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The Urso Summer Student Program in PSP Research will support students conducting summer research projects focused on progressive supranuclear palsy. This program seeks to encourage students at all post-secondary levels to pursue research in this field in the hope of making PSP a long-term area of research interest. Projects may be in basic, translational, clinical or epidemiological aspects of PSP.

The PDF Student Travel Award enables eligible students working in Parkinson's disease research to attend and present data at relevant scientific conferences. Awards are available up to $1,000 and can be used to pay for conference registration, transportation and hotel. Applicants must justify the amount requested based on the projected cost of the above expenses. After the conference, students will be asked to submit reports regarding the conference and receipts for the expenses justified in the application.

The SPURS experience is intended to provide meaningful training in biomedical research and enhance students' ability to achieve a career in biomedical research and/or medicine by pursuing an advanced degree. Each student is matched with a mentor on the Columbia faculty who specializes in his or her field of interest. In addition to specific training in their research area of interest, students receive in-depth training in biomedical research methodology,  including the design and evaluation of experiments; critical reading of the scientific literature; presentation of scientific results at laboratory meetings; preparation of posters, abstracts, and manuscripts; and career counseling.

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. (2) REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects.

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. (2) REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects.

The UCSD Amgen Scholars Program is a 10-week, full-time research experience for undergraduates, supported by the Amgen Foundation. Program objectives: Provide students with the skills to become research scholars Stimulate students' serious consideration of graduate study Increase learning and networking opportunities for students committed to pursuing either a professional or academic research career in biological sciences or bioengineering.

In 2004, the American Society of Parasitologists began a new program to provide small grants to students studying parasitology. At this time, the ASP is able to fund one graduate student ($1000) and one undergraduate student ($500) doing research in the field of parasitology.

NSF and selected foreign counterpart science and technology agencies sponsor international research institutes for U.S. graduate students in seven East Asia and Pacific locations at times set by the counterpart agencies between June and August each year. The Summer Institutes (EAPSI) operate similarly and the research visits to a particular location take place at the same time. Although applicants apply individually to participate in a Summer Institute, awardees become part of the cohort for each location. Applicants must propose a location, host scientist, and research project that is appropriate for the host site and duration of the international visit. An EAPSI award provides U.S. graduate students in science, engineering, and education: 1) first-hand research experiences in Australia, China, Japan, Korea, New Zealand, Singapore, or Taiwan; 2) an introduction to the science, science policy, and scientific infrastructure of the respective location; and 3) an orientation to the society, culture, and language. It is expected that EAPSI awards will help students initiate professional relationships to enable future collaboration with foreign counterparts. The NSF award includes participation in the Pre-Departure Orientation, summer stipend of $5,000, and roundtrip airplane ticket to the host location. EAPSI partner agencies pay in-country living expenses during the Summer Institutes.

The Course Hero-Woodrow Wilson Fellowship for Excellence in Teaching will support rising stars in the academy who love teaching, demonstrate excellence as educators, and are making their mark as exceptional researchers, poised to shape their fields. Designed for young scholars working towards tenure, the Course Hero-WW Fellowship is a "genius grant" that will emphasize the balance between scholarly excellence and commitment to teaching practice that draws on new approaches to pedagogy, creating a new level of engagement for students in and beyond the classroom. In short, Fellows will be emerging heroes in their fields, on a clear trajectory to become great college educators. In its inaugural year, the Course Hero-WW Fellowship will identify five outstanding junior faculty members. Fellows will receive a one-year grant of $40,000-approximately $30,000 to support the engagement of a student assistant and the balance to be used for research and travel support. Exceptional candidates teach in ways that build student confidence and mastery of a subject; encourage critical thinking; explore foundational concepts through the lens of broader themes and global events; promote the power of learning communities beyond the classroom; leverage technology to complement the classroom experience; consider and serve different learning styles; prepare students for lifelong learning; and can serve as replicable teaching models for other educators. Selection takes place in June 2018. The five Fellows will be invited to attend the Course Hero Education Summit in July 2018, where their Fellowships will be announced.

The purpose of IFER's Fellowship Program is to provide financial incentives to graduate students in science that encourage them at the earliest stages of their career to integrate innovation and discovery with ethics and respect for animals. Fellowships are awarded to those candidates whose program of study shows the greatest potential to replace the use of animals in science. Graduate Fellowships to develop alternatives to the use of animals in research, testing and education are open to students enrolled in Master's and Ph.D. programs in the sciences, and human or veterinary medicine. Fellowships will also be considered for graduate students in other fields, such as education, psychology, humanities, journalism, and the law, for projects that show promise to increase public awareness or to promote changes in the legal system or public policy regarding the use of animals in research, testing, and education.

NSF and selected foreign counterpart science and technology agencies sponsor international research institutes for U.S. graduate students in seven East Asia and Pacific locations at times set by the counterpart agencies between June and August each year. The Summer Institutes (EAPSI) operate similarly and the research visits to a particular location take place at the same time. Although applicants apply individually to participate in a Summer Institute, awardees become part of the cohort for each location. Applicants must propose a location, host scientist, and research project that is appropriate for the host site and duration of the international visit. An EAPSI award provides U.S. graduate students in science, engineering, and education: 1) first-hand research experiences in Australia, China, Japan, Korea, New Zealand, Singapore, or Taiwan; 2) an introduction to the science, science policy, and scientific infrastructure of the respective location; and 3) an orientation to the society, culture, and language. It is expected that EAPSI awards will help students initiate professional relationships to enable future collaboration with foreign counterparts. The NSF award includes participation in the Pre-Departure Orientation, summer stipend of $5,000, and roundtrip airplane ticket to the host location. EAPSI partner agencies pay in-country living expenses during the Summer Institutes.

The Ohio State Chapter of Sigma Xi solicits applications from graduate and undergraduate students for Grants-in-Aid of Research Successful applicants will receive:                      ·            A cash award of up to $300 for Undergraduate student proposals                      ·            A cash award of up to $500 for Graduate student proposals                      ·            Nomination for Associate Membership in Sigma Xi

The purpose of the MSE Program is to provide grants to public institutions of higher education to expand or support graduate education for medical students preparing to become physicians in the top quintile of states with a projected primary care provider shortage in 2025.2 The program is designed to prepare and encourage medical students training in the most underserved states to choose residencies and careers in primary care that serve tribal communities, rural communities, and/or medically underserved communities (MUCs) after they graduate. This will be accomplished by supporting the development of medical school curricula, clinical training site partnerships, and faculty training programs, with the goal of educating medical students who are likely to choose career paths in primary care, especially for tribal communities, rural communities, and/or MUCs.

The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally-engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas.

The National Institute of General Medical Sciences (NIGMS) will award Research Initiative for Scientific Enhancement (RISE) research education grants (R25) to institutions focused on developing new or expanding existing effective institutional developmental programs designed to academically and scientifically prepare underrepresented (UR) students in the biomedical or behavioral sciences for competitive research careers. The RISE program provides grants to institutions with significant enrollment of students from populations underrepresented in the biomedical and behavioral sciences that propose well-integrated developmental activities designed to strengthen students academic preparation, research training and professional skills that are critical to the completion of the Ph.D. degree in the biomedical and/or behavioral sciences.

The Collegiate Inventors Competition recognizes student inventors whose research and inventions will change our future.   The Competition promotes exploration in invention, science, engineering, technology, and other creative endeavors and provides a window on the technologies from which society will benefit in the future. Entries are judged on the originality and inventiveness of the new idea, process, or technology. The entry must be complete, workable, and well articulated. Entries are also judged on their potential value to society (socially, environmentally, and economically), and on the scope of use.   Students must be enrolled (or have been enrolled) full-time in any U.S. college or university at least part of the 12-month period prior to the date the entry is submitted. In the case of a team (maximum of four students), at least one member of the team must meet the full-time eligibility criteria. The other team members must have been enrolled on a part-time basis (at a minimum) sometime during the 12-month period prior to the date the entry is submitted.

The primary goals of the INBRE program are to: 1) build on the established multi-disciplinary research network with a scientific focus to strengthen the biomedical research expertise and infrastructure of the lead and partner institutions; 2) build and increase the research base and capacity by providing support to faculty, postdoctoral fellows and graduate students at the participating institutions; 3) provide research opportunities for students from primarily undergraduate institutions, community colleges and TCCUs as appropriate and serve as a "pipeline" for these students to continue in health research careers within IDeA states; and 4) enhance science and technology knowledge of the state's workforce.

Miami faculty should notify Associate Provost Jim Oris of their interest in the following RFP. ---------- CGS invites doctoral-granting member institutions to apply to participate in Understanding PhD Career Pathways for Program Improvement, a multi-institution effort to collect and use data on PhD career pathways, funded by The Andrew W. Mellon Foundation and the National Science Foundation (NSF #1661272). This is an important opportunity to deepen your institution's understanding of the career goals and outcomes of its PhDs; communicate your support for the career diversity of PhDs; make evidence-based interventions that support the success of PhDs and the recruitment of future students; and access anonymized benchmarking data compiled from other project partners.   Awards: Option 1: Humanities Only. Provides awards of $30,000 each to support implementation of surveys of humanities PhD students and alumni over a period of twenty-four months. Supported by the Andrew W. Mellon Foundation; 15 awards available. Please indicate in your proposal why a humanities-only project aligns with your institutional mission.   Option 2: STEM Only. Provides awards of $50,000 to each to support implementation of surveys of STEM PhD students and alumni over a period of thirty-six months. Supported by the National Science Foundation; 15 awards available. Please indicate in your proposal why a STEM-only project aligns with your institutional mission.   Option 3: Combined Proposal. If an institution meets the eligibility requirements for both the Humanities and STEM awards, CGS strongly encourages the submission of a combined proposal. Institutions selected to participate in this category will receive a total award amount of $80,000.

The purpose of this program is to develop and implement training programs to teach students in health professions (physician assistants, dentists, psychologists, pharmacists, nurses, social workers, counselors, and medical students and residents) the skills necessary to provide evidence-based screening and brief intervention and refer patients who are at risk for a substance use disorder (SUD) to appropriate treatment.

The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit STTR grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students and pre- and in-service teachers ("Teachers") or (2) Informal science education (ISE), i.e., outside the classroom, audiences. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this STTR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.