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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 INSPIRE awards program was established to address some of the most complicated and pressing scientific problems that lie at the intersection of traditional disciplines.  It is intended to encourage investigators to submit bold, exceptional proposals that some may consider to be at a disadvantage in a standard NSF review process; it is not intended for proposals that are more appropriate for existing award mechanisms.

DARPA is soliciting innovative research proposals of interest to the Defense Sciences Office. Proposed research should investigate innovative approaches that enable revolutionary advances in science and technology. Specifically excluded is research that results primarily in evolutionary improvements to the existing state of the art.

The Improving Teacher Quality State Grants Program is funded under the No Child Left Behind (NCLB) Act of 2001 (Title II, Part A of Public Law 107-110). The purpose of the program is to increase the academic achievement of all students by helping schools and school districts improve teacher, instructional paraprofessional and principal quality. Ohio public and private colleges and universities are invited annually to submit proposals to support partnerships of institutions of higher education and high-need school districts to provide high quality professional development for elementary, middle and high school teachers of mathematics and science.

This Dear Colleague Letter is to alert all basic science and engineering communities, including education researchers, to the Foundation's interest in receiving proposals that, while investigating fundamental questions, seek to pose and test hypotheses that could inform research in forensic sciences. The interest spans both disciplinary and interdisciplinary research. Additionally, the wide public interest in forensics can provide an effective vehicle for basic research in science education. International partnerships, where appropriate, are encouraged, as are synergistic interactions with forensics and/or law enforcement agencies and organizations. Proposals for workshops to explore fundamental science drivers and their relevance to forensics are also welcome. 

The Science and Technology Centers (STC): Integrative Partnerships program supports innovative, potentially transformative, complex research and education projects that require large-scale, long-term awards. STCs conduct world-class research through partnerships among academic institutions, national laboratories, industrial organizations, and/or other public/private entities, and via international collaborations, as appropriate. They provide a means to undertake significant investigations at the interfaces of disciplines and/or fresh approaches within disciplines. STCs may involve any area of science and engineering that NSF supports

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 Small Business Innovation Research (SBIR) Program stimulates technological innovation in the private sector by strengthening the role of small business concerns in meeting Federal research and development needs, increasing the commercial application of federally supported research results, and fostering and encouraging participation by socially and economically disadvantaged and women-owned small businesses. The topics, listed below, are detailed on the SBIR/STTR topics homepage: Educational Technologies and Applications (EA) Information and Communication Technologies (IC) Semiconductors (S) and Photonic (PH) Devices and Materials Electronic Hardware, Robotics and Wireless Technologies (EW) Advanced Manufacturing and Nanotechnology (MN) Advanced Materials and Instrumentation (MI) Chemical and Environmental Technologies (CT) Biological Technologies (BT) Smart Health (SH) and Biomedical (BM) Technologies

The New York City-based Camille & Henry Dreyfus Foundation is accepting nominations from academic institutions for its Henry Dreyfus Teacher-Scholar Awards Program. The annual program supports the research and teaching careers of talented young faculty in the chemical sciences at undergraduate institutions. Based on institutional nominations, the program provides discretionary funding to faculty at an early stage in their careers. The award is based on accomplishment in scholarly research with undergraduates, as well as a compelling commitment to teaching, and provides an unrestricted research grant of $60,000. The program is open to academic institutions in the states, districts, and territories of the United States that grant a bachelor's or master's degree in the chemical sciences, including biochemistry, materials chemistry, and chemical engineering. Nominees must hold a full-time tenure-track academic appointment; be after the fourth and not after the twelfth years of their independent academic careers; and be engaged in research and teaching primarily with undergraduates.

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.

SPIE is an international society that works to advance an interdisciplinary approach to the science and application of light. As part of its educational outreach mission, SPIE awards grants in support of optics- and photonics-related educational outreach activities. The society offers two kinds of grants: SPIE Education Outreach grants and Sustaining grants. 1) SPIE Education Outreach grants: Recipients of these grants are required to submit an annual outreach grant report to the society on how the grant was used within ninety days of completing the funded activity. Grant applications should include activities that have not been funded by a previous award. 2) Sustaining Grants: If a program has received an Education Outreach Grant twice in a period of five years, it can only apply for further support, up to a maximum of $2,000, through a Sustaining grant. There is no limit to the number of times a program can apply for a Sustaining grant, but it will be competing with all other proposals every time it applies. To eligible, applicants must be a nonprofit organization or education institution (e.g., university, optics center, science center, primary or secondary school, youth club, industry association, or international optical societies).

The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. Purpose of Program: The Research Networks Focused on Critical Problems of Education Policy and Practice Program is designed to direct resources and attention to education problems or issues that are a high priority for the Nation, and to create a structure and process for researchers who are working on these issues to share ideas, build new knowledge, and strengthen their research and dissemination capacity. Under this announcement, the Institute of Education Sciences (Institute) intends to award one grant under this program to fund the Lead of a CTE Network, which is to carry out the requirements under section 114(d)(4) of the Carl D. Perkins Career and Technical Education Act to establish a national research center to carry out scientifically based research on career and technical education programs.

The New York City-based Camille & Henry Dreyfus Foundation is accepting nominations from academic institutions for its Camille Dreyfus Teacher-Scholar Awards Program. The annual program supports research and the teaching careers of talented young faculty in the chemical sciences. Based on institutional nominations, the program provides a $75,000 grant to faculty at an early stage in their career. Criteria for selection include an independent body of scholarship attained in the early years of their appointment and a demonstrated commitment to education signaling the promise of continuing outstanding contributions to both research and teaching. The program is open to academic institutions in the United States and its territories that grant a bachelor's or higher degree in the chemical sciences, including biochemistry, materials chemistry, and chemical engineering. Nominees must hold a full-time tenure-track academic appointment and are expected to have been appointed no earlier than mid-year 2012. Awardees must be from PhD-granting departments in which scholarly research.

The U.S. Department of Energy, National Nuclear Security Administration (DOE/NNSA), Defense Nuclear Nonproliferation (DNN), Office of Nonproliferation and Arms Control (DNN NPAC) is soliciting applications for the program studies, training and outreach needs described herein. The mission of DNN NPAC is to prevent proliferation, ensure peaceful nuclear uses, and enable verifiable nuclear reductions. DNN NPAC provides a comprehensive approach to strengthen nonproliferation and arms control regimes, achieving its mission through four subprograms: International Nuclear Safeguards; Nuclear Export Controls; Nuclear Verification; and, Nonproliferation Policy in order to fulfill this responsibility. Among its many activities, DNN NPAC sponsors program studies, domestic and international training, and outreach addressing International Nuclear Safeguards; domestic and international training, outreach, and program studies addressing Nuclear Controls; and, program studies addressing Nuclear Verification and Nonproliferation Policy. To meet its mission, DNN NPAC applies the broad base of U.S. technical expertise including that of other government agencies, the DOE/NNSA National Laboratories, academia, nongovernmental organizations, and industry. This Funding Opportunity Announcement (FOA) solicits grant applications for full and open competition.

With this DCL, ECR invites proposals on the development, application, and extension of formal models and methodologies for STEM education research and evaluation, including methods for improving statistical modeling, qualitative modeling, measurement, replication, and learning analytics. This includes research on methodological aspects of new or existing procedures for data collection, curation, and inference in STEM education. Similarly, ECR seeks proposals related to collection of unique databases with cross-boundary value, particularly when paired with innovative developments in measurement or methodology (standard statistical modeling, qualitative research, measurement, replication and learning analytics). Proposers must demonstrate how advances in the methodology will support important theoretical insights in STEM education research or evaluation. Proposers are encouraged to explore a wide range of fundamental research projects (in the areas of quantitative, qualitative, measurement, replication, and learning analytics methodologies)

The purpose of the Cyberlearning for Work at the Human-Technology Frontier program is to fund exploratory and synergistic research in learning technologies to prepare learners to excel in work at the human-technology frontier. This program responds to the pressing societal need to educate and re-educate learners of all ages (students, teachers and workers) in science, technology, engineering, and mathematics (STEM) content areas to ultimately function in highly technological environments, including in collaboration with intelligent systems. Innovative technologies can reshape learning processes, which in turn can influence new technology design. Learning technology research in this program should be informed by the convergence of multiple disciplines: education and learning sciences, computer and information science and engineering, and cognitive, behavioral and social sciences. This program funds learning technology research in STEM and other foundational areas that enable STEM learning.

The New York City-based Camille & Henry Dreyfus Foundation is accepting nominations from academic institutions for its Henry Dreyfus Teacher-Scholar Awards Program. The annual program supports the research and teaching careers of talented young faculty in the chemical sciences at undergraduate institutions. Based on institutional nominations, the program provides discretionary funding to faculty at an early stage in their careers. The award is based on accomplishment in scholarly research with undergraduates, as well as a compelling commitment to teaching, and provides an unrestricted research grant of $60,000. The program is open to academic institutions in the states, districts, and territories of the United States that grant a bachelor's or master's degree in the chemical sciences, including biochemistry, materials chemistry, and chemical engineering. Nominees must hold a full-time tenure-track academic appointment; be after the fourth and not after the twelfth years of their independent academic careers; and be engaged in research and teaching primarily with undergraduates.