Please note that Tea & Theory has unfortunately been cancelled for the remainder of the Spring 2020 semester…. For anyone who may be interested in leading these seminars in the fall, please email socialscience@umbc.edu
Applications are now being accepted for the Center for Social Science Scholarship/CAHSS Summer Faculty Research Fellowship (SFRF). The purpose of this fellowship is to support significant social science research among tenure-track and tenured faculty in CAHSS, resulting in a submittable product by December 2020.
Applications are welcome from any tenured or tenure-track faculty doing social science research in any CAHSS department. Fellows will receive a $6,000 award during the summer of 2020. Up to three fellowships will be awarded.
By December 2020, each Fellow agrees to complete a submittable product, which can include an external grant or fellowship proposal, journal article, policy paper, book manuscript, or book chapter; upon completion, Fellows shall provide a copy of this submitted product to the Director of the Center for Social Science Scholarship. Fellows who are preparing an external proposal are expected to work with MIPAR for pre- and post-award assistance.
Interested faculty should complete and submit an application (linked above) by the specified deadline.
Applications will be reviewed and ranked by members of the Center for Social Science Scholarship Advisory Board, according to the following criteria:
Funds for this fellowship are provided by the Center for Social Science Scholarship, the College of Arts, Humanities and Social Sciences (CAHSS), and the UMBC Vice President for Research.
]]>Please see below for a curated list of upcoming funding opportunities. The Center for Social Science Scholarship and the Maryland Institute for Policy, Analysis, and Research (MIPAR) assist faculty members and departments in finding funding opportunities and in providing researchers with pre-award and post-grant management assistance. To set up an appointment, email socialscience@umbc.edu.Via our partnership with Hanover Research, also please open this link for a grants calendar that provides a list of upcoming funding opportunities, especially geared for early career researchers.
Sloan Fellowship on Aging (Harvard)
Deadline: December 2, 2019
The Sloan Fellowship on Aging and Work is a two-year, interdisciplinary postdoctoral fellowship that addresses the challenges of aging societies and labor force participation in the U.S. The HCPDS is able to offer this program thanks to generous funding from the Alfred P. Sloan Foundation.
For more information.
NOAA’s National Weather Service (NWS) Office of Science Technology Integration (OSTI)
Deadline: December 6, 2019
NOAA’s National Weather Service (NWS) Office of Science and Technology Integration (OSTI) is soliciting research proposals to support NOAA’s development of the community-based, coupled, comprehensive earth modeling system, the Unified Forecast System. The UFS is designed to provide more accurate forecast guidance through operational numerical weather prediction applications. These applications span local and global domains, and predictive time scales from sub-hourly to seasonal.
For more information.
Humanities Center Fellowship (University of Rochester)
Deadline: December 10, 2019
Applicants’ proposals must address the theme of "Translation and Transformation." Projects might address: the meanings and uses arising from the communication of a written text in a language or format other than the one it which it originated; the theory and politics of translation in its cultural and social dimensions, including issues of gender, race, ethnicity, and religion; art, film, dance, and music in relation to literary works and historical events; the popularization of science and humanistic thought; the role of the translator; the publication and marketing of translated texts; the transformative nature of digital media; the adaptation or persistence of beliefs and practices as a consequence of cultural encounters; and similar matters. Applicants may be in any field of humanistic study, including anthropology, art and art history, classics, English, history, modern languages and cultures, music, philosophy, or religion.
For more information.
U.S. Embassy Buenos Aires PAS Annual Program (State Department)
Deadline: December 31, 2019
The U.S. Embassy Argentina Public Affairs Section (PAS) announces the availability of funding through its Public Diplomacy Grants Program. This Annual Program Statement outlines funding priorities, strategic themes, and procedures for submitting requests for funding.The Grants Program supports projects proposed by U.S. and Argentine academic, cultural, educational, and other non-profit organizations and/or individuals that fulfill U.S. Embassy goals and objectives: to promote economic prosperity and security through academic and cultural initiatives seeking to increase understanding between U.S. and Argentine people and institutions.
For more information.
Environmental Education (EPA)
Deadline: January 6, 2020
Under the Environmental Education Grants Program, EPA seeks grant applications from eligible applicants to support environmental education projects that promote environmental awareness and stewardship and help provide people with the skills to take responsible actions to protect the environment. This grant program provides financial support for projects that design, demonstrate, and/or disseminate environmental education practices, methods, or techniques.
For more information.
ACLS American Council of Learned Societies Digital Extension Grants
Deadline: January 8, 2020
ACLS invites applications for ACLS Digital Extension Grants, which are made possible by The Andrew W. Mellon Foundation. This program supports digitally based research projects in all disciplines of the humanities and related social sciences. It is hoped that these grants will help advance humanistic scholarship by enhancing established digital projects, extending their reach to new communities of users, and supporting teams of scholars at all career stages as they participate in digital research projects.
For more information.
Campus Cyberinfrastructure (NSF)
Deadline: January 21, 2020
The Campus Cyberinfrastructure (CC*) program invests in coordinated campus-level networking and cyberinfrastructure improvements, innovation, integration, and engineering for science applications and distributed research projects. Learning and workforce development in cyberinfrastructure is explicitly addressed in the program. Science-driven requirements are the primary motivation for any proposed activity.
For more information.
National Artificial Intelligence (AI) Research Institutes, Accelerating Research, Transforming Society, and Growing the American Workforce (NSF)
Deadline: January 28, 2020
Artificial Intelligence has advanced tremendously and today promises personalized healthcare; enhanced national security; improved transportation; and more effective education, to name just a few benefits. Increased computing power, the availability of large datasets and streaming data, and algorithmic advances in machine learning have made it possible for AI development to create new sectors of the economy and revitalize industries. Continued advancement, enabled by sustained federal investment and channeled toward issues of national importance, holds the potential for further economic impact and quality-of-life improvements. To support this research area, the NSF is funding two tracks. (1) The Planning Track will support planning grants for durations of up to two years, and for up to a total of $500,000 to enable teams to develop communities and capacity for full Institute operations through diverse and sustained activities. (2) The Institute Track will support cooperative agreements of between $16 million and $20 million for between four and five years (up to $4 million per year). Institute proposals must convey clear and concrete plans for foundational AI research, use-inspired motivation and technology transition opportunities, the education and workforce development activities to be undertaken, and plans for multidisciplinary research community building appropriate to the proposed Institute's vision and mission. NSF plans to make 1-6 Institute Awards and approximately 8 Planning Grants.
For more information.
Butler-Williams Scholars Program for Faculty (NIH)
Deadline: February 14, 2020
The 2020 Butler-Williams Scholars Program (formerly the Summer Institute on Aging Research) includes lectures, seminars, and small group discussions in research design relative to aging, including issues relevant to aging of ethnic and racial minorities. Lectures will cover topics in research on aging, including: the biology of aging; genetics and Alzheimer's disease; and health, behavior, and aging. Discussion sessions will focus on methodological approaches and interventions. The program also will include consultation on the development of research interests and advice on preparing and submitting research grant applications to NIA.
For more information.
Building Capacity in STEM Education (NSF)
Deadline: June 5, 2020
ECR’s Building Capacity for STEM Education Research (ECR: BCSER) solicitation supports projects that build individuals’ capacity to carry out high quality STEM education research that will enhance the nation’s STEM education enterprise and broaden the pool of researchers that can conduct fundamental research in STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. Specifically, ECR: BCSER supports activities that enable early and mid-career researchers to acquire the requisite expertise and skills to conduct rigorous fundamental research in STEM education. ECR: BCSER seeks to fund research career development activities on topics that are relevant to qualitative and quantitative research methods and design, including the collection and analysis of new qualitative or quantitative data, secondary analyses using extant datasets, or meta-analyses.
For more information.
Evidence for Action (Robert Wood Johnson Foundation)
Deadline: April 2, 2019
Evidence for Action (E4A), a national program of the Robert Wood Johnson Foundation (RWJF), funds research that expands the evidence needed to build a Culture of Health. A Culture of Health is broadly defined as one in which good health and well-being flourish across geographic, demographic, and social sectors; public and private decision-making is guided by the goal of fostering equitable communities; and everyone has the opportunity to make choices that lead to healthy lifestyles. RWJF’s Culture of Health Action Framework, which was developed to catalyze a national movement toward improved health, well-being, and equity, guides E4A’s program strategy.
For more information.
And please don't miss out on these Internal Opportunities:
Translational Research with UMBC-ICTR
UMBC is pleased to announce a joint funding opportunity in partnership with the University of Maryland Institute for Clinical and Translational Research (ICTR).
The Accelerated Translational Incubator Pilot (ATIP) Grant Program provides starter funds for projects specifically focused on innovative, translational research that involves faculty from the UMB Schools, UMBC, and collaborative partners.
A Letter of Intent(LOI) is due on Monday, December 23, 2019 by 5:00 pm
The Application Deadline is Monday, January 6, 2020 by 5:00 pm
Budget - up to $50,000 in direct cost.
The Funding Period will be for 12 months from May 1, 2020 to April 31, 2021
Awardees will be announced in April 2020
No-cost extensions or carry-overs are not permitted.
UMBC applicants must have a UMB Co-PI collaborator
For further details on this funding opportunity please see the Call for Proposals.
Strategic Awards for Research Transitions (START)
Deadline: Friday, February 14, 2020 at 11:59pm
Competed annually, UMBC's START awards provide up to $25,000 in research funding for faculty members who will use these funds to better position themselves for further scholarly work that is not internally funded. To that end, priority is given to untenured, tenure track faculty members still establishing themselves, to tenured faculty members who are re-establishing themselves after interruptions, and to tenured faculty members entering new areas dependent on interdisciplinary collaboration.
Summer Research Faculty Fellowship (SURFF)
Deadline: Friday, February 21, 2020 at 11:59pm
Also competed annually, the SURFF program provides $6,000 in summer salary to early-career faculty members who would benefit from the opportunityto focus on establishing their scholarly independence.
Please email any questions related to these programs to Dr. Don Engel, Assistant Vice President for Research, at donengel@umbc.edu.
| Part of International Education Week, sponsored by the Education Abroad Office. |
The Scholars Strategy Network (SSN) invites you to join us for an afternoon mixer.
We will be discussing the creation of a Baltimore SSN Chapter and developing an agenda for the coming year. Refreshments will be served.
The Scholars Strategy Network (SSN) connects journalists, civic leaders, and policymakers with top researchers to improve policy and strengthen democracy. Through the network, journalists, policymakers, and civic leaders connect with responsive scholars and jargon-free research to support their work. Learn more about SSN at scholars.org.
November 15th, 2019
1-3pm
R. House- 301 W. 29th Street
LOCATION:
bwtech@UMBC North
5523 Research Park Dr., Suite 310
October 28, 2019
12:00-1:00 — Performing Arts and Humanities Building room 107
Reenvisioning Multilinguals’ English: Acquisition and Education Perspectives
Lourdes Ortega (Georgetown University)
Two thirds of the world’s speakers of English are second-language users and thus by definition bi/multilingual. All too often, their communication repertoires are construed as deficient and their multilingual prowess is erased. A wealth of knowledge from language acquisition by children and adults and from social theories in education can help us envision a new kind of multilingual English competence. I will argue that this kind of competence is continuous, probabilistic and gradient, and it is not limited by strictly linguistic or purely monolingual standards. I will then explore the pedagogical mindset that can help educators reaffirm multilinguals’ English competence and success.
Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and Convener of the Initiative for Multilingual Studies. She is best known for an award-winning meta-analysis of second language instruction published in 2000, a best-seller graduate-level textbook Understanding Second Language Acquisition (Routledge 2009, translated into Mandarin in 2016), and since 2010 for championing a bilingual and social justice turn in her field of second language acquisition. Her latest book is The Handbook of Bilingualism with Cambridge University Press (co-edited in 2019 with Annick De Houwer).
12 November 12, 2019
12:00-1:00 — Performing Arts and Humanities Building room 229
Emotional Turn in Second Language Teacher Education: Prospects and Possibilities
Peter De Costa (Michigan State University)
Following the sociocultural turn in teacher emotion research and the broader and deepening interest in affect within adjacent fields of psychology, second language acquisition, sociolinguistics, and linguistic anthropology, I explore second language (L2) teacher emotions from a positive psychology and critical perspective. The former perspective draws on recent developments in positive teacher psychology research, while the latter takes into account the sociopolitical dimensions of language teacher education. Importantly, both lines of research consider the ecologies in which teachers are embedded. To illustrate the vibrant and burgeoning language teacher emotion research agenda, I elaborate on three recently published studies. The presentation closes with a discussion of implications for pedagogy, policy and research.
Peter De Costa (PhD) is an Associate Professor in the Department of Linguistics and Languages and the Department of Teacher Education at Michigan State University. His primary areas of research are identity and ideology in SLA. His work has appeared in numerous international journals in the areas of applied linguistics and language education. Together with colleagues, he has recently co-edited special journal issues on scalar approaches to language learning and teaching, teacher identity, study abroad research methodologies, and World Englishes and second language acquisition. He is the author of The Power of Identity and Ideology in Language Learning (Springer, 2016) and editor of Ethics in Applied Linguistics Research (Routledge, 2016). He is the co-editor of the journal TESOL Quarterly.
November 16, 2019
9:00-12:00 — Sherman Hall A wing Room 121
Pre-registration required, please click here to register.
Workshop on Fanfiction in the Classroom
Shannon Sauro (UMBC)
Do you or your students love Harry Potter, Lord of the Rings or Twilight? How about Naruto, Inuyasha or Fairy Tail? Or maybe Pokéman, Call of Duty, or Assassin’s Creed? Do you wish you could use them in your teaching? This free half-day workshop introduces the use of fanfiction for language and literature teaching. Participants will engage in learning-through-doing modules developed by the FanTALES project including an overview of fan fiction and common genres and tropes, tools and techniques for searching fan fiction archives, and in-class short-form fan fiction writing. The workshop is designed for in-service and pre-service language teachers at the middle and high school levels but is open to all who are interested. No previous experience with fanfiction is necessary. Pre-registration required.
Shannon Sauro is a specialist in technologically mediated language teaching and learning and second language literacy. A faculty member in the UMBC TESOL program, her areas of research include the intersection of online fan practices and language learning and teaching, and the role of virtual exchange/telecollaboration in language teacher education. She recently co-edited a special journal issue on CALL in the digital wilds as well as the books CALL for Mobility (Peter Lang, 2018; with Joanna Pitura) and The Handbook of Technology and Second Language Teaching and Learning (Wiley, 2017; with Carol A. Chapelle). She is a past president of the Computer-Assisted Language Instruction Consortium (CALICO) and currently communications officer for UNICollaboration, an international organization for virtual exchange.
November 20, 2019
4:30-5:30 — Sherman Hall A wing Room 110
A Conversation with a Master Language Teacher
Sara Bruun (Ringsjö School, Höör, Sweden)
The use of digital tools opens up the classroom to the whole world. With programs such as Skype and FlipGrid students all over the globe are able to meet, speak, and work together in real-time. Digital tools transform teaching, and by using them wisely you can take your students far beyond text- and workbooks or struggles with vocabulary tests. They are able to “travel” and actually see what it is like in other parts of the world. These days, when some borders are being closed, it is important that we teach our students about different cultures and raise awareness about the world around us. A brief presentation serves as the foundation for a practice-based conversation about language teaching in the 21st century.
Sara Bruun is an award-winning language teacher, author, and lecturer from Sweden. She teaches English at a secondary school in Höör where she is also a development manager. Her work was awarded the European Language Label by the European Commission in 2015. In 2016, she received the outstanding achievement award for compulsory and upper-secondary school modern language teaching from the Royal Swedish Academy of Letters, History and Antiquities (Kungliga vitterhetsakademien). She was recognized in 2017 as Sweden’s Teacher of the Year for Educational Technology. She is the author of two books, Klassrummet möter världen: Autentiskt, tematiskt och digitalt (The Classroom Meets the World: Authentically, Thematically, and Digitally) and Digitala arbetssätt i klassrummet: Att våga ta språnget (Digital Practices in the Classroom: Daring to Take the Leap).