Invited applications are due in InfoReady (link provided in your emailed invitation to apply) on Friday, April 5, 2024. Final decisions will be made by Friday, April 26.
Full applications require (1) a Project Description, (2) a budget request, and (3) (if applicable) IRB documentation. See below for details.
In a Word document or PDF, please provide a 1500-to-2000-word Project Description. Head each section with the numbered heading as written here.
In ~250 words, introduce the problem or research question that you intend to address, and briefly describe how your project will address it. The issue or problem should be comprehensible to non-specialist readers. In most cases, the overview will examine existing scholarly literature on your topic and identify a gap in existing research on writing in your field.
WID grants are designed to support the improvement of teaching and learning while contributing to a larger understanding of big questions about writing pedagogy and practice. In this section, please address the following two questions:
Please complete this Excel sheet in collaboration with your department accountant. When you upload the completed copy in InfoReady, please use the following naming convention to save it: Lastname_2024_budget
If your proposed research involves human subjects as defined by the University of Minnesota Institutional Review Board, you will need to include proof that you have filed for or have already received IRB approval or notification of exemption through ETHOS. For detailed information about this process and classroom research, please consult the website for the Institutional Review Board.
How well is the research project grounded in a larger published conversation in disciplinary journals, pedagogical literature, or education research?
What is the clear need or gap that the research project will address? What research question emerges from this gap? This issue or problem should be comprehensible to non-specialist readers.
Successful applicants will explain both how the particular method they’ve chosen enables them to address the research question/problem they’ve identified and why this method is the appropriate choice for their research question.
Does the specific timeline for completion make clear how funds will be spent and what will be accomplished during the grant period? Is the project (or portion of the project) “doable” given the available time and resources?
If some or all of the funding is designated to support the work of an undergraduate or graduate research assistant, how have the proposers made the case that the work advances that student’s professional development?
How thoroughly do the proposers make the case for this project’s contribution to what is known about writing in the disciplines? Do they suggest what concrete changes in practices related to teaching of or learning with writing might result from this research? Do they address how this research contributes to a more equitable, accessible and just University of Minnesota?
How do the proposers plan to share what they learn with a wider audience? How will this plan for sharing results contribute to the professional development of research assistants? Where applicable, how will project outcomes be shared with research participants?
Katie Levin and Dan Emery are available (and eager!) to consult with potential or actual applicants at any time during the process.