Writing Competitive Grants to the Institute of Education Sciences

Writing Competitive Grants to the  Institute of Education Sciences


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Archived Recording
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Tuesday, August 9, 2016
2:00 p.m. - 3:00 p.m.
Location: Webinar


Webinar Description:

The Institute of Education Sciences (IES) is the major funding agency for research and development grants in education. The National Center for Special Education Research (NCSER), one of the four Centers within IES, is the primary funding source for special education research. Writing a competitive and fundable proposal for the IES competitions can be overwhelming. Securing a grant from the IES is even more difficult. As a result, there is a high demand in the AUCD Network for a session on how to write a competitive IES grant proposal. The CORE is sponsoring a webinar to address this need. This webinar features two great researchers/speakers: Dr. Erik Carter of Vanderbilt University UCEDD and Ms. Kimberly Sprague of the IES. Dr. Carter is a nationally known and highly productive researcher in special education who has successfully secured funding from the IES. Ms. Sprague is a Senior Research Scientist/Education Analyst at the IES and has conducted research for over 25 years. They will introduce the IES grant process and share successful experiences during this webinar.

A Webinar from AUCD's Council on Research and Evaluation (CORE)



Erik Carter, PhD, Professor, Kennedy Center for Excellence in Developmental Disabilities, Vanderbilt University

Erik Carter's research goal is to identify those skills, supports, and experiences that enable adolescents with significant disabilities (e.g., intellectual disabilities, autism, and multiple disabilities) to live rich and personally satisfying lives during and after high school. His research has followed three primary strands. The first strand focuses on interventions to support youth with significant disabilities socially and academically within inclusive schools. Carter's research in this area has focused most heavily on the processes and outcomes associated with peer-mediated support strategies, along with careful examination of the student, classroom, and other school factors that may influence students' success. The second strand focuses on equipping middle and high school students with significant intellectual disabilities to transition successfully to life after high school. In this area, his research has focused on (a) assessing the transition-related needs (e.g., social, vocational, self-determination, educational) of youth, and (b) identifying feasible and effective avenues for increasing students' access to career development and early work experiences. The third strand focuses on increasing the capacity and commitment of communities to meaningfully include children and adults with significant disabilities, as well as engaging new partners in these efforts. Here, he has focused his work on interventions that engage new partners (e.g., employers, parents, community leaders, congregations) in community change efforts.


Ms. Kimberley Sprague, Senior Research Scientist, Institute of Education Science, U.S. Department of Education

Kim Sprague joined IES in 2012. Prior to joining NCSER, she served in the IES Standards and Review Office (SRO). Kim has conducted several studies, many using rigorous methods, including experimental designs, in the areas of early childhood education, early literacy development, professional development, and adolescent literacy. Prior to joining IES, Kim had been a researcher at Brown University, EDC, and Abt Associates, and she has degrees from Harvard, Cornell, and SUNY in Human Development, Psychology, and Education Policy with a focus on research methodology.