Channing Briggs Small Research Grant

Award Type: foundation

The NASPA Foundation supports the discovery of new knowledge through research and innovation in the field of student affairs. This is achieved through a continued commitment to funding selected proposals as submitted to the Foundation. The NASPA Foundation has re-opened the Channing Briggs Small Research Grants and will provide funding of small grants up to $5,000. Applicants encouraged to apply are: graduate students, student affairs professionals, faculty members, as well as a research team. The applicant or at least one member of the team must be a NASPA member.  

Applications for the 2022 Channing Briggs Research Grants closed January 28, 2022. An update regarding future funding will be available summer 2022. 

Application Information

Grant applications should be no more than four narrative pages (the cover page and the project budget can be separate pages), 12-point font, single-spaced, and should contain the following:

  • A cover page identifying:
    • The research proposal title
    • The primary investigator(s), and the investigative team names
  • The purpose and rationale for the study, and specifically how it is relevant to the profession of student affairs and at least one of NASPA’s four guiding principles
  • A brief description of the study which should include a brief summary of the literature review and its proposed methodology and methods
  • An explanation as to how this project will address and/or contribute to the discovery of new knowledge, new applications of theory to practice and/or innovation in the field of student affairs
  • A full budget for the project, as well as an indication of other sources of funding for the project, if any has been solicited or obtained
  • An explanation of how the funds sought from NASPA will be used (The Foundation will only fund costs directly related to conducting the research project. See below for more details).

Grant Selection Process

The NASPA Foundation will determine and publish the amount available for grant funding for the small grants. Upon review of applications, the review committee can determine how much funding to allocate up to the amount specified, provide the dissemination of funds, and gather the required submission of deliverables at the completion of the projects. Failure to provide the required deliverables in a timely manner as required by the Foundation may preclude the investigators from further eligibility to receive Foundation grant funding.

The following criteria will be used to determine the selection of small grant projects:

  • Clarity of the proposal: to what extent is the proposal clearly written, organized, and cohesive?
  • Purpose and rationale of the proposal: how well-defined is the study? Are the research questions clear? How is the study relevant to the profession of student affairs?
  • Research design and methodology: to what extent is the study well-crafted and the methodology appropriate to the research proposed?
  • Study’s “fit” to the Foundation grant guidelines: the extent to which the study appears to contribute to the discovery of new knowledge, new applications of theory to practice and/or innovation in the field of student affairs and NASPA’s guiding principles. Do the resources that are requested fit within the guidelines of what the foundation will fund?
  • Significance of the study: The study focuses on a contemporary and significant issue within student affairs.
  • Impact on the profession of student affairs: to what extent does the research have the potential to impact the student affairs profession?


What costs are covered by the grant?

The Foundation will only fund direct costs related to conducting the research project. This might include the costs of transportation to conduct the research, the purchase of instruments, the costs of transcription, and costs of a graduate student to assist in conducting the research up to $3,000 of the total amount requested. Graduate students participating in the study may be included in authorship as appropriate.

What costs are not covered by the grant?

The Foundation will not fund the following: costs of travel to and from NASPA conferences or any other conference in order to gather data or present the findings; funding for salaries of faculty or staff conducting the research; a percent for institutional indirect cost recovery or overhead; funding for gifts, food, or incentives to participate in the research study; funding for equipment used in the research, or the costs of graduate tuition and fees.

What types of research are accepted?
  • Theoretical research: research that may not lead to immediate use or application, but is original and provides insight into a problem.
  • Applied research: research that solves problems by utilizing well known and accepted principles and theories and in which the main focus is on analysis of an issue or problem and how to best resolve it.
  • Quantitative research: research based on numeric figures or numbers in which the aim is to measure the quantity or amount and compare it with past records; it investigates the what, where, and when of decision making.
  • Qualitative research: research that presents a non-quantitative type of analysis conducted through collecting, analyzing, and interpreting data by observing what people do and say; it is more subjective and uses different methods of collecting information, mainly individual, in-depth interviews and focus groups to investigate the why and how and decision making processes.
  • Mixed methods research: research that relies on both qualitative and quantitative methodologies.
  • Historical method: collection of techniques and guidelines used to research and write histories of the past
What are the areas of focus for grant applications?

NASPA strives to be a champion and role model of innovation for higher education and student affairs associations. As such, this grant application would be ideally tied to one of NASPA’s four guiding principles of integrity, innovation, inclusion, and inquiry.

Who “owns” the grant?

Although there must be a staff member to serve as the grant administrator, the grant is conferred to the institution. If the staff member leaves the institution, a new grant administrator must be identified within 30 days or the grant may be forfeited by the institution.

Does the grant expire? Are there any stipulations on the grant?

All funds must be used within 12 months of conferral. Once the project is completed, recipients are expected to present findings at a NASPA conference session or poster presentation or submit to a NASPA journal and be published within 18 months.

Channing Briggs Small Research Grant Awardees

January 2022 Selected Recipients
$30,000 was awarded among the 2022 January Channing Briggs grant awardees. Thank you to the NASPA Foundation donors for making these awards possible!

Kaleb Briscoe, Assistant Professor, Mississippi State University, Experiencing Anti-black Racism: Black Student Affairs Professionals Stories of Anti-blackness Rhetoric in Campus Statements

Di-Tu Dissassa, Doctoral Candidate/Project Coordinator, University of Maryland-College Park, Exploring the lived experiences of Black Residential Student Affairs Professionals regarding occupational wellness at Historically White Institutions

Catherine Hartman, Postdoctoral Research Associate, University of South Carolina, Sense of Belonging and Transitions: Exploring Connections between Transfer Students and Their Institutions

Rebecca Natow, Assistant Professor of Educational Leadership and Policy, Hofstra University, Higher Education Title IX Administrators as Policy Actors: Experiences Advocacy and Political Consciousness

Gudrun Nyunt, Assistant Professor of Higher Education, Northern Illinois University, What Drove Them to Leave?: Exploring Student Affairs Professionals’ Experiences That Led Them to Leave the Field During the COVID-19 Pandemic

Stephen Santa-Ramirez, Assistant Professor of Higher Education, University at Buffalo, So What Happens Now? The Career Preparation and Post-graduation Transitional Experiences of Collegians who are Undocu/DACAmented

Tricia Shalka, Assistant Professor, University of Rochester, A Mixed Methods Investigation of How College Student Trauma Shapes Faculty-Student Interactions in Academic Environments

Rachel Smith, Assistant Professor, Iowa State University, Mapping Community Networks of Student Success

July 2015 Selected Recipients
  • Dana Winters, Doctoral Student, University of Pittsburgh; "College Student Development: Self-Authorship in an Era of Increased Parental Involvement"
  • Blake Silver, Doctoral Student, University of Virginia; "Navigating the Senior-Year Transition: A Qualitative Study of the Experiences of First-Generation American Students"
  • Cheryl Warmann, Director of Enrollment Services, Oakton Community College; "How Generalists Function as a Community of Practice in Community College One-Stop Student Services Center"
  • Heather Rowan-Kenyon, Associate Professor, Boston College; “Racialized Aggression and Social Media on Campus”
  • Susan Marine, Assistant Professor, HE, Merrimack College; “Campus Sexual Violence & Prevention Educators’ Use of Gender in Their Work: A Critical Exploration”
  •  Daniel Tillapaugh, Assistant Professor, Counselor Ed, Cal Lutheran; “Shattering Perceptions: Experiences of Men Who Survived Sexual Violence in College”
  •  Elizabeth Niehaus, Assistant Professor, University of Nebraska &  Letitia Williams, Asst. VP Student Support Services, University of Trinidad & Tobago; “Exploring Student Engagement and Student Development in Caribbean Tertiary Education”
  •  Will Simpkins, Director Career Services, CUNY & Doctoral Student, NYU; “Welfare Recipients at a Four- Year College: Reaching for a BA in the “Work-First” Era of Public Policy”
July 2014 Selected Recipients
  • Ahlquist, Josie, "Developing Digital Student Leaders:  A mixed methods study of student leadership, identity and decision making on social media"
  • George Mwangi, Chrystal, "Foreign-Born Black Collegians Learning Race in a U.S. Context"
  • Vigil, Darsella,  "Institutionalizing Support for Undocumented Students in American Higher Education: Through a Racist Nativist Framework"
  • McDaniel, Anne, "Undergraduate international students’ perspectives on student engagement"
  • Daoud, Nina, "I (Too) Am: A phenomenological exploration of microaggressions in higher education"
  • Cho, Ah Ra, "What Does Direct Evidence Via Card Swipe Tell Us About Student Engagement and Retention?: A Study of the Engagement Research Index Project"
  • Linder, Chris, "Theory to Practice in Student Affairs: A Photo-Elicitation Study"
  • Sax, Linda J., "Exploring student-parent communication patterns during college: Considerations of race, class, and gender"
  • Tillapaugh, Daniel, "The Experiences of High-Achieving First-Generation College Males from Rural Maine"
  • Hughes, Bryce, "How a Jesuit University Addresses LGBT Issues: A Case Study"
  • McClelland, Molly, "Understanding the Expectations and Transitions of For-Profit Transfer Students to the Four- Year Institution"
July 2013 Selected Recipients
  • Appel-Silbaugh, Cara, "Within scope but out of sight: A study of wellness culture at a high achieving   STEM institution"
  • Gipson, John, "A Comprehensive Investigation of High-Achieving African American Students Attending Community Colleges: A Mixed Methods Research Study"
  • Chinn, Nancy, "Concussion Knowledge and Community College Student-Athletes: Uncovering Factors that Influence Self-Reporting"
  • Jodoin, Elizabeth, "Assisting Distressed College Students: Assessment of an Online Interactive Training for Student Support Professionals"
  • McGuire, Keon, "The Stories We Tell"
  • Poon, OiYan, "Student-initiated conferences: A phenomenon of Asian American student agency and community leadership"  
  • VanDerLinden, Kim, "The Role of Student Affairs Divisions in Regional Accreditation"
  • Whitford, Heidi, "Contextualizing the Higher Education Opportunity of Undocumented Students in Florida: Perspectives of Student Services Administrators"
July 2012 Selected Recipients
  • Cox, Bradly, Self-Authorship Among Active Student Affairs Professionals
  • Godlewska, Anna, Engaging and Retaining Aboriginal (First Nation, Métis and Inuit) Students in University by Transforming Awareness and the Environment
  • Jenkins, Toby, All in the Family: The Importance & Utility of Integrating Family into the Co-Curricular College Experience
  • Sriram, Rishi, The Continual National Measurement and Assessment of Student Affairs Competencies
  • Vacchi, David, Defining and Describing the Contemporary Student Veteran Population
January 2012 Selected Recipients
  • Harper, Sean, Teaching and Learning about Race in SA & HE Graduate Programs
  • Stebleton, Michael, The Experience of Immigrant College Students Attending Large Research Universities in the US
  • Weber, Stacy, How College Access Programs Facilitate Access to Higher Education for Low-income, first generation college students
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