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Internal CSULB Funding Opportunities

The Office of Research and Economic Development in collaboration with Academic Affairs is pleased to support the following Award Opportunities:




TT/T Faculty including Librarians, Counselors, & Coaches

Full-time Lecturer Faculty

Part-time Lecturer Faculty

Probationary Faculty w/ New Faculty Reassigned Time

Mini Grants*





Summer Stipends*





Reassigned Time*





Faculty Small Grants*





ORED Multidisciplinary Grants








Summer Student Research Assistantship










*Faculty can only accept one of these awards

**Joint proposal with TT/T Faculty required

Summer Student Research Assistantships (SSRA)

COMPETITION INFORMATION: Academic Affairs, in collaboration with the Office of Research and Economic Development, is pleased to support Student Research Assistantship Program every summer.

This program is designed to encourage student participation in a broad range of scholarly and academic activities and is open to eligible undergraduates and graduates from all disciplines and academic areas of study.  The assistantship provides financial support during the 2022 summer intersession months to undertake full-time research and scholarly activities in collaboration with a Faculty Research Mentor (Tenured/tenure track faculty, or Lecturer with a Tenured/tenure track faculty/Department Chair as Co-Mentor).  Research Mentors are expected to meet regularly with their assistant and provide a blend of supervision that provides directed guidance with scope for initiative and independent thought. Faculty mentors are highly encouraged to complete the Beach Mentor program. More information on the Beach Mentor program can be found from the CSULB Faculty Center

Due to the competitive nature of this award, a Faculty mentor may only nominate up to 2 students.  If two students are nominated, the Faculty mentor must rank the two students. Please log-in to Info Ready ( to submit your application beginning Monday, December 6, 2021.  SSRA application submission ends by Monday, February 21, 2022, by 5pm.


ORED Multidisciplinary Research Grants



The Office of Research and Economic Development is accepting proposals for internal grants to help faculty prepare proposals for major external funding. ORED encourages multidisciplinary research collaborations and partnerships.

This grant program is open to CSULB tenured or tenure-track faculty members and full time lecturers. Past award recipients must have submitted both a final report and a full length, external grant application through ORED based upon the award in order to be eligible for funding. 

Please see the attached RFP for further information on how to apply, as well as the criteria that needs to be included in your application package: 

2022-23 ORED Multidisciplinary Research Grants Application Requirements

Please log-in to Info Ready ( to submit your application beginning Monday, January 10, 2022.  Multidisciplinary grant application submission ends by Friday, February 25, 2022, by 5pm.

The Division of Academic Affairs is pleased to support Research, Scholarly and Creative Activity (RSCA) and Mini Grants/Summer Stipends (MGSS).

When funds are available, a faculty member is allowed to apply for only one of the four awards (Reassigned Time, Faculty Small Grants, Mini-Grants and Summer Stipends) in a given year.  Application timeline and process will be announced during the Fall Session of the Academic Year. Please see Academic Senate Policy 19-03 §3.1 for details.

Research, Scholarly, and Creative Activity (RSCA)- Reassigned Time and Faculty Small Grants

ORED Workshop Information on Reassigned Time and Faculty Small Grants (PDF)

Research, Scholarly, and Creative Activity (RSCA)

The Division of Academic Affairs is pleased to announce the availability of funds to support RSCA for FY 2022-23.

A faculty member is allowed to receive only one award—a summer stipend, a mini-grant, reassigned time, or a faculty small grant—in a given year under this policy. The deadline for RSCA awards and faculty small grants will be set by the college. Please see the Academic Senate Policy 19-03 §3.0 for details.

Awards may be used for reassigned time, faculty small grants, or a combination of both equivalent to the Vacant Rate for up to 6 WTU per academic year. Applications for more than 3 WTU require additional justification in the application. Should more than 3 WTU of reassigned time be awarded, the awardee can choose to take the reassigned time all in one semester or distribute the reassigned time over two semesters.

Each academic college administers the award process for Reassigned Time and Faculty Small Grants. Faculty members receiving new faculty reassigned time are only eligible to apply for Faculty Small Grants.

Contact your college office regarding application information. RSCA proposals deadlines are TBD per college.

If your college is using the Info-Ready platform to accept proposal applications, please log-in to Info-Ready ( to find your college RSCA competition page.

Mini Grants and Summer Stipends

Mini-Grants and Summer Stipends (MGSS)

A faculty member is allowed to receive only one award—a summer stipend, a mini-grant, reassigned time, or a faculty small grant—in a given year under this policy. If the faculty has been awarded an RSCA from their college, they won’t be eligible for an MGSS.  Please see the Academic Senate Policy 19-03 §3.0 for details.

MGSS Applications will be submitted, reviewed and awarded via Info-Ready, an online Research Competition Space.

The Chancellor’s Office will provide system-level funding for mini-grants and summer stipends (MGSS).  All members of Unit 3 (all lecturers, probationary faculty, tenured faculty, librarians, coaches, and counselors) are eligible to compete for Mini-grants and Summer Stipends. Support will be available in the form of:

  • Mini Grants
    • Not to exceed $5000, are intended to be “seed” money leading to the application for external support. Since this award is “seed” money, acceptance of a mini-grant requires that the application for external funding based on the proposal be submitted within two years of the date of the award and prior to any subsequent mini-grant awards.
  • Summer Stipends
    • Equivalent to the prevailing 3-WTU Vacant Rate to support a recipient in continuance of scholarly and creative activity during the summer. An applicant or recipient of a summer stipend may not be employed for 6WTU or more in summer session during the stipend period.

Faculty members receiving new faculty reassigned time are only eligible to apply for Faculty Small Grants.  Each college review committee, the college dean, and the university MGSS committee will review and provide recommendations. 

For research and scholarly projects that seek to disrupt anti-Black racism and/or promote racial equity, please clearly indicate this goal in the application.

MGSS Applications will be submitted, reviewed and awarded via Info-Ready, an online Research Competition Space. Please log-in to Info Ready ( to submit your application beginning Monday, September 20, 2021.  MGSS application submission ends by Friday, November 5, 2021, by 5pm.

MGSS Application

ORED Workshop Information on Mini Grants and Summer Stipends

Open Access Publishing

Faculty Research Awards in Equity, Diversity, and Inclusion

President-Provost Initiative

Inaugural 2021-22 Focus: Racial Equity

Background/Scope of Funding

The University seeks proposals for Faculty Research Awards to promote Racial Equity, Diversity, and Inclusion (FRA-EDI) for AY 2021-22. Through this program, we encourage and accept proposals which aim to investigate issues of racial equity, diversity, and inclusion on the CSU Long Beach campus and/or our immediate geographical region that support student access and success.

For the purpose of this program, we are using the following definition of Equity adopted by the CSULB President’s Equity and Change Commission (PECC):

Crafting solutions that meet the needs of different groups based on their histories and access to resources -outcomes oriented (different than equality or sameness; equity deals with specificity). Equity is unfair- deliberately and intentionally so to lead to the outcome of fairness by considering different starting places. (USC, Equity Now! Fall 2020; Adopted by the CSULB PECC)

The goals of the inaugural issue of the new FRA-EDI program feature reliance upon our significant Beach intellectual capital to interrogate campus processes, programming, practices, policies, and norms through a racial EDI lens. The new program supports opportunities to examine the broader scholarship of racial EDI in all disciplines, which can prove valuable in many ways, such as how the campus approaches faculty, staff and student recruitment, retention and success; valuation of teaching, scholarship and service; and knowledge contributed by the Beach to broader national conversations around racial EDI in higher education. Finally, the new program provides a process to explore ways for the Beach academic community to engage in strategic partnerships within the greater Long Beach Community as mutual partners for public good. Results of the research should ultimately help stimulate evidence-based directions toward achieving our campus racial equity goals. Following the inaugural 2021-22 FRA-EDI, other/additional scopes of focus can be considered.

Proposals with merit will be considered from across 4 themes. Preference points should be considered for proposals submitted promote and accelerate discovery with potential for direct campus racial EDI impact and/or demonstrate alignment with and potential to advance targeted Beach 2030 Action Plan(s).

Project Themes

  1. EDI Campus Programming - describe development and evaluation of programming with high scalable potential to advance campus goals toward equity, anti-racism and social justice within the Beach community
  2. EDI Campus Information - use institutional data or collect new data to unpack issues of inequity around student enrollment; persistence; engagement; course and degree completion patterns; Beach faculty, student and employee experiences, or gaps in institutional inclusiveness
  3. EDI Scholarship Across Disciplines – engage in unique scholarship that examines racial EDI processes, norms, practices across disciplines
  4. EDI Partnerships – describe exploration, development and evaluation of high promise partnership concepts with LBC and surrounding community entities toward promoting shared investment in various educational and entrepreneurial racial equity opportunities between CSULB and the community

Review Process

Ten (10) awards of maximum $15,000 will be funded. Participants in this grant program must be a CSULB tenured or tenure-track faculty member. Allowable expenses include faculty assigned time up to 6 WTUs; materials and supplies; data services; publication costs; allowable travel. The award period is for one academic year, renewable to a maximum of 2 years through no-cost extension.

Each academic college will develop and administer the proposal review process for FRA-EDI. One FRA-EDI award will be granted to Business, Education, Engineering, Health and Human Services, Liberal Arts, Natural Sciences and Mathematics, the Arts and the University Library.. An additional FRA-EDI award will be provided to Liberal Arts and Health and Human Services as they are larger colleges in terms of FTEF.

It is strongly recommended that each college review committee consists of a diverse group of faculty with representation of professorial rank, race and ethnicity, and gender. They must be committed to advancing the campus EDI goals.

Proposal Guidelines

Proposals will be limited to five (5) narrative pages with the following proposal components:

  • Project Title
  • FRA-EDI Theme # (1 – 4)
  • Introduction/Background
    • Significance - Please describe the problem that your project is seeking to address. Feel free to include support information such as data, evidence-based practices that demonstrate the need for the project.
    • Project goal/s and outcome/s - Please present measurable goal/s and objective/s for the proposed project.
  • Methodology - Please provide a brief overview of the project plan, including proposed approach and/or activities.
  • Addressing Equity issues - Please provide a brief narrative on the anticipated impact that the project’s outcome/s are expected to impact/advance the FRA-EDI theme selected for the proposal.
  • Sustainability After Project Period
    • Potential for external funding - 1) Briefly describe the potential for project outcomes to serve as preliminary data or other foundation within external funding initiatives or 2) not applicable.
    • Potential institutional scalability - 1) Briefly describe the potential for scaled campus implementation, including resources, personnel, infrastructure etc. to support success or 2) not applicable.
  • Budget and budget justification

Budget Guidelines

Proposal Budget Template-FRA-EDI

FRA-EDI Award Recipients

College of Education

Faculty Member: Devery Rodgers, Assistant Professor, Educational Leadership

Project Title: Exploring the Black Graduate Student Experience in CED

Project Theme #2 – EDI Campus Information

Abstract: The purpose of this project is to explore the culture that contributes to or defrays from the experiences of Black graduate students in the College of Education (CED) in regards to equity and inclusiveness. Results of the project will ultimately help stimulate evidence-based actions in programming, practices, services, and policies to support our CED racial equity goals with Black graduate students.


College of Business

Faculty Member: Jeffrey Bentley, Associate Professor, Human Resource Management

Project Title: supporting Black Small Business Owners Inside and Out: Evaluating and Developing Access to Financial, Human, and Identity Capital

Project Themes #1 and #4: EDI Campus Programing & EDI Partnerships

Abstract: In the face of institutionalized racism, Black Small Business Owners (SBOs) in American must fill a deficit of both human capital (e.g., skills, experience) and financial capital (e.g., startup funds, interest rates) to thrive like their White or Latinx counterparts. Those deficits are inequitable. CSULB and Long Beach City (LBC) offer resources to overcome those barriers, however, the effectiveness of those resources is not clear. Moreover, those barriers may not be the only inequities. Unlike White SBOs, Black SBOs must also build the psychological capacity to preserve in the face of discrimination by many social structures. This belies a third deficit: identity capital. The construction of a motivating Black entrepreneurial identity is a critical resource fueling Black SBO success. Unfortunately, not all may develop identify capital, and little to no research has been conducted to guide their efforts. This project has three main goals: (1) uncover the identity work tactics of Black SBOs needed to cultivate identify capital; (2) evaluate the effectiveness of CSULB and Long Beach City (LBC) resources for developing identity, human, and financial capital for Black SBOs; and (3) begin to provide Black SBOs and entrepreneurs access to the social capital needed for developing identity, human, and financial capital by (a) developing a plan for a Black SBO mentoring and networking system and (b) presenting that plan and findings from Goals 1 and 2 (above) to Black SBOs, entrepreneurs, and CSULB students through a community mentoring/networking session at CSULB.


College of Natural Scienes and Mathmatics

Faculty Members: Kagba Suaray, Professor, Mathematics and Statistics, and Xiyue Liao, Assistant Professor, Mathematics and Statistics

Title:  The Long Beach Urban Data Science Collective

Project Theme #4 – EDP Partnerships

Abstract:  The primary goal of the proposed project is to leverage connections between Long Beach Unified School District (LBUSD), Long Beach City College (LBCC), and CSULB via the Long Beach Promise to build an infrastructure of culturally responsive student support for the core skills required for success in Data Science careers. We seek to lay the groundwork for cross institutional pathways that empower students of color to uncover their love for Data Science and prepare them to harness their academic training for community impact, post-secondary degree completion, and employability.


College of the Arts

Faculty Members:  Rebecca Bryant, Associate Professor, Dance; Brooke Winder, Assistant Professor, Dance; and Rebecca Lemme, Associate Professor, Dance

Project Title: Collective Embodied Social Justice Training

Project Themes #1 & #3 – EDI Campus Programming & EDI Scholarship Across Disciplines

Abstract: We—an intergenerational coalition of Dance full/part-time faculty, staff, and student leaders— seek funding for somatic training in Embodied Social Justice to aid us in our ongoing work of rooting out systems of oppression that exist within us as individuals and as a collective. Our community has been in conversation, reflection, and direct action over the last four years, collectively strategizing and implementing structural and procedural changes to confront and dismantle racism and ableism. Key to our continuing efforts is to address the embodied reality of these systems of oppression in which we have, all of us, been indoctrinated; without undoing the embedded, unconscious, daily, lived patterns of these systems of oppression, we undermine the decisive advances we have made. We seek funds for our project’s Phase 1 expenses, which include teaching, travel, and accommodation fees for renowned somatic training experts—such as Nkem Ndefo, MSN, CNM, RN and/or Rae Johnson, PhD, RSW, RSMT, BCC—and coordination costs of faculty assigned time and paid undergraduate assistants. Our project will generate measurable data regarding impact and provide strategies for bringing embodiment work to other populations on campus. By training together—collaboratively and equally, across institutional power stratifications—our intergenerational collective models the very definition of equity, diversity, and inclusion.




College of Health and Human Services (2 Awards)

Faculty: Leilani Madrigal, Associate Professor, Kinesiology

Title: Examining recruitment and diversity, equity and inclusion training in student leadership positions on campus 

Project Theme #2 - EDI Campus Information

Abstract: Oral histories rely on phenomenology, a perspective that emerged from European philosophy (van Manen, 1990).  Phenomenology is a research method that studies “the lived experiences, the explication of phenomena as they present themselves to the consciousness, the study of essences and the description of experiential meaning…and the search for what it means to be human” (Struthers &Peden-McAlpine, 2005, p. 1265).  Thus, oral histories allow people to reflect and make meaning out of their experiences.  Through oral history, we can learn the journeys, successes, and challenges of our former Black undergraduate and graduate CCJ students. Their oral histories can provide important insight into how Black students navigate both the larger university and the smaller academic department. What does it take for a Black person to go to college? What does it take for a Black person to walk into a classroom where they may be the only Black person in the room? What does it take for a Black person to meet the requirements of the program (3.0 GPA)? What does it take for a Black person to interact with fellow students, professors, and administrators – almost none of whom are Black? What does it take for a Black person to engage in discussions about criminal justice topics that refer to their peoples as a variable? What does it take for a Black person to graduate with a degree in a field that often dehumanizes and criminalizes them? We, as a department, would like the opportunity to explore these very difficult questions.


Faculty: Dina Perrone, Associate Professor, Criminal Justice

Title: The Ebony Tower: Oral History Narratives of Black/African/African American Criminology/Criminal Justice Students at CSULB

Project Theme #1 - EDI Campus Programming

Abstract: In a recent study on both Black, Indigenous, People of Color (BIPOC) and White university students’ racial and ethnic experiences on campus during the COVID-19 pandemic, both BIPOC and White students advocated that a call to action was needed at the educational level within campuses (Blevins & Madrigal, under review). Diversity training, to both faculty and students can be one method towards providing equitable and anti-racist experiences for BIPOC students. Researchers have recommended programs to expand diversity training in all domains of higher education, including coursework, research, and clinical experience (Green et al., 2009). This can be done through small group discussion, awareness of our biases, and research within ethnically and culturally diverse groups. To date, diversity trainings for students within CSULB may be occurring within silos and thus the content and curriculum of such trainings may be varied in their outcomes. Thus, there is a need to systematically examine the diversity trainings that are a part of student leadership programs to adequately assess features within programs that may serve as a model for other DEI training programs.


College of Liberal Arts (2 Awards)

Faculty: Dede Long, Assistant Professor, Economics

Title: The effect of second-order belief: how better information reduces gender and racial gaps in educational outcomes

Project Theme #3 – EDI Scholarship Across Disciplines

Abstract: Differences in education types are a key contributor to career and social segregation by gender, race, and ethnicity. Many past studies have demonstrated that women and minority students are more sensitive to their grades and thus choose to not major in economics and STEM majors. In addition to the (first-order) beliefs about the differences in ability and performance between gender and race, beliefs about beliefs, known as second-order beliefs, can have similar effects by driving women and minority students out of certain degree fields. The current project has two primary objectives. First, it explores the effect of beliefs about differences in grades between the marginalized students and their counterparts and how such beliefs can affect female and minority students’ major choices. In addition, it further tests the impact of second-order beliefs on educational outcomes. Second, this project further evaluates the effectiveness of an intervention program aimed at altering beliefs about differences between gender and racial groups and reducing gender and racial gaps in education outcomes. The results further the understanding of how beliefs contribute to gender and racial gaps in academic outcomes and how an information treatment can mediate false beliefs, promote diversity and inclusiveness in higher education, and thus address segregation and inequality issues. Our findings can offer important insight on major enrollment policy and a cost-effective method that can be implemented to promote equality, diversity, and inclusion. 


Faculty: Ann Kim, Assistant Professor, Human Development

Project Title: Promising Pathways to CSU Long Beach: Program Evaluation of the Juan Rodriguez Cabrillo High School Academy of Global Logistics (AGL) Pathways Program

Project Theme #4 - EDI Partnerships

Abstract: This project will evaluate the contributions of that Academy of Global Logistics (AGL) of Juan Rodriguez Cabrillo High School on the college success among program graduates at CSULB. The program is in collaboration with the Center for International Trade and Transportation (CITT) at CSULB, the Port of Long Beach, and Long Beach City College. High school participants enrolled in the program take courses to learn about global logistics, international finance, and supply chain management and engage with industry.

The number of AGL graduates who have matriculated to CSULB has not been tracked and is therefore unknown. Additionally, the knowledge and skills AGL graduates have acquired through the program and are applying to their studies at CSULB are also unknown. Guided by STEM identity and social cognitive career theoretical frameworks, the evaluation team of faculty and staff at CSULB will be led by Dr. Ann Kim. By conducting this program evaluation, we anticipate the CITT will be better able to support AGL graduates with relevant opportunities in supply chain, global logistics, and international finance. Another anticipated outcome is identifying the knowledge and skills for success of AGL graduates and sharing this critical information with stakeholders across CSULB, LBCC, and Cabrillo HS. This information can be used to inform program development and improvement. Ultimately the long-term impact of this project is the development of CSULB graduates for the STEM workforce.


College of Engineering

Faculty: Dr. Yu-Fu (Paul) Ko, Associate Professor, CECEM Department

Title: Equity, Diversity, Inclusion, Anti-Racist, and Social Justice in Civil Engineering Program

Project Theme #1 – EDI Campus Programming

Abstract: The proposed EDI program will complement and integrate well with research and educational efforts in engaging a greater number of both undergraduate and graduate students at CSULB for achieving transformational change on issues of equity, diversity, inclusion, anti-racist, and social justice. To reach the deepest levels of change, the goals of the proposed project include growing leadership on teaching and research in relation to equity, diversity, inclusion, anti-racist, and social justice; expanding access and success for underrepresented populations; creating a campus climate where everyone feels supported, included, and valued. The proposed works will meet many of the university and department strategic priorities laid out in the CSULB Beach 2030 Roadmap including through the engagement of students and benefiting the community. The proposed project will aim at Civil Engineering Departmental planning efforts to provide in-depth studies on faculty and student demographics, curriculum and teaching, research, mentoring, outreach, graduation and advancement, staffing, and departmental climate in relation to equity, diversity, inclusion, anti-racist, and social justice.

University Library

Faculty and Staff Members:

  • Tracy Gilmore (Senior Assistant Librarian)
  • Nicollette Brant (Senior Assistant Librarian)
  • Michelle DeMars (Senior Assistant Librarian)
  • Kelly Janousek (Librarian-Tenured Faculty)
  • Alexis Pavenick (Senior Assistant Librarian)


Title: Assessing University Library Collections for Equity, Diversity and Inclusion


Project Theme #2 – EDI Campus Information


Abstract: There is a need to provide materials for students and faculty who research and live within EDI concerns. Historically, much of our collection has been built on mainstream publishers who lack interest in diverse voices and research. Our current CSULB librarians have worked to counter these dominant voices by purchasing items with EDI viewpoints, but we need to consciously make a concerted evaluation of the EDI content in the collection to find and close the gaps we know exist. This includes the need to research small or non-traditional publishers to add breadth and depth to the discussions within the BIPOC, LGBTQIA+, and disability communities.

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