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his announcement explicitly encourages projects that improve the capacity of education systems and communities to create impactful STEM educational experiences for students and workers. Submissions are encouraged to consider including active learning approaches and incorporating 21st century skill development. Projects must aim to increase student and worker engagement in STEM and enhance people with needed Naval STEM capabilities. ONR encourages applications to utilize current STEM educational research for informing project design and advancing our understanding of how and why people choose STEM careers and opportunities of naval relevance. While this announcement is relevant for any stage of the STEM educational system, funding efforts will be targeted primarily toward projects addressing the below communities or any combination of these communities: * Secondary education communities; * Post-Secondary communities; * Informal science communities; * Current naval STEM workforce communities. Project scope may range in size and complexity. Projects that are already established with prior funding sources or have established stakeholders are especially encouraged to consider the following scope areas: * Develop and implement exploratory pilot projects that seek to create new educational experiences within educational and training communities. * Develop larger cohesive STEM education and training activities that strengthen the capacity of regional communities and stakeholders to improve STEM education and training.

n accordance with 10 USC §2192, Improvement of education in technical fields: general authority regarding education in science, mathematics, and engineering, the National Defense Education Program (NDEP) K-16 Science, Technology, Engineering, and Mathematics (STEM) education and outreach is seeking to strategically implant a vehicle to identify and support stronger guidelines for conducting K-16 education and outreach programs. The Department of Defense seeks to diversify its portfolio of support and increase focus on efforts that support the Force of the Future, and align with the Federal and DoD STEM strategies. Enhancing the permeability of ideas into DoD's workforce, especially the STEM workforce, through alliances with academia, industry and various non-traditional partners in STEM should deliver far-reaching sustainable and scalable programs and partnerships. While aligning with the DoD STEM mission, "to attract, inspire, and develop exceptional STEM talent across the education continuum to enrich our current and future DoD workforce to meet defense technological challenges," the Defense STEM Education Consortium (DSEC) should collaboratively work with the Government to provide a cohesive strategy to meet the vision, roles, and goals outlined in the DoD STEM Strategic Plan

The NSF Division of Undergraduate Education (DUE) in collaboration with AAAS will offer an Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) webinar focusing on opportunities for funding in the IUSE: EHR program, specifically associated with the Institutional and Community Transformation (ICT) track of the IUSE program. An audio archive and slides will be posted after the webinar at https://aaas-iuse.org. The IUSE: EHR program "seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for all undergraduates." The program supports proposals interested in improving undergraduate education, developing faculty expertise, preparing K-12 teachers, and providing all undergraduate students with STEM competencies and a basic understanding of STEM concepts and principles. All projects must contribute to the body of knowledge about what works in undergraduate STEM education and the conditions that lead to improved STEM teaching and learning. The ICT track seeks to fund innovative work on systemic change that may be measured at the departmental, institutional, or multi-institutional level, or across communities of STEM educators and/or educational researchers. ICT projects are expected to include one or more theories of change to guide the proposed work and this webinar will provide information about expectations for Identifying and incorporating these theories of change.

Recognizing disciplinary differences and priorities, NSF's investment in research and development in undergraduate STEM education encompasses a range of approaches. These approaches include: experiential learning, assessment/metrics of learning and practice, scholarships, foundational education research, professional development/institutional change, formal and informal learning environments, and undergraduate disciplinary research. Both individually and integrated in a range of combinations, these approaches can lead to outcomes including: developing the STEM and STEM-related workforce, advancing science, broadening participation in STEM, educating a STEM-literate populace, improving K-12 STEM education, encouraging life-long learning, and building capacity in higher education.

The NSF Division of Undergraduate Education (DUE) in collaboration with AAAS will offer an Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) webinar focusing on opportunities for funding in the IUSE: EHR program, specifically associated with expectations of the new IUSE solicitation, NSF 19-601. An audio archive and slides will be posted after the webinar at https://aaas-iuse.org. The IUSE: EHR program "seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for all undergraduates." The program supports proposals interested in improving undergraduate education, developing faculty expertise, preparing K-12 teachers, and providing all undergraduate students with STEM competencies and a basic understanding of STEM concepts and principles. All projects must contribute to the body of knowledge about what works in undergraduate STEM education and the conditions that lead to improved STEM teaching and learning. 

July 16 | 3:00-4:30pm ET The IUSE: EHR program seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for all undergraduates. The program supports proposals interested in improving undergraduate education, developing faculty expertise, preparing K-12 teachers, and providing all undergraduate students with STEM competencies and a basic understanding of STEM concepts and principles. All projects must contribute to the body of knowledge about what works in undergraduate STEM education and the conditions that lead to improved STEM teaching and learning.

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.

The grand challenge of broadening participation in STEM is to transform the STEM enterprise at all levels in order to fully engage the nation's talent for the ultimate improvement of the STEM enterprise. As a comprehensive national initiative, NSF INCLUDES aims to address the various complex equity and inclusion-related challenges and opportunities that characterize the nation's cultural and linguistic diversity, with a specific emphasis on the aforementioned groups. The goal is to achieve impact at the national level. Viewing inclusion as an asset and opportunity for social innovation, NSF is particularly interested in using approaches to scaling and growth, such as collective impact, networked improvement communities, and strategic partnerships. The objective is to develop networks that involve representative organizations and consortia from different sectors that are committed to a common agenda that comprehensively solves a specific STEM-inclusion problem. The long-term goal of NSF INCLUDES is to support innovative models, networks, partnerships, technical capabilities and research that will enable the U.S. science and engineering workforce to thrive by ensuring that traditionally underrepresented and underserved groups are represented in percentages comparable to their representation in the U.S. population.

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 the NSF Graduate Research Fellowship Program (GRFP) is to help ensure the vitality and diversity of the scientific and engineering workforce of the United States. The program recognizes and supports outstanding graduate students who are pursuing full-time research-based master's and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education. The GRFP provides three years of support for the graduate education of individuals who have demonstrated their potential for significant research achievements in STEM or STEM education. NSF especially encourages women, members of underrepresented minority groups, persons with disabilities, veterans, and undergraduate seniors to apply.

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)

. A Data Universal Numbering System (DUNS) number; 2. A valid registration with the System for Award Management (SAM) [formerly known as the Central Contractor Registry (CCR)]; 3. A valid Commercial And Government Entity (CAGE) Code; 4. A valid registration with NASA Solicitation and Proposal Integrated Review and Evaluation System (NSPIRES) (this also applies to any entities proposed for sub-awards or subcontracts.) NASA's Office of Education is seeking proposals for a NASA Fellowship Activity 2018. The purpose of the NASA Fellowship Activity 2018 is to support the vitality and diversity of the STEM workforce of NASA and the United States by training and funding graduate students during their STEM academic endeavors and providing access to NASA, its content, unique facilities, and STEM experts. The specific goals of NASA Fellowship Activity are to support the following NASA Education multi-year performance goal and API: A. Multi-year Performance Goal: * 2.4.1: Assure that students participating in NASA higher education projects are representative of the diversity of the nation. B. Annual Performance Indicator:

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.

A primary focus of these programs is on the use of in vitro methods and assays using lower organisms to screen thousands of chemicals for toxicity in order to identify mechanisms of compound-induced biological activity, characterize toxicity pathways, facilitate cross-species extrapolation, and provide input to models for low-dose extrapolation.  Data generated by these methods will be used to prioritize compounds for more extensive toxicological evaluation and to develop predictive models for biological response in humans. Current approaches are limited in terms of incorporating genetic variability in toxicity testing and in assessing the effects of chemicals in multiple normal tissue and cell types, relying on immortalized cell lines or primary cell lines derived from tissues. Thus, there is a need for novel, medium- to high-throughput assays (at least a 96-well format) to evaluate the effects of chemical compounds on the differentiation of pluripotent or multi-potent stem cells as well as the effects of chemical exposures on differentiated cell types representative of various in vivo tissues. Approaches can include the use of human induced pluripotent stem (iPS) cells, approved human embryonic stem (ES) cell lines, or ES or iPS cells derived from genetically characterized mouse strains. Assays should be able to measure the effects of toxicants on the differentiation process and/or on the differentiated cells themselves; cell types of high priority include but are not limited to cardiomyocytes, neural cells, hepatocytes, endothelial cells, lung (airway or alveolar) cells, and hormonally-responsive tissues such as reproductive tissues or breast epithelial cells.

The NSF Research Traineeship (NRT) program is designed to encourage the development and implementation of bold, new, and potentially transformative models for STEM graduate education training. The NRT program seeks proposals that ensure that graduate students in research-based master's and doctoral degree programs develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. The NRT program includes two tracks: the Traineeship Track and the Innovations in Graduate Education (IGE) Track.

The Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) seeks to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM). Type 1 proposals are solicited that provide for full implementation efforts at academic institutions. Type 2 proposals are solicited that support educational research projects on associate or baccalaureate degree attainment in STEM.

The Innovations in Graduate Education (IGE) program is designed to encourage the development and implementation of bold, new, and potentially transformative approaches to STEM graduate education training. The program seeks proposals that explore ways for graduate students in research-based master's and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. IGE focuses on projects aimed at piloting, testing, and validating innovative and potentially transformative approaches to graduate education. IGE projects are intended to generate the knowledge required for their customization, implementation, and broader adoption. The program supports testing of novel models or activities with high potential to enrich and extend the knowledge base on effective graduate education approaches. The program addresses both workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. Strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners are encouraged.

The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive. All NSF ADVANCE proposals are expected to use intersectional approaches in the design of systemic change strategies in recognition that gender, race and ethnicity do not exist in isolation from each other and from other categories of social identity. The solicitation includes four funding tracks: Institutional Transformation (IT), Adaptation, Partnership, and Catalyst, in support of the NSF ADVANCE program goal to broaden the implementation of systemic strategies that promote equity for STEM faculty in academic workplaces and the academic profession.

The Centers of Research Excellence in Science and Technology (CREST) program provides support to enhance the research capabilities of minority-serving institutions (MSI) through the establishment of centers that effectively integrate education and research. CREST promotes the development of new knowledge, enhancements of the research productivity of individual faculty, and an expanded presence of students historically underrepresented in science, technology, engineering, and  mathematics (STEM) disciplines. HBCU-RISE awards specifically target HBCUs to support the expansion of institutional research capacity as well as the production of doctoral students, especially those from groups underrepresented in STEM,  at those institutions.

The Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) invests in top STEM talent. (That's you!) Travel scholarships are just one aspect of this investment in your academic and professional success. We encourage you to apply for a SACNAS Travel Scholarship to advance your professional development and join our community at 2017 SACNAS.