara Wenstein  – “Juvenile Rhesus Macaque Affiliative Partner Preferences: Temperament, Development, and Stability” $1500
  • Jessica Whitham  – “The Quiet Calls of Rhesus Macaques” $1500
  • Jennifer Siani  – “Parent-Offspring Conflict in Wild Golden Tamarins ( Leontopithecus rosalia )” $1500
  • Meg Crofoot  – “Ecology and Intergroup Competition in  Cebus capucinus ” $1500
  • Lisa Conley  – “Establishment of a Non-Human Primate Ovarian Culture System to Study Effects of Dioxin Exposure on Sex Steroid Production” $1500
  • Kerry Ossi  – “Training for adulthood in a female-dispersal species ( Trachypithecus phayrei )” $1500
  • Alain Houle  – “Within-tree fruit quality variation and trade-off between food, contest competition and foraging efficiency among chimpanzees, Kibale National Park, Uganda” $1500
  • Ted Evans  – “Touch-screen mediated symbolic tool requests by capuchin monkeys ( Cebus apella )” $581
  • Susan Longest  – “The Effects of Varied Social Structure on Sperm Competition, Alloparental Care, and Infant Mortality in Black-and-White Ruffed Lemurs” $1500
  • Meredith Bastian  – “The Effects of Geography and Genetic Distance on Cultural Variation in Wild Orangutans ( Pongo pygmaeus wurmbii )” $1500
  • Eileen Larney  – “Blood or barter: Infant handling in a female dispersal species,  Trachypithecus phayrei ” $1435


  • Jen Le Clair  – “Consortships, coalitions, and Following Behavior in Male Olive Baboons” $1500
  • Michael Muehlenbein  – “Physiological Associations with Intestinal Parasitemia in Chimpanzees at Kibale, Uganda” $1330
  • Anne Fowler  – “Vocal Similarity as a Kin Recognition Mechanism” $1110
  • Martin Kowalewski  – “Patterns of Subgrouping and Social Affinity in Howler Monkeys: Evidence of Co-operative Strategies Among Unrelated Adult Group Members” $1450
  • Stacey Tecot  – “The Influence of Ecology on Fecal Cortisol Profiles in Red-Bellied Lemurs ( Eulemur rubriventer ) in Ranomafana National Park, Madagascar” $1490
  • Jennifer D. Cooper  – “Population structure, genetic diversity, and barriers to gene flow in the western lowland gorilla” $1500
  • Elizabeth Balko  – “Correlating specific vocalizations to matrilines in  Varecia variegata ” $1460
  • Anna Dudek  – “Vocal communication in western lowland gorillas ( Gorilla gorilla gorilla ) and mountain gorillas ( Gorilla gorilla beringei )” $1500


  • Corinna Ross  – “Genetic chimerism in marmosets”
  • Hogan Sherrow  – “Adolescent male-chimpanzee behavior at Ngogo, Kibale National Park, Uganda”
  • Hsiu-Hui, Su  – “Intragroup female-female feeding competition in the Taiwanese macaques (Macaca cyclopis) at Fushan Forest, Taiwan”
  • Kristin Abbot  – “MHC diversity, immune response and reproductive success in a brightly colored primate (Mandrillus sphinx)”
  • Erin Kinnally  – “Serotonin function in marmosets: Validation of a novel, non-invasive measurement technique”
  • Thomas Junek  – “Ecology and social behavior of aye-aye (Daubentonia madagascariensis) in human-altered habitat of Eastern Madagascar”
  • Jennifer Weghorst  – “Fission-fusion dynamics in a large group of spider monkeys (Ateles geoffroyi panamensis)”
  • Simeon Reader  – “The cognitive processes underlying social learning in primates: Are novel mechanisms involved?”


  • John D. Ruys  – “The role of genetic differences in the regulation of central monoamine function and personality in rhesus macaques” $1500
  • Anita Stone  – “Feeding ecology of juvenile squirrel monkeys: Cause or consequence of prolonged development” $1500
  • Lisa Jones-Engle  – “Human-to-primate disease transmission in Indonesia” $1500
  • Julie A. Heller  – “Fatty acid profiles of wild chimpanzee and orang-utan foods as determined by gas-liquid chromatography: Laboratory training” $1500
  • Sarah D. Carnegie  – “Endocrine and behavioral interrelationships: Reproductive behavior in male and female white-faced capuchins (Cebus capucinus)” $1500
  • Stanislav Lhota  – “Role of female choice for regulation of infanticide in Hanuman langurs” $1500


  • Stephanie Gibeault : “A study of vocal communication in western lowland gorillas ( Gorilla gorilla gorilla ) at Mbeli Bai, Congo”
  • Samantha Hens : “A three-dimensional approach to growth and sexual dimorphism in orangutan crania”
  • Michelle Hook : “Eye preferences in chimpanzees ( Pan troglodytes )”
  • Paul Park : “How does the primate brain evolve? Exploring the hypothesis of developmental constraint through volumetric and synaptic changes in the brain of the olive baboon,  Papio hamadryas anubis “
  • Steven Schapiro : “Social control and immunological responses in pair housed rhesus macaques”
  • Angela Van Rooy : “Sexual swellings and male mate choice in olive baboons ( Papio cynocephalus anubis )”

NIAID Funding News

Explore our priority topics for small business research projects.

Funding News Edition: August 2, 2023 See more articles in this edition

HIV Antibody Testing Kit

NIH has a waiver from the Small Business Administration to exceed total award amount hard caps if your application fits any NIH Topics for Budget Waivers.

Each year, NIH reissues the parent notices of funding opportunities (NOFOs) for Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) research project grants. The new versions are out now:

  • PHS 2023-2 Omnibus Solicitation of the NIH, CDC and FDA for Small Business Innovation Research Grant Applications (Parent SBIR [R43/R44], Clinical Trial Not Allowed)
  • PHS 2023-2 Omnibus Solicitation of the NIH for Small Business Technology Transfer Grant Applications (Parent STTR [R41/R42], Clinical Trial Not Allowed)

U.S. small business concerns may apply if they meet the  Small Business Eligibility Criteria .

There are also “Clinical Trial Required” versions of those same two NOFOs; however, NIAID does not participate in them. We invite SBIR/STTR clinical trial applications through a different NOFO: NIAID SBIR Phase II Clinical Trial Implementation Cooperative Agreement (U44, Clinical Trial Required) . Find further guidance at  Investigator-Initiated Clinical Trial Resources .

Search for a Hot Topic

To accompany the annual SBIR/STTR parent NOFOs, NIH assembles a list of scientific priorities for small business awards of interest to its institutes and centers. The resulting document is long; more than 100 pages!

NIAID’s contribution to the list begins on page 17 and runs through page 29. Check out PHS 2023-2 SBIR/STTR Program Descriptions and Research Topics for NIH, CDC, and FDA .

Just to give a few examples: The Pathogenesis & Basic Research Branch within our Division of AIDS is interested in technologies for at-home self-testing to directly detect HIV during the earliest stages of acute infection or viral rebound following long-term suppression of viremia; new targets or strategies to prevent HIV transmission, inhibit replication, control viremia in the absence of antiretroviral drugs, or eradicate reservoirs of HIV; and approaches for predicting post-treatment immunologic control of viral rebound. The Allergy, Asthma and Airway Biology Branch within our Division of Allergy, Immunology, and Transplantation invites projects to develop biomarkers as diagnostic markers, markers of disease severity, or predictive markers for treatment effectiveness—particularly of immunologic interventions such as allergen immunotherapy for food and respiratory allergy; and to build new forms of allergen immunotherapy aimed at increased tolerogenic immune responses and decreased allergenicity. The Virology Branch within our Division of Microbiology and Infectious Diseases seeks research on vaccines and vaccine platforms; techniques to improve vaccine stability; approaches to identify antiviral targets and agents; chemical design and synthesis of novel antiviral agents; therapeutic interventions; point-of-care assays for diagnosis and measuring therapy response; and preclinical animal model systems that predict clinical efficacy of vaccines, therapeutics, and diagnostics.

NIAID has more than 20 branches across its three program divisions—there are many more topics for you to consider beyond those listed above.

Refer also to our High-Priority Areas of Interest for the NIAID Small Business Program index page, which provides a path toward locating an NIAID contact who matches your scientific area of interest.

Request an Appropriate Budget

For the Omnibus NOFOs, your total SBIR or STTR funding support (direct costs, indirect costs, and fees) normally may not exceed $295,924 for Phase I awards and $1,972,828 for Phase II awards. However, NIH has a waiver from the Small Business Administration to exceed these total award amount hard caps if your application fits any  NIH Topics for Budget Waivers . Find NIAID’s budget cap waiver topics starting on page 4.

For waiver topics, NIAID will allow:

  • Phase I applications with budgets of up to $300,000 total costs each year for up to 2 years.
  • Phase II or Phase IIB applications with budgets of up to $1 million total costs each year for up to 3 years.

In any case, you should propose a project budget and duration that is reasonable and appropriate for your research project. 

Additionally, we strongly encourage Phase IIB SBIR applicants to secure substantial, independent third-party investor funds to help validate the commercial potential of their proposed product.

Omnibus Application Due Dates, Advice, and More

The next application deadline for the Omnibus NOFOs is September 5, 2023. Subsequent deadlines follow NIH’s  Standard Due Dates . There are not separate due dates for AIDS and AIDS-related applications.

Follow the Omnibus application instructions carefully. You must apply electronically using  NIH ASSIST  (preferred),  Grants.gov Workspace , or a  System-to-System  alternative. We encourage you to start the registration and application process promptly as described at NIH’s  How To Apply . 

Find guidance on NIAID’s  Small Business Grant Application Process  and get application advice and answers from the  NIAID Small Business Program Team . 

Learn more on the  NIAID Small Business Programs  website. You can also  Subscribe for NIAID Email Updates  and choose the Small Business category under Research Funding Opportunities.

Policy Changes Since Last Year

As a quick reminder, small business concerns are now responsible for following NIH’s Data Management and Sharing Policy , which you will need to account for in your grant application. Once funding appears likely, you will need to submit a Required Disclosures of Foreign Affiliations or Relationships to Foreign Countries form as part of the Just-in-Time process. Lastly, if your small business concern already has multiple awards, you should be mindful of the updated Minimum Performance Standards , which set benchmarks to ensure that successful applicants are also successful at progressing projects toward commercialization.

Attend the Navigating America’s Seed Fund at NIH Webinar on August 8, 2023, at 1 p.m. Eastern Time to learn about how to account for these changes when you next prepare an application.

Other Small Business Opportunities

In addition to the two Omnibus NOFOs we covered in this article, NIAID and NIH support other funding opportunities for small businesses, which you can find at the following links:

  • NIAID Small Business Grant Opportunities
  • Find Funding
  • SBIR Contracts

As with the Omnibus NOFOs, contact the  NIAID Small Business Program Team  for guidance and answers to your questions.

Email us at [email protected] for help navigating NIAID’s grant and contract policies and procedures.

Stay Connected

  • Subscribe to Funding News email updates
  • Twitter: @NIAIDFunding

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Research Voyage

Research Tips and Infromation

Research Grants for Independent Researchers: A Complete Guide

Research Grant for Independent Researchers


What are independent research grants, examples of grants available for individual or independent researchers, common eligibility criteria for grants for individuals, examples of small or short research grants, tips for writing a strong research proposal, benefits of receiving grants for individual or independent researchers.

Research Grants can be a vital source of funding for individual or independent researchers who may not have institutional support. Many funding organizations and foundations offer research grants to independent researchers to support research projects in various fields, such as science, social science, humanities, and other academic disciplines. These grants provide researchers with the financial support necessary to carry out their research projects and make significant contributions to their fields.

For example, a graduate student studying anthropology may want to conduct research on the cultural practices of indigenous communities in South America. Without institutional support, the student may have limited financial resources to carry out the research, such as travelling to remote areas, conducting interviews, and gathering data. However, if the student were to receive a research grant, they could use the funds to cover expenses such as travel, equipment, and research assistants, allowing them to conduct the research project successfully.

Similarly, an independent researcher working in a field such as engineering or computer science may not have access to the resources or equipment necessary to conduct their research without institutional support. However, by receiving a grant, the researcher can purchase the necessary equipment, pay for research assistants, and cover other expenses required for the research project.

Therefore, the importance of grants for individual or independent researchers cannot be overstated, as they provide much-needed financial support and resources that can help advance their research careers and make significant contributions to their fields.

Independent research grants refer to funding opportunities provided to individual researchers who are not affiliated with or supported by a specific institution or organization. These grants are typically awarded to scholars, scientists, and other professionals who conduct research outside the framework of institutional affiliations, such as universities or research institutes.

Independent research grants may come from various sources, including government agencies, private foundations, non-profit organizations, and industry sponsors. These grants aim to support innovative and high-quality research projects proposed by individual researchers, providing them with financial resources to cover expenses such as equipment, travel, materials, and personnel costs.

Unlike grants awarded to institutional research teams or projects, independent research grants focus on supporting the work of individual investigators, often allowing them greater flexibility and autonomy in pursuing their research objectives. These grants play a crucial role in fostering creativity, advancing knowledge, and supporting the careers of independent researchers across diverse academic disciplines and fields of inquiry.

Types of Grants Available for Individual or Independent Researchers

There are several types of grants available for individual or independent researchers across various fields. These grants may cover different areas of research, from scientific research to humanities research, and they may come from different organizations and foundations.

  • National Science Foundation (NSF) Grants : The NSF offers a variety of grants to support scientific research in fields such as engineering, biology, physics, and computer science. These grants are available to individual researchers as well as teams and institutions.
  • Social Science Research Council (SSRC) Grants : The SSRC offers grants for social science research, including grants for individual researchers and collaborative research projects.
  • American Council of Learned Societies (ACLS) Grants : The ACLS offers grants for humanities research, including fellowships for individual researchers and collaborative research projects.
  • Fulbright Scholar Program : The Fulbright Scholar Program provides grants for individual researchers to conduct research or teach abroad in various fields, including the sciences, social sciences, and humanities.
  • American Association of University Women (AAUW) Grants : The AAUW offers grants for women in various fields, including the sciences, social sciences, and humanities.
  • The John Templeton Foundation Grants: The John Templeton Foundation offers grants for individual researchers and research teams to explore the intersection of science, religion, and spirituality.

These are just a few examples of the types of grants available to individual or independent researchers. It is important to note that there are many other organizations and foundations that offer grants in various fields. It is recommended to do thorough research to find the grants that are most suitable for your research project and qualifications.

Grants have specific eligibility criteria that applicants must meet to be considered for funding. The eligibility criteria vary depending on the type of grant, the funding organization or foundation, and the area of research.

  • Educational qualifications: Some grants may require applicants to have a specific educational background, such as a PhD, a master’s degree, or a bachelor’s degree in a relevant field.
  • Professional experience: Some grants may require applicants to have a certain level of professional experience, such as a minimum number of years working in a specific field.
  • Area of research: Grants may be available for specific areas of research, such as biology, engineering, or social sciences. Applicants must have a research project that aligns with the focus of the grant.
  • Citizenship or residency: Some grants may have citizenship or residency requirements, such as being a citizen or resident of a specific country or region.
  • Career stage: Some grants may be available for researchers at a specific career stage, such as early-career researchers or established researchers.

To determine if you are eligible for a particular grant, you should carefully review the eligibility criteria provided by the funding organization or foundation. You may also consider contacting the organization or foundation to ask for clarification on eligibility criteria or to ask if they have any recommendations for other funding opportunities if you do not meet their criteria.

It is important to note that meeting the eligibility criteria does not guarantee that you will receive the grant. You must also submit a strong research proposal that aligns with the focus of the grant and demonstrates your ability to conduct high-quality research.

Small or Short Term Research Grants

A small research grant for individuals typically refers to funding provided to support research projects conducted by individual researchers, often at the early stages of their career or for smaller-scale projects. These grants can vary widely in terms of the amount of funding provided and the specific requirements or restrictions placed on how the funds can be used.

Small research grants are often offered by universities, research institutions, government agencies, non-profit organizations, and sometimes private foundations. They can cover a range of expenses related to the research project, such as equipment or supplies, travel expenses for fieldwork or conferences, participant incentives, or even stipends for the researcher’s time.

The eligibility criteria for these grants can also vary, but they are generally open to individual researchers rather than larger research teams or institutions. Applicants may need to demonstrate the significance of their proposed research project, its feasibility, and how the funding will contribute to its successful completion.

Small research grants can be valuable opportunities for individual researchers to pursue their research interests, gain experience in securing funding, and build their professional network. They can also serve as important sources of support for research projects that may not be eligible for larger or more competitive funding opportunities.

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Application Process for Grants

The application process for grants can be complex and time-consuming, but it is essential to follow the guidelines carefully and present a strong research proposal that aligns with the focus of the grant. Here are the steps involved in the application process for grants:

  • Identify grant opportunities: Research different grants available for individual or independent researchers that align with your research project and qualifications. You can search for grants on the websites of funding organizations or foundations, or by using search engines such as GrantWatch or Pivot .
  • Prepare a research proposal: The research proposal should outline the purpose and scope of your research project, the methodology you plan to use, and the potential impact of your research. Make sure to follow the guidelines provided by the funding organization or foundation carefully, including page limits, formatting requirements, and deadlines.
  • Submit the application: Submit your research proposal and any required documents, such as a CV or letters of recommendation, by the deadline provided by the funding organization or foundation. Make sure to double-check your application for any errors or omissions before submitting it.
  • Follow up with the funding organization: After submitting your application, follow up with the funding organization or foundation to confirm receipt of your application and to inquire about the timeline for review and notification of funding decisions.
  • Read the guidelines carefully: Make sure to read the guidelines provided by the funding organization or foundation carefully and follow them closely. Failure to follow the guidelines can result in your application being rejected.
  • Clearly define your research question: Your research question should be clear, concise, and focused. Make sure to explain why your research is important and how it will contribute to your field.
  • Use a strong methodology: Your methodology should be appropriate for your research question and should demonstrate your ability to conduct high-quality research. Make sure to explain your methodology in detail and provide a timeline for completing your research.
  • Consider the potential impact of your research: Explain how your research will contribute to your field and the broader community. Make sure to highlight any potential applications or implications of your research.
  • Seek feedback: Before submitting your application, seek feedback from colleagues or mentors to ensure that your research proposal is clear, concise, and compelling.

In case you are not familiar with writing research grant proposals, then please visit my post on Research Grants Uncovered: A Step-by-Step Guide to Funding Your Research Projects . This post will help you in writing powerful research grant proposals in minimal time.

Receiving a grant can provide numerous benefits to individual or independent researchers. Here are some of the benefits:

  • Financial support: Grants provide financial support that can help cover research expenses, such as equipment, supplies, travel, and participant compensation. This support can be especially valuable for independent researchers who may not have access to institutional funding.
  • Recognition: Receiving a grant can provide recognition for your research and can help you establish a reputation in your field. This recognition can be valuable when applying for future funding opportunities or job positions.
  • Access to resources: Many grants provide access to resources that can support your research, such as libraries, databases, and research facilities. This access can be especially valuable for independent researchers who may not have access to these resources otherwise.
  • Networking opportunities: Some grants provide networking opportunities that can help you connect with other researchers and potential collaborators. These connections can be valuable for advancing your research and career.
  • Advancement of career: Receiving a grant can help you advance your career by providing support for your research, building your reputation in your field, and providing opportunities for networking and collaboration. Grants can also help you gain experience in writing grant proposals and managing research projects, which can be valuable skills for future funding opportunities and job positions.

Overall, receiving a grant can help independent researchers make significant contributions to their field of research and advance their careers. It is important to carefully review eligibility criteria and application guidelines, and to submit a strong research proposal that aligns with the focus of the grant, to increase the chances of receiving funding.

This blog post has discussed the possibility of getting grants for individual or independent researchers. We have outlined the different types of grants available, the eligibility criteria, the application process, and the benefits of receiving grants. It is important to note that grants can provide valuable financial support, recognition, access to resources, networking opportunities, and career advancement for independent researchers.

If you are an individual or independent researcher, we encourage you to explore grant opportunities that may be available to you. Look into organizations and foundations that offer grants in your field of research and review their eligibility criteria and application guidelines carefully. With a strong research proposal and diligent effort, you may be able to secure a grant that can help you achieve your research goals and advance your career.

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A Comprehensive Guide to Different Types of Research

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Updated: June 19, 2024

Published: June 15, 2024

two researchers working in a laboratory

When embarking on a research project, selecting the right methodology can be the difference between success and failure. With various methods available, each suited to different types of research, it’s essential you make an informed choice. This blog post will provide tips on how to choose a research methodology that best fits your research goals .

We’ll start with definitions: Research is the systematic process of exploring, investigating, and discovering new information or validating existing knowledge. It involves defining questions, collecting data, analyzing results, and drawing conclusions.

Meanwhile, a research methodology is a structured plan that outlines how your research is to be conducted. A complete methodology should detail the strategies, processes, and techniques you plan to use for your data collection and analysis.

 a computer keyboard being worked by a researcher

Research Methods

The first step of a research methodology is to identify a focused research topic, which is the question you seek to answer. By setting clear boundaries on the scope of your research, you can concentrate on specific aspects of a problem without being overwhelmed by information. This will produce more accurate findings. 

Along with clarifying your research topic, your methodology should also address your research methods. Let’s look at the four main types of research: descriptive, correlational, experimental, and diagnostic.

Descriptive Research

Descriptive research is an approach designed to describe the characteristics of a population systematically and accurately. This method focuses on answering “what” questions by providing detailed observations about the subject. Descriptive research employs surveys, observational studies , and case studies to gather qualitative or quantitative data. 

A real-world example of descriptive research is a survey investigating consumer behavior toward a competitor’s product. By analyzing the survey results, the company can gather detailed insights into how consumers perceive a competitor’s product, which can inform their marketing strategies and product development.

Correlational Research

Correlational research examines the statistical relationship between two or more variables to determine whether a relationship exists. Correlational research is particularly useful when ethical or practical constraints prevent experimental manipulation. It is often employed in fields such as psychology, education, and health sciences to provide insights into complex real-world interactions, helping to develop theories and inform further experimental research.

An example of correlational research is the study of the relationship between smoking and lung cancer. Researchers observe and collect data on individuals’ smoking habits and the incidence of lung cancer to determine if there is a correlation between the two variables. This type of research helps identify patterns and relationships, indicating whether increased smoking is associated with higher rates of lung cancer.

Experimental Research

Experimental research is a scientific approach where researchers manipulate one or more independent variables to observe their effect on a dependent variable. This method is designed to establish cause-and-effect relationships. Fields like psychology , medicine, and social sciences frequently employ experimental research to test hypotheses and theories under controlled conditions. 

A real-world example of experimental research is Pavlov’s Dog experiment. In this experiment, Ivan Pavlov demonstrated classical conditioning by ringing a bell each time he fed his dogs. After repeating this process multiple times, the dogs began to salivate just by hearing the bell, even when no food was presented. This experiment helped to illustrate how certain stimuli can elicit specific responses through associative learning.

Diagnostic Research

Diagnostic research tries to accurately diagnose a problem by identifying its underlying causes. This type of research is crucial for understanding complex situations where a precise diagnosis is necessary for formulating effective solutions. It involves methods such as case studies and data analysis and often integrates both qualitative and quantitative data to provide a comprehensive view of the issue at hand. 

An example of diagnostic research is studying the causes of a specific illness outbreak. During an outbreak of a respiratory virus, researchers might conduct diagnostic research to determine the factors contributing to the spread of the virus. This could involve analyzing patient data, testing environmental samples, and evaluating potential sources of infection. The goal is to identify the root causes and contributing factors to develop effective containment and prevention strategies.

Using an established research method is imperative, no matter if you are researching for marketing , technology , healthcare , engineering, or social science. A methodology lends legitimacy to your research by ensuring your data is both consistent and credible. A well-defined methodology also enhances the reliability and validity of the research findings, which is crucial for drawing accurate and meaningful conclusions. 

Additionally, methodologies help researchers stay focused and on track, limiting the scope of the study to relevant questions and objectives. This not only improves the quality of the research but also ensures that the study can be replicated and verified by other researchers, further solidifying its scientific value.

a graphical depiction of the wide possibilities of research

How to Choose a Research Methodology

Choosing the best research methodology for your project involves several key steps to ensure that your approach aligns with your research goals and questions. Here’s a simplified guide to help you make the best choice.

Understand Your Goals

Clearly define the objectives of your research. What do you aim to discover, prove, or understand? Understanding your goals helps in selecting a methodology that aligns with your research purpose.

Consider the Nature of Your Data

Determine whether your research will involve numerical data, textual data, or both. Quantitative methods are best for numerical data, while qualitative methods are suitable for textual or thematic data.

Understand the Purpose of Each Methodology

Becoming familiar with the four types of research – descriptive, correlational, experimental, and diagnostic – will enable you to select the most appropriate method for your research. Many times, you will want to use a combination of methods to gather meaningful data. 

Evaluate Resources and Constraints

Consider the resources available to you, including time, budget, and access to data. Some methodologies may require more resources or longer timeframes to implement effectively.

Review Similar Studies

Look at previous research in your field to see which methodologies were successful. This can provide insights and help you choose a proven approach.

By following these steps, you can select a research methodology that best fits your project’s requirements and ensures robust, credible results.

Completing Your Research Project

Upon completing your research, the next critical step is to analyze and interpret the data you’ve collected. This involves summarizing the key findings, identifying patterns, and determining how these results address your initial research questions. By thoroughly examining the data, you can draw meaningful conclusions that contribute to the body of knowledge in your field. 

It’s essential that you present these findings clearly and concisely, using charts, graphs, and tables to enhance comprehension. Furthermore, discuss the implications of your results, any limitations encountered during the study, and how your findings align with or challenge existing theories.

Your research project should conclude with a strong statement that encapsulates the essence of your research and its broader impact. This final section should leave readers with a clear understanding of the value of your work and inspire continued exploration and discussion in the field.

Now that you know how to perform quality research , it’s time to get started! Applying the right research methodologies can make a significant difference in the accuracy and reliability of your findings. Remember, the key to successful research is not just in collecting data, but in analyzing it thoughtfully and systematically to draw meaningful conclusions. So, dive in, explore, and contribute to the ever-growing body of knowledge with confidence. Happy researching!

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

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NASA will award funding to nearly 250 small business teams to develop new technologies to address agency priorities, such as carbon neutrality and energy storage for various applications in space and on Earth. The new awards from NASA’s Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) program invest in a diverse portfolio of American small businesses and research institutions to support NASA’s future missions.

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Jasmine Hopkins Headquarters, Washington 202-358-1600 [email protected]

Modern Work & AI

Understanding the functionality of Generative AI amongst small and medium-sized businesses (SMBs) and in the healthcare sector across Africa

The launch of ChatGPT in November 2022 ignited a global conversation about the impact of Generative AI (GenAI) on the future of work. Amidst the excitement and concern, our project, Modern Work and AI, seizes the opportunity to examine the real-world application and user experiences of GenAI across diverse work environments.

Our mission is to move beyond speculation, grounding our research in the actual use cases of GenAI. We aim to inform the development of future GenAI systems that enhance collaborative work, particularly in the rapidly evolving technological landscape.

To date, there has been limited exploration into the adoption of GenAI within workplaces, especially in the Global South. Our project takes an Afrocentric approach to fill this gap, focusing on the practical use of GenAI technologies in various work settings and domains including small and medium-sized businesses (SMBs) and the healthcare sector in Africa.

We are dedicated to understanding the functionality of GenAI in these contexts: identifying the challenges it presents, the opportunities it offers, and its potential to redefine work practices.

By gaining insights into the current use of GenAI, we can shape the trajectory of these tools to be more inclusive, ethical, and effective. Our goal is to ensure that GenAI technologies are designed to meet the unique needs of diverse work settings, fostering a future where technology serves humanity in all its varieties.

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University of Hawaiʻi student-built satellite selected for NASA launch

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A University of Hawai‘i at Mānoa student group was selected as one of 10 small research satellite developers to launch their satellite into space as early as 2025 through NASA’s CubeSat Launch Initiative. This is the second project led by students in the earth and planetary exploration technology (EPET) certificate program to be granted an opportunity to take their satellite project to the deployment phase. The first student-built satellite was selected in April 2023.

“The two groups of EPET students securing opportunities to launch their satellite with NASA highlights both the science and design strengths of the student research groups, and the quality of the EPET program enabling students to invent, design, and build spacecraft with exciting science and educational outcomes,” said Peter Englert, professor in the Hawaiʻi Institute of Geophysics and Planetology (HIGP) and EPET course coordinator.  

Started in 2020 by HIGP and the Hawaiʻi Space Flight Laboratory in the School of Ocean and Earth Science and Technology (SOEST), the EPET certificate program is open to undergraduate students majoring in the physical sciences, such as chemistry, earth sciences, physics or astrophysics, and engineering disciplines. The program has empowered undergraduates through hands-on, student-driven development of science payloads and building of small satellites, called CubeSats, that can be launched into low Earth orbit.

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“Our team is very excited to have this opportunity and grateful for all the help we have had to make it to this point,” said Sapphira Akins, CubeSat Relativistic Electron and Proton Energy Separator (CREPES) project manager and graduate student in mechanical engineering and aerospace. “We can’t wait to have something we built operating in space within the next few years!”

The CREPES mission is a student-led project that began at UH Mānoa in 2022 and aims to study solar energetic particle events and increase knowledge of the Sun. When they launch their satellite with NASA, CREPES will fly a new type of micropattern gaseous detector to amplify the signals of solar radiation. Data obtained from these measurements is expected to contribute to the understanding of space weather and development of space climatology. 

“The student research success is an outcome of the high quality of the EPET curriculum, student engagement with the research topics they have chosen, and the resources provided by HIGP, the SOEST dean’s office, Hawai‘i Space Grant Consortium, the Undergraduate Research Opportunities Program of UH Mānoa, and private donor support,” said Englert.

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  • Small Business

Why Project Management Is the Secret Weapon for Small Business Efficiency

Published on June 18, 2024

Kristi Waterworth

By: Kristi Waterworth

  • Project management comes in the form of project managers and project management software.
  • Combined, these two types of assets can ensure that a project is efficient from design to delivery.
  • The right project management software makes it possible for a project manager to keep close tabs on all the moving parts of the project.

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Throughout my career, I've worn a lot of hats, but one that I am particularly proud of is being a project manager for a copywriting firm. I ran the teams, I assigned the workload, and, sometimes, I ate the pavement when a project slipped sideways. It was a challenge in every sense of the word, but it also was a job that brought considerable value to the small business I worked for, and I believe my work made us more efficient and productive. Here are some of the things I learned in that role.

What does a project manager do at a small business?

Current top project management software options.

Below are some of our current top picks for project management software that combine value for the cost, combined with the features we consider essential for running your business's project management needs.

A project manager is your efficiency secret weapon

Not every business that runs projects has a project manager or project management tools , and you can often tell. Sometimes it's evident in a lack of cohesion of the end product, which your project manager is there to provide, and sometimes it's evident in a lack of on-time deliverables. Small business owners often choose to go it alone, and armed with the right software bundle and well-designed project management tools, they may themselves become the project's manager.

A project manager's job is efficiency and problem solving, through every step of the process of creating some kind of deliverable. It doesn't matter if it's a house, a website, or a software package -- your project manager's goals will be improving efficiency in these areas.

Task design

Your PM knows your team better than anyone, I can promise you that. If they are tasked with choosing how to break projects down into tasks, they're going to do this with the team's strengths and weaknesses in mind so later they don't have to find a way to fix a problem that could have been avoided.

Task assignment

Your team has different strengths, and your PM knows it. That's why they will give the tasks best suited to the person with the right skills. This is an efficiency of its own, since you won't waste time trying to assign work that's obviously best for a particular person on the team.

Deadline compliance

There are always bumps along the road, and that means deadlines are easy to miss and hard to adhere to. A PM's job is to deliver their projects on time. That's why they work behind the scenes to check on progress and ensure that each part of the puzzle is moved to the right next party in a timely manner or reassigned to someone who can deliver the item before the next round of deadlines.

Quality control and product cohesion

Not all PMs are involved in quality control, but they should be at some level at a small business. This is a vital part of the job that gives your project the professional polish that will help you earn more market share over time. By implementing gatekeepers who are tasked with making the project shine according to written standards, your project manager ensures that clients aren't coming back asking about inconsistencies.

Project managers and project management tools

Of course, no project manager can be a success without project management tools. These software packages make it possible for the project manager to see all the moving parts of a project at a glance. This is where they get a lot of their intel about how a project is doing, especially one with several teams or levels of handling involved.

When you have multiple levels in a project, such as a copywriting firm that also has editorial staff and SEO experts on hand, you have to know where all those pieces are. Plus, you need to know where they should be and who has them at any given moment. In a busy environment, that's impossible without excellent project management software.

Project management is the key to turning a project that kind of works into one that has consistent professional shine, as well as one that meets its deadlines. That's just as important as the rest. A perfect project is useless if it's three weeks too late. With good project management, both in the form of human assets and software assets, your small business can be unstoppable.

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Our Research Expert

Kristi Waterworth

Kristi Waterworth is a financial journalist located in the Missouri Ozarks. When she’s not writing about real estate or personal finance, she’s committing shenanigans with her four dogs.

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Copyright © 2018 - 2024 The Ascent. All rights reserved.

Part 1. Overview Information

National Institutes of Health ( NIH )

R03 Small Grant Program

  • August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy. See Notice NOT-OD-22-189 .
  • August 8, 2022 - New NIH "FORMS-H" Grant Application Forms and Instructions Coming for Due Dates on or after January 25, 2023. See Notice NOT-OD-22-195 .
  • August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023. See Notice NOT-OD-22-198 .
  • October 26, 2022 - Reminder: FORMS-H Grant Application Forms & Instructions Must be Used for Due Dates On or After January 25, 2023 - New Grant Application Instructions Now Available. See Notice NOT-OD-23-012 .

See Section III. 3. Additional Information on Eligibility .

This Small Research Grant (R03) program will support meritorious projects to provide needed scientific insight to improve the prevention, diagnosis, treatment, and/or care for individuals with Alzheimer's disease and Alzheimer's disease-related dementias (AD/ADRD). Specifically, this NOFO will support projects covering a wide range of topics related to AD/ADRD. The overall goal of this NOFO is (i) to encourage the next generation of researchers to pursue research and academic careers in AD/ADRD research; and (ii) to stimulate established researchers who have not had a major award in AD/ADRD research to perform pilot studies to develop new, innovative AD/ADRD research programs that leverage and build upon their existing expertise. Individuals from diverse backgrounds, including those from underrepresented groups are always encouraged to apply for NIH support. Investigators who have not successfully competed for an award under this or prior versions of this announcement are specifically encouraged to apply.

Not Applicable

Application Due Dates Review and Award Cycles
New Renewal / Resubmission / Revision (as allowed) AIDS Scientific Merit Review Advisory Council Review Earliest Start Date
July 19, 2023 July 19, 2023 Not Applicable November 2023 January 2024 April 2024
October 16, 2023 * November 16, 2023 * Not Applicable March 2024 May 2024 July 2024
February 16, 2024 * March 16, 2024 * Not Applicable July 2024 October 2024 December 2024
June 16, 2024 * July 16, 2024 * Not Applicable November 2024 January 2025 April 2025
October 16, 2024 * November 16, 2024 * Not Applicable March 2025 May 2025 July 2025
February 16, 2025 * March 16, 2025 * Not Applicable July 2025 October 2025 December 2025
June 16, 2025 * July 16, 2025 * Not Applicable November 2025 January 2026 April 2026
October 16, 2025 * November 16, 2025 * Not Applicable March 2026 May 2026 July 2026
February 16, 2026 * March 16, 2026 * Not Applicable July 2026 October 2026 December 2026

All applications are due by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

It is critical that applicants follow the instructions in the Research (R) Instructions in the SF424 (R&R) Application Guide , except where instructed to do otherwise (in this NOFO or in a Notice from NIH Guide for Grants and Contracts ).

Conformance to all requirements (both in the Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions.

Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

  • Use the NIH ASSIST system to prepare, submit and track your application online.
  • Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
  • Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. Full Text of Announcement

Section i. notice of funding opportunity description.

A major goal of the National Plan to address Alzheimer’s disease and Alzheimer’s disease-related dementias (AD/ADRD) is to accelerate the development of treatments that would prevent, delay, or reverse the course of the disease and improve early diagnosis; yet, there is a shortage of scientists to conduct the wide variety of necessary innovative and interdisciplinary research projects, including clinical, translational, prevention, and treatment research on AD/ADRD. This Small Research Grant program will address the National Alzheimer’s Project Act (NAPA) Milestone 4.J: Expand existing and create new integrative training programs for early career neuroscience, behavioral and social science researchers that include training in aging biology, systems biology, geriatrics, all aspects of data science as well as traditional and emerging drug discovery disciplines. These efforts should include cross-disciplinary training programs in AD, aging, epidemiology, neuropsychology, environmental health, genomics, and data science to enhance the workforce needed for research on gene-environment interactions in AD and AD health disparities. A major barrier to non-AD researchers obtaining an R01 grant to conduct AD/ADRD research is the lack of critical preliminary data. This Notice of Funding Opportunity (NOFO) is intended to help them overcome this barrier.

The overall goal of this NOFO is to support important and innovative research in areas in which more scientific investigation is needed to improve the prevention, diagnosis, treatment, and care for AD/ADRD. The aim is to encourage the next generation of researchers to pursue research and academic careers in AD/ADRD. Another aim is to stimulate novel research ideas from researchers in other fields.

NIA expects applications from investigators who have expertise in their research field but have not had a major award in AD/ADRD. Examples of major awards from NIH include DP1, DP2, DP5, R01, R37, R56, RF1, RL1, U01 and R35, as well as serving as a PI/PD on Centers and Program Project grants. NIA anticipates that at least half of the awards will be made to early stage investigators (ESIs) to achieve the goal of fostering their development. Each PI is eligible to receive up to one award through this program.

  • Advance ESIs committed to pursuing careers in the field of AD/ADRD and aging research, including all qualified researchers from a variety of training and professional backgrounds.
  • Generate high-quality research projects from junior faculty in genetic, biological, clinical, behavioral, social, and economic research related to AD/ADRD.
  • Advance opportunities for ESIs to launch research careers focusing on AD/ADRD by helping ESIs accrue pilot data to subsequently submit competitive applications for larger, independent funding awards.
  • Build a pipeline of early career investigators committed to AD/ADRD research.
  • Invite clinical research investigators who are new to AD/ADRD research to pursue topic(s) focused on prevention, diagnosis, treatment, or management of AD/ADRD within their respective fields.
  • Encourage an infusion of investigators from other health research areas to pursue important and novel approaches to research in AD/ADRD.
  • Enhance opportunities for networking, collaboration, and retention in the field.
  • Enhance workforce diversity by encouraging individuals from nationally underrepresented groups to apply.

This NOFO will support projects on AD/ADRD covering a wide array of topics including, but not limited to, the following:

  • Research aimed at understanding the AD/ADRD trajectory for persons with dementia and their caregivers, including studies of prevention, diagnosis, communication, and/or management of specific acute or chronic comorbid conditions in persons with AD/ADRD.
  • Basic science research in AD/ADRD to elucidate systemic, non-neuronal, or environmental factors associated with AD/ADRD including microbiome; exercise; nutrition; environmental toxicants; traumatic brain injury; circadian rhythms (in both peripheral and central organs); cerebrovascular, cardiovascular, immune system, and metabolic mechanisms; alterations in the blood-brain barrier; and the role of neuroinflammation in AD/ADRD.
  • Elucidation of biological underpinnings and molecular pathways in sensory (visual, auditory, chemosensory, somatosensory, pain) and motor systems and/or affective processes that may be associated with AD/ADRD initiation, progression, or outcome.
  • Social, behavioral, psychological, and economic research on AD/ADRD health disparities; cognitive and dementia epidemiology, including cross-national comparisons; investigations of behavioral and social mechanisms that operate as risk or protective factors for AD/ADRD; measurement of AD/ADRD-related cognitive and functional changes; non-pharmacological interventions for dementia prevention, dementia care, and caregiving; and research on the economic impact of dementia on individuals, families, health systems, and society ( learn more about NIA's AD/ADRD research priorities ).
  • Early Stage (Stage 0 or I of the NIH Stage Model) clinical trials that capitalize on and integrate basic research to inform the development of efficacious interventions, defined by their governing principles. Proposed projects may be focused on individuals, dyads, families, communities, organizations, and/or systems.
  • Systems biology approaches involving repeated cycles of experimental data generation, analysis, and integration; modeling of system-wide molecular network structure and dynamics; and validation through predictions of responses to perturbations of experimental conditions or alteration of selected components of the network. Use of genetic, omics, and other types of data from existing molecular profiling studies is strongly encouraged, particularly where AD/ADRD endophenotypes can be defined. Development of innovative computational approaches for integration of multiple data types generated by high-throughput experimental technologies such as long-read genetic sequencing approaches could be supported if justified appropriately.
  • Exposomics research involving data measured from various physical, chemical, social, psychological, and economic exposures across multiple levels and across the life course in the etiology and social disparities of AD/ADRD. Of particular interest is research to systematically analyze phenotypic, metabolomic, and epigenomic data in response to physical, built, social, and environmental exposures to inform the interplay between genes, behavior, biology, and environment, and to assess its impact on AD/ADRD outcomes.
  • Health disparities research to understand the prevalence of AD/ADRD in populations that experience health disparities, including studies to investigate disease pathways that contribute to demographic diversity in the biology and neuropathology of AD/ADRD; studies to estimate the effect of educational attainment and occupational exposures on dementia risk, diagnosis, and cognitive assessment; disease pathways that create or sustain AD/ADRD disparities; and the unique challenges related to the provision of advanced AD/ADRD care in disparity populations, including disparities in access, utilization, and quality of care.
  • Evaluation of existing clinical guidelines, standards of care, and/or preventive medicine recommendations for persons with AD/ADRD.

NIA encourages applicants to pursue professional development activities in parallel with the R03 award. NIH supports several centers and other programs through which applicants may receive support for developmental activities complementary to the R03 award. Also, a number of professional societies have funds available to support researchers in their specialties.

A brief list of example resources to support professional development activities includes:

  • The applicant’s sponsoring institution and/or affiliated Veteran’s Administration hospital Clinical and Translational Science Award (CTSA)
  • NIH K12 or R25 programs
  • Specialty societies, foundations, and non-profits, such as the American Geriatrics Society , the Alzheimer's Association , the Lewy Body Dementia Association , the Association for Frontotemporal Degeneration , and the American Federation for Aging Research

Training or research education components within NIH-funded research centers:

  • Alzheimer's Disease Centers (ADCs)
  • Artificial Intelligence and Technology Centers (AITCs)
  • Claude D. Pepper Older Americans Independence Center (OAICs)
  • Resource Centers for Minority Aging Research (RCMAR)
  • Centers on the Demography and Economics of Aging
  • Edward R. Roybal Centers for Translational Research in the Behavioral and Social Sciences of Aging
  • Nathan Shock Centers
  • NIA IMPACT Collaboratory

NOTE TO APPLICANTS CONSIDERING A CLINICAL TRIAL: The limited time and budget provided by this NOFO will constrain the types of clinical trials that can be proposed. In general, only mechanistic trials or small pilot trials are likely to be feasible. Applicants considering a clinical trial are highly encouraged to contact NIA program staff early to discuss the feasibility of leading a clinical trial under this program. Refer also to NIH's policies and requirements for clinical trials . Applicants may also find useful information on the NIH Research Methods Resource page.

Clinical Research Operations Management System: NIA supports a central resource to NIA staff and extramural investigators to facilitate/support the conduct and management of clinical research. This resource, the Clinical Research Operations Management System (CROMS), is a comprehensive data management system to support the business functions, management, and oversight responsibilities of NIA grants that support the conduct of clinical research with human subjects. It is the expectation by NIA that all successful applicants will interface, integrate, or adapt their information system(s) and processes to interact with existing and future components of the CROMS as necessary, including the use of CROMS data templates as specified.

See Section VIII. Other Information for award authorities and regulations.

Investigators proposing NIH-defined clinical trials may refer to the Research Methods Resources website for information about developing statistical methods and study designs.

Section II. Award Information

Grant: A support mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

The OER Glossary and the SF424 (R&R) Application Guide provide details on these application types. Only those application types listed here are allowed for this NOFO.

Optional: Accepting applications that either propose or do not propose clinical trial(s).

Need help determining whether you are doing a clinical trial?

NIA intends to fund an estimated 12 awards for this NOFO and its predecessors, corresponding to a total of $1.8 million, for fiscal year 2024. Future year amounts will depend on annual appropriations.

Applications may request budgets of up to $100,000 in direct costs per year for up to two years.

The scope of the project should determine the project period. The maximum project period is 2 years.

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

Higher Education Institutions

  • Public/State Controlled Institutions of Higher Education
  • Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

  • Hispanic-serving Institutions
  • Historically Black Colleges and Universities (HBCUs)
  • Tribally Controlled Colleges and Universities (TCCUs)
  • Alaska Native and Native Hawaiian Serving Institutions
  • Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

  • Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)
  • Nonprofits without 501(c)(3) IRS Status (Other than Institutions of Higher Education)

For-Profit Organizations

  • Small Businesses
  • For-Profit Organizations (Other than Small Businesses)

Local Governments

  • State Governments
  • County Governments
  • City or Township Governments
  • Special District Governments
  • Indian/Native American Tribal Governments (Federally Recognized)
  • Indian/Native American Tribal Governments (Other than Federally Recognized)

Federal Government

  • Eligible Agencies of the Federal Government
  • U.S. Territory or Possession
  • Independent School Districts
  • Public Housing Authorities/Indian Housing Authorities
  • Native American Tribal Organizations (other than Federally recognized tribal governments)
  • Faith-based or Community-based Organizations
  • Regional Organizations
  • Non-domestic (non-U.S.) Entities (Foreign Institutions)

Non-domestic (non-U.S.) Entities (Foreign Institutions) are eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations are eligible to apply.

Foreign components, as defined in the NIH Grants Policy Statement , are allowed.

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the SF 424 (R&R) Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. The NIH Policy on Late Submission of Grant Applications states that failure to complete registrations in advance of a due date is not a valid reason for a late submission.

  • NATO Commercial and Government Entity (NCAGE) Code Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
  • Unique Entity Identifier (UEI) - A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
  • eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
  • Grants.gov Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account. PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)) is invited to work with their organization to develop an application for support. Individuals from diverse backgrounds, including underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities, NOT-OD-22-019 .

For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF424 (R&R) Application Guide.

This award is not intended for individuals with substantial experience in AD/ADRD research. Moreover, it is generally expected that applicants will not have had prior research funding as an independent PD/PI on a major NIH grant in AD/ADRD research (e.g., DP1, DP2, DP5, R01, R37, R56, RF1, RL1, U01 and R35, or serving as a PD/PI in Centers and Program Project grants). Applicants are strongly encouraged to discuss their eligibility with NIA program staff early in the application process.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement.

3. Additional Information on Eligibility

Number of Applications

Applicant organizations may submit more than one application, provided that each application is scientifically distinct.

The NIH will not accept duplicate or highly overlapping applications under review at the same time, per Submission of Resubmission Application . This means that the NIH will not accept:

  • A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
  • A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
  • An application that has substantial overlap with another application pending appeal of initial peer review (see Similar, Essentially Identical, or Identical Applications )

Each PI is eligible to receive up to one award through this program. Recipients of awards made under PAS-19-391 , PAS-19-392 , PAS-19-393 , and predecessors are not eligible.

Section IV. Application and Submission Information

1. requesting an application package.

The application forms package specific to this opportunity must be accessed through ASSIST, Grants.gov Workspace or an institutional system-to-system solution. Links to apply using ASSIST or Grants.gov Workspace are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Research (R) Instructions in the SF424 (R&R) Application Guide except where instructed in this notice of funding opportunity to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

All page limitations described in the SF424 Application Guide and the Table of Page Limits must be followed.

The following section supplements the instructions found in the SF424 (R&R) Application Guide and should be used for preparing an application to this NOFO.

All instructions in the SF424 (R&R) Application Guide must be followed.

R&R or Modular Budget

R&R Subaward Budget

All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions:

Resource Sharing Plan:

Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the SF424 (R& R ) Application Guide.

Other Plan(s):

Note: Effective for due dates on or after January 25, 2023, the Data Management and Sharing Plan will be attached in the Other Plan(s) attachment in FORMS-H application forms packages.

  • All applicants planning research (funded or conducted in whole or in part by NIH) that results in the generation of scientific data are required to comply with the instructions for the Data Management and Sharing Plan. All applications, regardless of the amount of direct costs requested for any one year, must address a Data Management and Sharing Plan.

Only limited Appendix materials are allowed. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide.

  • No publications or other material, with the exception of blank questionnaires or blank surveys, may be included in the Appendix.

When involving human subjects research, clinical research, and/or NIH-defined clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the SF424 (R&R) Application Guide, with the following additional instructions:

If you answered Yes to the question Are Human Subjects Involved? on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start).All instructions in the SF424 (R&R) Application Guide must be followed.

Foreign Institutions

Foreign (non-U.S.) institutions must follow policies described in the NIH Grants Policy Statement , and procedures for foreign institutions described throughout the SF424 (R&R) Application Guide.

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 1. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

Part I. Overview Information contains information about Key Dates and times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies). Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time. If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Policy on Late Application Submission.

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the SF424 (R&R) Application Guide.

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement .

Applications must be submitted electronically following the instructions described in the SF424 (R&R) Application Guide. Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII .

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH. See Section III of this NOFO for information on registration requirements.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the SF424 (R&R) Application Guide.

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review and responsiveness by components of participating organizations , NIH. Applications that are incomplete, non-compliant and/or nonresponsive will not be reviewed.

Applicants are required to follow the instructions for post-submission materials, as described in the policy

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process. Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

For this particular announcement, note the following:

The R03 small grant supports discrete, well-defined projects that realistically can be completed in two years and that require limited levels of funding. Because the research project usually is limited, an R03 grant application may not contain extensive detail or discussion. Accordingly, reviewers should evaluate the conceptual framework and general approach to the problem. Appropriate justification for the proposed work can be provided through literature citations, data from other sources, or from investigator-generated data. Preliminary data are not required, particularly in applications proposing pilot or feasibility studies.

The program seeks (i) to facilitate the next generation of researchers to pursue research and academic careers in AD/ADRD and (ii) to stimulate established researchers who have not had a major research award in AD/ADRD research to perform pilot studies in pursuit of new, innovative AD/ADRD research programs that leverage and build upon their existing expertise.

A proposed Clinical Trial application may include study design, methods, and intervention that are not by themselves innovative but address important questions or unmet needs. Additionally, the results of the clinical trial may indicate that further clinical development of the intervention is unwarranted or lead to new avenues of scientific investigation.

Overall Impact

Reviewers will provide an overall impact score to reflect their assessment of the likelihood for the project to exert a sustained, powerful influence on the research field(s) involved, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed).

Scored Review Criteria

Reviewers will consider each of the review criteria below in the determination of scientific merit and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact. For example, a project that by its nature is not innovative may be essential to advance a field.


Does the project address an important problem or a critical barrier to progress in the field? Is the prior research that serves as the key support for the proposed project rigorous? If the aims of the project are achieved, how will scientific knowledge, technical capability, and/or clinical practice be improved? How will successful completion of the aims change the concepts, methods, technologies, treatments, services, or preventative interventions that drive this field?

In addition, for applications involving clinical trials

Are the scientific rationale and need for a clinical trial to test the proposed hypothesis or intervention well supported by preliminary data, clinical and/or preclinical studies, or information in the literature or knowledge of biological mechanisms? For trials focusing on clinical or public health endpoints, is this clinical trial necessary for testing the safety, efficacy or effectiveness of an intervention that could lead to a change in clinical practice, community behaviors or health care policy? For trials focusing on mechanistic, behavioral, physiological, biochemical, or other biomedical endpoints, is this trial needed to advance scientific understanding?


Are the PD(s)/PI(s), collaborators, and other researchers well suited to the project? If Early Stage Investigators or those in the early stages of independent careers, do they have appropriate experience and training? If established, have they demonstrated an ongoing record of accomplishments that have advanced their field(s)? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance, and organizational structure appropriate for the project?

With regard to the proposed leadership for the project, do the PD/PI(s) and key personnel have the expertise, experience, and ability to organize, manage and implement the proposed clinical trial and meet milestones and timelines? Do they have appropriate expertise in study coordination, data management and statistics? For a multicenter trial, is the organizational structure appropriate and does the application identify a core of potential center investigators and staffing for a coordinating center?

Does the application challenge and seek to shift current research or clinical practice paradigms by utilizing novel theoretical concepts, approaches or methodologies, instrumentation, or interventions? Are the concepts, approaches or methodologies, instrumentation, or interventions novel to one field of research or novel in a broad sense? Is a refinement, improvement, or new application of theoretical concepts, approaches or methodologies, instrumentation, or interventions proposed?

Does the design/research plan include innovative elements, as appropriate, that enhance its sensitivity, potential for information or potential to advance scientific knowledge or clinical practice?

Are the overall strategy, methodology, and analyses well-reasoned and appropriate to accomplish the specific aims of the project? Have the investigators included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project? Have the investigators presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed? Are potential problems, alternative strategies, and benchmarks for success presented? If the project is in the early stages of development, will the strategy establish feasibility and will particularly risky aspects be managed? Have the investigators presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects?

If the project involves human subjects and/or NIH-defined clinical research, are the plans to address 1) the protection of human subjects from research risks, and 2) inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion or exclusion of individuals of all ages (including children and older adults), justified in terms of the scientific goals and research strategy proposed?

Does the application adequately address the following, if applicable

Study Design

Is the study design justified and appropriate to address primary and secondary outcome variable(s)/endpoints that will be clear, informative and relevant to the hypothesis being tested? Is the scientific rationale/premise of the study based on previously well-designed preclinical and/or clinical research? Given the methods used to assign participants and deliver interventions, is the study design adequately powered to answer the research question(s), test the proposed hypothesis/hypotheses, and provide interpretable results? Is the trial appropriately designed to conduct the research efficiently? Are the study populations (size, gender, age, demographic group), proposed intervention arms/dose, and duration of the trial, appropriate and well justified?

Are potential ethical issues adequately addressed? Is the process for obtaining informed consent or assent appropriate? Is the eligible population available? Are the plans for recruitment outreach, enrollment, retention, handling dropouts, missed visits, and losses to follow-up appropriate to ensure robust data collection? Are the planned recruitment timelines feasible and is the plan to monitor accrual adequate? Has the need for randomization (or not), masking (if appropriate), controls, and inclusion/exclusion criteria been addressed? Are differences addressed, if applicable, in the intervention effect due to sex/gender and race/ethnicity?

Are the plans to standardize, assure quality of, and monitor adherence to, the trial protocol and data collection or distribution guidelines appropriate? Is there a plan to obtain required study agent(s)? Does the application propose to use existing available resources, as applicable?

Data Management and Statistical Analysis

Are planned analyses and statistical approach appropriate for the proposed study design and methods used to assign participants and deliver interventions? Are the procedures for data management and quality control of data adequate at clinical site(s) or at center laboratories, as applicable? Have the methods for standardization of procedures for data management to assess the effect of the intervention and quality control been addressed? Is there a plan to complete data analysis within the proposed period of the award?


Will the scientific environment in which the work will be done contribute to the probability of success? Are the institutional support, equipment, and other physical resources available to the investigators adequate for the project proposed? Will the project benefit from unique features of the scientific environment, subject populations, or collaborative arrangements?

If proposed, are the administrative, data coordinating, enrollment and laboratory/testing centers, appropriate for the trial proposed?

Does the application adequately address the capability and ability to conduct the trial at the proposed site(s) or centers? Are the plans to add or drop enrollment centers, as needed, appropriate?

If international site(s) is/are proposed, does the application adequately address the complexity of executing the clinical trial?

If multi-sites/centers, is there evidence of the ability of the individual site or center to: (1) enroll the proposed numbers; (2) adhere to the protocol; (3) collect and transmit data in an accurate and timely fashion; and, (4) operate within the proposed organizational structure?

Additional Review Criteria

As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact score, but will not give separate scores for these items.

Study Timeline

Specific to applications involving clinical trials

Is the study timeline described in detail, taking into account start-up activities, the anticipated rate of enrollment, and planned follow-up assessment? Is the projected timeline feasible and well justified? Does the project incorporate efficiencies and utilize existing resources (e.g., CTSAs, practice-based research networks, electronic medical records, administrative database, or patient registries) to increase the efficiency of participant enrollment and data collection, as appropriate?

Are potential challenges and corresponding solutions discussed (e.g., strategies that can be implemented in the event of enrollment shortfalls)?

Protections for Human Subjects

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, 4) importance of the knowledge to be gained, and 5) data and safety monitoring for clinical trials.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

Inclusion of Women, Minorities, and Individuals Across the Lifespan

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

Vertebrate Animals

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following criteria: (1) description of proposed procedures involving animals, including species, strains, ages, sex, and total number to be used; (2) justifications for the use of animals versus alternative models and for the appropriateness of the species proposed; (3) interventions to minimize discomfort, distress, pain and injury; and (4) justification for euthanasia method if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals. Reviewers will assess the use of chimpanzees as they would any other application proposing the use of vertebrate animals. For additional information on review of the Vertebrate Animals section, please refer to the Worksheet for Review of the Vertebrate Animals Section .

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.


For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Applications from Foreign Organizations

Reviewers will assess whether the project presents special opportunities for furthering research programs through the use of unusual talent, resources, populations, or environmental conditions that exist in other countries and either are not readily available in the United States or augment existing U.S. resources.

Select Agent Research

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Resource Sharing Plans

Reviewers will comment on whether the Resource Sharing Plan(s) (i.e., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable.

Authentication of Key Biological and/or Chemical Resources:

For projects involving key biological and/or chemical resources, reviewers will comment on the brief plans proposed for identifying and ensuring the validity of those resources.

Budget and Period of Support

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s) convened by the Center for Scientific Review, in accordance with NIH peer review policy and procedures , using the stated review criteria . Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications will receive a written critique.

Applications may undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board. The following will be considered in making funding decisions:

  • Scientific and technical merit of the proposed project as determined by scientific peer review.
  • Availability of funds.
  • Relevance of the proposed project to program priorities.

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the NIH Grants Policy Statement .

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the NIH Grants Policy Statement .

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient's business official.

Recipients must comply with any funding restrictions described in Section IV.5. Funding Restrictions. Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Individual awards are based on the application submitted to, and as approved by, the NIH and are subject to the IC-specific terms and conditions identified in the NoA.

ClinicalTrials.gov: If an award provides for one or more clinical trials. By law (Title VIII, Section 801 of Public Law 110-85), the "responsible party" must register and submit results information for certain applicable clinical trials on the ClinicalTrials.gov Protocol Registration and Results System Information Website ( https://register.clinicaltrials.gov ). NIH expects registration and results reporting of all trials whether required under the law or not. For more information, see https://grants.nih.gov/policy/clinical-trials/reporting/index.htm

Institutional Review Board or Independent Ethics Committee Approval: Recipient institutions must ensure that all protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

Data and Safety Monitoring Requirements: The NIH policy for data and safety monitoring requires oversight and monitoring of all NIH-conducted or -supported human biomedical and behavioral intervention studies (clinical trials) to ensure the safety of participants and the validity and integrity of the data. Further information concerning these requirements is found at http://grants.nih.gov/grants/policy/hs/data_safety.htm and in the application instructions (SF424 (R&R) and PHS 398).

Investigational New Drug or Investigational Device Exemption Requirements: Consistent with federal regulations, clinical research projects involving the use of investigational therapeutics, vaccines, or other medical interventions (including licensed products and devices for a purpose other than that for which they were licensed) in humans under a research protocol must be performed under a Food and Drug Administration (FDA) investigational new drug (IND) or investigational device exemption (IDE).

2. Administrative and National Policy Requirements

All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities , including of note, but not limited to:

  • Federal wide Research Terms and Conditions
  • Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
  • Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions.

Should the applicant organization successfully compete for an award, recipients of federal financial assistance (FFA) from HHS will be required to complete an HHS Assurance of Compliance form (HHS 690) in which the recipient agrees, as a condition of receiving the grant, to administer programs in compliance with federal civil rights laws that prohibit discrimination on the basis of race, color, national origin, age, sex and disability, and agreeing to comply with federal conscience laws, where applicable. This includes ensuring that entities take meaningful steps to provide meaningful access to persons with limited English proficiency; and ensuring effective communication with persons with disabilities. Where applicable, Title XI and Section 1557 prohibit discrimination on the basis of sexual orientation, and gender identity, The HHS Office for Civil Rights provides guidance on complying with civil rights laws enforced by HHS. See https://www.hhs.gov/civil-rights/for-providers/provider-obligations/index.html and https://www.hhs.gov/civil-rights/for-individuals/nondiscrimination/index.html .

HHS recognizes that research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

  • For guidance on meeting the legal obligation to take reasonable steps to ensure meaningful access to programs or activities by limited English proficient individuals see https://www.hhs.gov/civil-rights/for-individuals/special-topics/limited-english-proficiency/fact-sheet-guidance/index.html and https://www.lep.gov .
  • For information on an institution’s specific legal obligations for serving qualified individuals with disabilities, including providing program access, reasonable modifications, and to provide effective communication, see https://www.hhs.gov/civil-rights/for-individuals/disability/index.html .
  • HHS funded health and education programs must be administered in an environment free of sexual harassment, see https://www.hhs.gov/civil-rights/for-individuals/sex-discrimination/index.html . For information about NIH's commitment to supporting a safe and respectful work environment, who to contact with questions or concerns, and what NIH's expectations are for institutions and the individuals supported on NIH-funded awards, please see https://grants.nih.gov/grants/policy/harassment.htm .
  • For guidance on administering programs in compliance with applicable federal religious nondiscrimination laws and applicable federal conscience protection and associated anti-discrimination laws see https://www.hhs.gov/conscience/conscience-protections/index.html and https://www.hhs.gov/conscience/religious-freedom/index.html .

Please contact the HHS Office for Civil Rights for more information about obligations and prohibitions under federal civil rights laws at https://www.hhs.gov/ocr/about-us/contact-us/index.html or call 1-800-368-1019 or TDD 1-800-537-7697.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to the Federal Awardee Performance and Integrity Information System (FAPIIS) requirements. FAPIIS requires Federal award making officials to review and consider information about an applicant in the designated integrity and performance system (currently FAPIIS) prior to making an award. An applicant, at its option, may review information in the designated integrity and performance systems accessible through FAPIIS and comment on any information about itself that a federal agency previously entered and is currently in FAPIIS. The Federal awarding agency will consider any comments by the applicant, in addition to other information in FAPIIS, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 45 CFR Part 75.205 and 2 CFR Part 200.206 Federal awarding agency review of risk posed by applicants. This provision will apply to all NIH grants and cooperative agreements except fellowships.

3. Data Management and Sharing

Note: The NIH Policy for Data Management and Sharing is effective for due dates on or after January 25, 2023.

Consistent with the NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

4. Reporting

When multiple years are involved, recipients will be required to submit the Research Performance Progress Report (RPPR) annually and financial statements as required in the NIH Grants Policy Statement.

A final RPPR, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award, as described in the NIH Grants Policy Statement . NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 45 CFR Part 75.301 and 2 CFR Part 200.301.

The Federal Funding Accountability and Transparency Act of 2006 (Transparency Act), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All recipients of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over $25,000. See the NIH Grants Policy Statement for additional information on this reporting requirement.

In accordance with the regulatory requirements provided at 45 CFR 75.113 and Appendix XII to 45 CFR Part 75, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period. The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (currently FAPIIS). This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313). As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available. Full reporting requirements and procedures are found in Appendix XII to 45 CFR Part 75 Award Term and Conditions for Recipient Integrity and Performance Matters.

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten submission by the due date, and post-submission issues)

Finding Help Online: https://www.era.nih.gov/need-help (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application instructions, application processes, and NIH grant resources) Email: [email protected] (preferred method of contact) Telephone: 301-480-7075

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email: [email protected]

Luci Roberts, Ph.D. Division of Neuroscience National Institute on Aging (NIA) Email: [email protected]

Jessica Boten, MPH Division of Behavioral and Social Research National Institute on Aging (NIA) Email: [email protected]

Basil Eldadah, MD, Ph.D. Division of Geriatrics and Clinical Gerontology National Institute on Aging (NIA) Email: [email protected]

Examine your eRA Commons account for review assignment and contact information (information appears two weeks after the submission due date).

Kathleen Moy Grants and Contracts Management Branch National Institute on Aging (NIA) Telephone: 301-827-2856 Email: [email protected]

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 45 CFR Part 75 and 2 CFR Part 200.

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  25. NASA Selects 2024 Small Business, Research Teams for Tech Development

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  28. Army leverages Army SBIR and xTech prize competitions to secure AI

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