- Funding Opportunities
Proposal or Pilot (PoP) Grant
We are dedicated to supporting affiliate research in the area of language and literacy. CISLL’s Proposal or Pilot Grant (PoP) grants offer awards that vary in purpose and maximum award amount (described below). Award amounts may vary depending on need. Each fall we will issue a call for proposals. To be eligible, you must be a CISLL affiliate.
In the 2021-2022 academic year we offer awards intended to support faculty affiliates in the completion of a proposal for an externally funded grant. There will be two awards of up $7500 available. Depending on the proposals submitted, funds may be awarded to more than two proposals (e.g., three awards at $5000).
If CISLL affiliates succeed in getting grants with indirects, we will be able to offer faculty and graduate student pilot study grants.
Get more information about PoP Grants for or faculty affiliates.
CISLL Outstanding Student Scholar Award (COSSA)
All CISLL graduate student affiliates who are pursuing a master's or doctoral degree and who are conducting scholarly activities associated with language and literacy at NIU are eligible to be nominated for the CISLL Outstanding Student Scholar Award. We are committed to creating a new generation of scholars who have a broad perspective on the study of language and literacy. Each year the COSSA is awarded to a student affiliate who best exemplifies CISLL’s mission over the course of their graduate career and shows great promise as a future scholar in the fields represented by CISLL. During the fellowship year, the student is expected to continue research on language and literacy at NIU during the full academic year of the award, attend center-sponsored events, and will deliver a brief presentation on their work at the annual retreat.
Get more information about the COSSA Award or nominate a student.
Awardees of CISLL funding are requested to acknowledge CISLL support when disseminating their work. An example acknowledgment statement is provided below.
The research was supported by the Center for the Interdisciplinary Study of Language and Literacy (CISLL) at Northern Illinois University. Any opinions, findings and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the CISLL.