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LOI due January 23, 2026; invited full proposals due mid-February 2026
Medical Education Innovation Grants is an internal grant program from the University of Wisconsin-Madison Department of Medicine that funds educational innovation and scholarship within the department. Beginning in 2026, awards are granted for a two-year period to allow applicants adequate time to develop, implement, and study their innovations.
Grants of up to $20,000 support projects focused on teaching skill development, curriculum and program development, educational scholarship, and career development in clinical settings. Eligible applicants include Department of Medicine faculty holding a primary DOM appointment and trainees who have an identified DOM faculty sponsor. The application deadline is January 23, 2026.
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Medical Education Innovation Grants | Department of Medicine, University of Wisconsin–Madison Medical Education Innovation Grants Educational Innovation and Scholarship Support The Department of Medicine Education Committee awards grants for educational innovation and scholarship within our department.
Beginning in 2026, Innovation Grants will be awarded for a two-year period, giving applicants more time to develop, implement, and study their educational innovations. Applicants must first complete a letter of intent (LOI) form , which we will then review and inform that pool of people if they can submit a full grant proposal for the 2026-27 year. Deadline for the LOI is January 23, 2026.
Applicants Eligible for Funds Department of Medicine Faculty (SMPH faculty member with a primary DOM appointment) Trainees with an identified DOM Faculty Sponsor Priorities for Funding Consideration Read the Priorities, Preferences, and Letter of Intent Questions (Box file). How Applications are Reviewed The Innovation Grant Committee was established in Fall 2024 to serve the needs of the program.
The Chair of the Innovation Grant Committee will assign letter of intent applications for review by regular members of the committee. The reviewers will present the application to the committee who will vote to determine whether to move forward with a full grant proposal request. Those projects approved for full grant proposals will receive further instruction from the committee in mid-February.
The number of applications approved will depend on the score and the availability of funds. The Innovation Grant Committee's approval determines only support for the project and the level of funding. All related purchases and expenses must follow UW purchasing policies and transactions must go through the required purchasing approval process, which can take time.
Please feel free to reach out to Maggie Miller in Central Finance with any purchasing questions that come up while you are writing your application and budget. It's best to clarify processes and requirements in advance rather than run into issues later. Funds are available for two years starting July 1.
All spending must be completed by June 30 of Year 2. Any funds not encumbered by May 31 of Year 2 will be returned to the Department. Requests for a one-year extension can be made through the DOM Education Innovation Grant Final Report form before May 31 of the current grant period.
In the form, provide progress on the project to date, an explanation of why the extension is necessary and a plan for remaining funds.
Complete Mid-Cycle Report (December): provide an update on the project, identify barriers, and facilitate the successful completion of the project DOM Education Innovation Grant Final Report (May): see above Present results at the Department of Medicine Education Day through a poster session, workshop, or other activity Ideally, results will be disseminated at other UW events and regional or national venues, such as: UW Teaching and Learning Symposium SMPH Medical Education Day Alliance for Academy Internal Medicine National Conference Association of American Medical Colleges (AAMC) Regional Conference Society of General Internal Medicine (SGIM) Meeting All resultant publications and presentations should acknowledge funding from the DOM Education Innovation Grant program using the following language: “This project was supported by an Education Innovation Grant award from the Department of Medicine at the University of Wisconsin-Madison.
” For questions regarding grant requirements, contact Katherine Vaughan . Applications for Academic Year 2026-27 Instructions for Submission Applicants must first complete a letter of intent (LOI) form (below), which we will then review and inform that pool of people if they can submit a full grant proposal for the 2026-27 year. Deadline for the LOI is January 23, 2026.
The webform is not able to save partially complete applications, so only begin when you are ready to complete the entire form. Frequently Asked Questions What Percent Grant Submissions to the Education Committee are Funded? 70% funded (25/36) over the last 6 years What are Reasons Some Grants Aren’t Funded?
Too ambitious of a project Does not directly affect DOM members Duplicates other programs already available Unclear description of program need Lack of objectives and measurable outcomes Unclear stakeholder buy-in What are Some Useful Campus Resources? SMPH Academic IT; Kristin Simon For Undergraduate Medical Education: Provides instruction design and technical development support as well as a course production unit.
UW Survey Center; John Stevenson Provides assistance with questionnaire design and instrument development and refinement. DOM IT Department; Jennifer Bonifas Evaluates projects for technology factors that can affect initiation and maintenance of the project with the DOM IT environment. Determines any HIPAA issues that could affect grant feasibility.
How do I Spend My Award Funds? You will receive a notice from DOM Accounting when your project has been set up and funds are ready to spend. Please work with your divisional accountant or Maggie Miller in Central Finance to discuss purchasing policies and payment options relevant to your project.
Purchasing approval can take time; please plan ahead. What Grants Have Been Previously Funded?
2025-2026 “Exploring Antimicrobial Decision Making Among Trainees and Providers to Inform Targeted Interventions to Optimize Outcomes for Vulnerable Patients” Kelly Biermann, DO, Lindsay Taylor, MD, MS , and Jessica Tischendorf, MD, MS “Mixed Learner Simulation for Geriatric and Clinical Teaching Skill Development” (funded by the Linda Banov and Howard Stern DREAMS fund) Jon Leja, MD and Jennifer Woodard, MD “Enhancing Clinical Education with National Partnerships” “Development of a Role-Reversal and Standardized Patient Simulation to Teach Residents Effective Communication Practices with Patients Who Have Limited English Proficiency” Gabriel Moreno, MD, and Alexandra Wick, MD 2024-2025 “Testing the Use of a Virtual Learning Platform as an Effective Teaching Strategy for a Communication Skills Workshop for Internal Medicine Residents” “‘Training the Trainers.
’ Developing a Point of Care Ultrasound (POCUS) Training Program for the Nephrology Faculty.
” “Basic Interpretation of Transthoracic Echocardiogram” “Maximum Recall: Establishment of a Novel Curriculum for the Advanced Endoscopy Rotation” Dana Ley, MD, and Omar Calderon, MD “Diagnosis & Management of Cognitive Decline in Latinos – Development & Piloting of a Medical Education Curriculum” Maria Mora Pinzon, MD, MS “Navigating Glomerulonephritis After Transplant: A Complete Educational Program” “Point-of-Care Ultrasound Education Track (Longitudinal POCUS curriculum)” “Bringing It Home: Point of Care Ultrasound Use in the Home Hospice Setting” 2023-2024 "Beyond the Language Barrier: An Orientation Curriculum for Internal Medicine International Medical Graduates" "Learning Leadership Strategies for the trainees in the Department of Medicine" "Improving the care of patients who inject drugs through a trainee informed educational intervention" "Cooking Classes and Nutrition Education for Residents: Building Skills Through Action" Lucas Fass, MD, and Nicole Kochman, MD "Standardized Curriculum in Cardiac Critical Care" "Internal Medicine Residency Outpatient POCUS Curriculum" “Rehumanizing the Intensive Care Unit through Interprofessional Team Coaching" Jacqueline Kruser, MD, MS "Snapshots: A Basic Science Curriculum for Rheumatology Fellows Pursuing Careers in Clinical Practice" "Challenging Conversations 101: Introduction to Facilitating Difficult Conversations" "Utilizing Quantitative and Qualitative Methods to Investigate Key Factors when Standardizing Transplant Infectious Disease Subspecialty Training in the United States" "Microlearning on Sickle Cell Disease for Clinicians–Practical Tool in Everyday Practice" Thorunn Thordardottir, MD "’Professional Development: Taking Your Career Forward’ - A Professional Development Curriculum for Graduate Medical Education" "Learning about Hospital at Home: An Online Module for Interprofessional Learners" 2022-2023 "Evaluating an Infectious Disease Fellowship Curriculum to Improve Interprofessional Collaboration and Outcomes of Veterans with Diabetic Foot Ulcers" Meghan Brennan, MD, MS and Jessica Tischendorf, MD, MS "Creation and Dissemination of a University of Wisconsin Rheumatology Fellowship Bootcamp" Sarah Donohue, MD and Justin Levinson.
MD, MBA "Teaching Internal Medicine Residents to Mitigate Microaggressions in Clinical and Educational Settings" Leila Famouri, MD, MPH , Andrea Schnell, MD , and Christine Sharkey, MD "Implementation of a Health Equity Curriculum for Internal Medicine Residents" Kelsey Holbert, Hannah Bell, MD , and Madelyn Alvarez "Night Moves in the ICU: A Cross-Cover Curriculum for Learners" Matthew Konz and Melissa MacDonald, MD "Application Based Invasive Cardiovascular Hemodynamics Learning Tool" Andrew Pap, MD and Ruben Alexanian, MD "Refreshing the Outpatient Phase 3 Cardiology Experience" 2021-2022 “Simulation Based Learning in Cardiology Training” The goal of this project is to develop a robust simulation-based training program directed at promoting best practices for common cardiac catheterization lab procedures prior to, but also following actual patient engagement.
These same tools will also allow for technical skills assessment and feedback for advanced learners as they evolve in the UW Interventional Cardiology Fellowship program.
2020-2021 "Internal Medicine Residency Pathway in Health Equity" "A Randomized Control Trial to Measure the Impact of Medical Improv On Medical Student Empathy" "A 2 Week Medical Student Curriculum in an Outpatient Allergy Clinic" "An Evidence-Based Nutrition Curriculum for Resident Physicians: A Focus on Well-Being" 2019-2020 "Gaming for High Value Care" "Global Health Simulation Curriculum for Internal Medicine Residents" Greg Gauthier, MD and Dawd Siraj, MD, MPH "Building Research Communities: an Educational Framework and Formative Evaluation Tool for Research Mentors and Trainees" 2018-2019 "Resident Curriculum for Bedside Ultrasonography" Katherine Fell and Tim Rowe "Development of a Blended Interprofessional Ambulatory Care Curriculum" "Empathy Training during Cardiovascular Medicine Fellowship" 2017-2018 "Development of a Web-based Platform for Blended Learning in A Resident-As-Educator Curriculum" Jessica Tischendorf, MD and Sara Johnson, MD "Faculty can ‘Break the Bias Habit’ Too!"
Christine Kolehmainen, MD "Preventing Endoscopy-Related Injuries among Gastroenterology Fellows: A Train the Trainer Program" Kerstin Austin, MD and Sumona Saha, MD, MS If you have additional questions not addressed above, please contact Amy Zelenski, PhD .
Key questions and narrative sections extracted from the solicitation.
Letter of intent form required
Project narrative
Budget justification
Priorities and preferences alignment
Scoring criteria used to review proposals for this grant.
Based on current listing details, eligibility includes: Department of Medicine Faculty (SMPH faculty member with a primary DOM appointment); Trainees with an identified DOM Faculty Sponsor Applicants should confirm final requirements in the official notice before submission.
Current published award information indicates Up to $20,000 Always verify allowable costs, matching requirements, and funding caps directly in the sponsor documentation.
The current target date is January 23, 2026. Build your timeline backwards from this date to cover registrations, approvals, attachments, and final submission checks.
Federal grant success rates typically range from 10-30%, varying by agency and program. Build a strong proposal with clear objectives, measurable outcomes, and a well-justified budget to improve your chances.
Requirements vary by sponsor, but typically include a project narrative, budget justification, organizational capability statement, and key personnel CVs. Check the official notice for the complete list of required attachments.
Yes — AI tools like Granted can help research funders, draft proposal sections, and check compliance. However, always review and customize AI-generated content to reflect your organization's unique strengths and the specific requirements of the solicitation.
Review timelines vary by funder. Federal agencies typically take 3-6 months from submission to award notification. Foundation grants may be faster, often 1-3 months. Check the program's timeline in the official solicitation for specific dates.
Many federal programs offer multi-year funding or allow competitive renewals. Check the official solicitation for continuation and renewal policies. Non-competing continuation applications are common for multi-year awards.
Improving Undergraduate STEM Education: Education & Human Resources (IUSE: EHR) Program is sponsored by National Science Foundation (NSF). This program promotes novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. It supports projects that bring recent advances in STEM knowledge into undergraduate education, adapt, improve, and incorporate evidence-based practices, and lay the groundwork for institutional improvement in STEM education. Professional development for instructors to ensure adoption of new and effective pedagogical techniques is a potential topic of interest.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.