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To promote and encourage Ohio's workforce development and job growth through educational training and the retraining of individuals in programs related to employment opportunities. Institutions must qualify as eligible institutions, and their respective workforce training and education programs must be approved by the Chancellor in order for students enrolled in these programs to be eligible for loans under the Loan Program. The funds awarded to institutions will be disbursed in the form of loans to borrowers (students enrolled in approved workforce training programs at participating institutions). Applications must demonstrate that completion of the workforce training program will directly impact the ability of borrowers to advance their career and education. All eligible institutions (as described below) which offer workforce training program(s) (as described below) may be eligible to submit an application to the Ohio Department of Higher Education in compliance with the criteria set forth below. If the respondent's application is acceptable to the Ohio Department of Higher Education, then an approved eligible institution will be approved to solicit students enrolled in approved OhioMeansJobs Workforce training program. Each enrolled student may apply for a loan from the OhioMeansJobs Workforce Revolving Loan Program ("Loan Program"). The participating institution in cooperation with the Treasurer of State will receive the loan proceeds for enrolled students who applied for and are accepted into the Loan Program. The participating institution will not be liable for the repayment of the loan made to the enrolled student. The Treasurer of State, as loan servicer, will determine the rate and terms of each loan.

The International Research Experiences for Students (IRES) program supports development of globally-engaged U.S. science and engineering Students capable of performing in an international research environment at the forefront of science and engineering. The IRES program supports active research participation by Students enrolled as undergraduates or graduate Students in any of the areas of research funded by the National Science Foundation. IRES projects involve Students in meaningful ways in ongoing research programs or in research projects specifically designed for the IRES program.

The Division of Engineering Education and Centers (EEC) seeks to enable a world-leading system of engineering education, equally open and available to all members of society, that dynamically and rapidly adapts to meet the changing needs of society and the nation's economy. Research areas of interest include, but are not limited to:Diversifying pathways to and through engineering degree programs. Research projects that align with this theme explore how engineering programs can engage and develop students with a broad range of backgrounds, interests, and experiences; investigate how informal or real world experiences germane to engineering--such as military service or being a "maker"--impact, improve, or accelerate learning; or investigate how to fundamentally restructure courses, curricula, or programs to substantially boost student success, especially for under-represented populations and veterans. Understanding how to increase the diffusion and impact of engineering education research. Research projects are sought that discover how to improve the process by which engineering education research is translated into practice; how to accomplish organizational and cultural change in institutions of engineering education that leads to improved learning outcomes; or identifying and overcoming barriers to widespread adoption of engineering education research. Research projects that partner with other engineering education stakeholders (e.g. private companies, NGOs, or professional societies) to measure the value and impact of engineering education research on practice are also sought.Understanding engineering education in broader, organizing frameworks such as innovation, globalization, complex engineered systems, or sustainability. Research in this theme explores learning from perspectives and contexts that cut across disciplines and in which learners integrate expertise from multiple fields. Research projects that align with this theme include discovering proce

The National Aeronautics and Space Administration's (NASA) Science Mission Directorate (SMD), in collaboration with the Office of Education (OE) National Space Grant College and Fellowship Program (Space Grant) will release the Undergraduate Student Instrument Project (USIP) Student Flight Research Opportunity (SFRO) on or about August 21. USIP-2015 solicits proposals from U.S. institutions of higher education to develop an undergraduate-led Project Team that will fly a science and/or technology payload relevant to NASA strategic goals and objectives on a sounding rocket, balloon, aircraft, suborbital reusable launch vehicle (sRLV), or CubeSat launched on an orbital launch vehicle (hereafter referred to collectively as suborbital-class platforms). The cost cap for an investigation awarded by OE is $200K, including the design, development, integration, and testing of the payload; Student internships; and research on key innovative technologies. OE funding is limited to consortia of the National Space Grant College and Fellowship Program (Space Grant). 

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 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 onactive research participation by undergraduate or graduate Students in high quality international research, education and professional development experiences in NSF-funded research areas. The overarching, long-term goal of the IRES program is to enhanceU.S. leadership in research and education and to strengthen economic competitiveness through training the next generation of research leaders. This solicitation features three mechanisms; proposers are required to select one of the following tracks to submit their proposal. Track I focuses on the development of world-class research skills in international cohort experiences.

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 overarching, long-term goal of the IRES program is to enhance U.S. leadership in research and education and to strengthen economic competitiveness through training the next generation of research leaders.

The Office of English Language Programs of the Bureau of Educational and Cultural Affairs (ECA/A/L) announces an open competition to administer the English Access Microscholarship Program (Access), which provides a foundation of English language skills to bright, economically disadvantaged students in their home countries. Access programs introduce students, primarily aged 13 to 20, to U.S. culture and democratic values, improve the students' potential to fully contribute to the socio-economic development of their countries, and increase their ability to compete for and participate in U.S. exchange and study programs.

The National Science Foundation (NSF) plays a leadership role in developing and implementing efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate public. In pursuit of this goal, IUSE: EHR supports projects that seek to bring recent advances in STEM knowledge into undergraduate education, that adapt, improve, and incorporate evidence-based practices into STEM teaching and learning, and that lay the groundwork for institutional improvement in STEM education. In addition to innovative work at the frontier of STEM education, this program also encourages replication of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings.

The National Science Foundation's Division of Behavioral and Cognitive Sciences (BCS), Division of Social and Economic Sciences (SES), National Center for Science and Engineering Statistics (NCSES), and the SBE Office of Multidisciplinary Activities (SMA) award grants to doctoral students to improve the quality of dissertation research. These grants provide funds for items not normally available through the student's university. Additionally, these grants allow doctoral students to undertake significant data-gathering projects and to conduct field research in settings away from their campus that would not otherwise be possible. Proposals are judged on the basis of their scientific merit, including the theoretical importance of the research question and the appropriateness of the proposed data and methodology to be used in addressing the question. In an effort to improve the quality of dissertation research, many programs in both BCS and SES, the Research on Science and Technology Surveys and Statistics program within NCSES, and the Science of Science and Innovation Policy program in SMA accept doctoral dissertation improvement grant proposals. Requirements vary across programs, so proposers are advised to consult the relevant program's webpage for specific information and contact the program director if necessary.

The Administration for Children and Families (ACF), Office of Planning, Research, and Evaluation (OPRE) anticipates soliciting applications for Behavioral Interventions Scholars grants to support dissertation research by advanced graduate students who are using behavioral science approaches to examine specific research questions of relevance to social service programs and policies. These grants are meant to build capacity in the research field to apply a behavioral lens to issues facing poor and vulnerable families in the United States, and to foster mentoring relationships between faculty members and high-quality doctoral students.Applicants will be required to demonstrate the applicability of their research to practice or policy serving low-income children, adults, and families, especially those that seek to improve their well-being

Together with University Advancement, the Office for the Advancement of Research & Scholarship (OARS) is rolling out an new crowdfunding platform called HawksNest. Through HawksNest, alumni, family, and friends of the university can directly support the research, scholarship, and service projects of Miami University students, faculty, and staff. This is how HawksNest works: * Any Miami University student, faculty, or staff member may complete an online application to have a project considered for funding. * An internal review team assesses applications and posts approved projects on HawksNest for a maximum of 45 days. * Potential donors visit the site to learn about and pledge funds to approved projects. * Once a funding goal has been met, the project can begin! * Project managers use the site to keep donors up-to-date with information on the project's progress.

Programs supported through the initiative should be actively growing new speakers and have assessment and evaluation plans in place to identify progression in student Native language acquisition. Priority will be given to programs with long-term, community-based plans. Funding will support capacity-building activities designed to improve and enhance the program's ability to achieve its mission, which may include curriculum development, technology access, instructional courses and materials, mentorships, teacher training, and other kinds of organizational infrastructure To be eligible, programs must have an existing language-immersion program (one-year minimum), provide at least twenty hours per week for an entire school year of Native American language instruction, and serve a minimum of ten students between the ages of 3 and 22. See the First Nations website for program requirements and guidelines and a link to the application portal.

The National Aeronautics and Space Administration (NASA) Headquarters has released a solicitation, titled NASA Space Technology Graduate Research Opportunities - Fall 2020 (NSTGRO20), on September 5, 2019. The solicitation is available by opening the NASA Research Opportunities homepage at http://nspires.nasaprs.com/, selecting "Solicitations," then selecting "Open Solicitations," and, finally, selecting "NASA Space Technology Graduate Research Opportunities - Fall 2020 (NSTGRO20)." Please note that this solicitation replaces the NASA Space Technology Research Fellowships (NSTRF) solicitation. NASA's Space Technology Mission Directorate (STMD) seeks to sponsor U.S. citizen, U.S. national, and permanent resident graduate student research that has significant potential to contribute to NASA's goal of creating innovative new space technologies for our Nation's science, exploration, and economic future. This call for graduate student research proposals solicits proposals on behalf of individuals pursuing or planning to pursue master's or doctoral (Ph.D.) degrees in relevant space technology disciplines at accredited U.S. universities (see solicitation for complete eligibility requirements). Recipients, referred to as NASA Space Technology Graduate Researchers, will perform innovative space technology research and will improve America's technological competitiveness by providing the Nation with a pipeline of innovative space technologies.

The Microsoft Foundation is inviting applications for its Dissertation Grants program. The program supports PhD students at North American universities who are underrepresented in the field of computing and pursuing research aligned to the research areas carried out by Microsoft Research. Through the program, recipients will receive funding of up to $25,000 for the 2020-21 academic year as well as an invitation to the PhD Summit, a two-day workshop in the fall held at one of Microsoft Research's labs where fellows will meet with Microsoft researchers and other top students to share their research. Fellows must be aligned in research areas as defined by Microsoft Research, which include artificial intelligence; audio and acoustics; computer vision; graphics and multimedia; human-computer interaction; human language technologies; search and information retrieval; data platforms and analytics; hardware and devices; programming languages and software engineering; security, privacy, and cryptography; systems and networking; algorithms; mathematics; ecology and environment; economics; medical, health, and genomics; social sciences; and technology for emerging markets.

Through its annual Research Grant Program, grants of up to $5,000 will be awarded to faculty members or doctoral students working collaboratively with faculty advisors on high-quality research that addresses topics of importance to sales practitioners and researchers alike. Basic or exploratory work will be considered, with no one approach or method favored over another. Proposed research may be conceptual or empirical and may involve field surveys, field or laboratory experiments, model building, or theory development. SEF strongly endorses using actual salespeople, sales managers and executives, and customers rather than students as participants in research projects.

Historically, grants through the program have supported research projects on a range of topics and disciplines, including education, psychology, sociology, economics, history, and anthropology; they also employ a wide range of research methods. Examples of recently funded projects include an experimental study of how college students use visual representations in solving math problems; a study exploring the process of racial and rural identity formation among African American high-school students who attend de facto segregated schools in the rural South; and a mixed-methods study focusing on the different types of knowledge novice and experienced teachers draw on in teaching for reading comprehension.

The AccessLex Center for Legal Education Excellence, in partnership with the Association for Institutional Research, is accepting applications for its 2017 Research and Dissertation Fellows Program. The annual competition awards grants to scholars and doctoral students in support of year-long research projects. The program is designed to promote scholarship on issues related to access, affordability, and the value of legal education specifically, and graduate and professional education more broadly. Preference will be given to proposals that use regional, national, or multi-institutional datasets (although research focused on a single institution is acceptable). In addition, preference will be given to proposals that specifically address legal education; however, proposals that study access, affordability, and value of graduate and professional education more generally also are encouraged. Researchers may analyze pre-existing data or include the construction of a new dataset in their proposal. Two levels of grants are available to recipients affiliated with a non-profit U.S. postsecondary institution or relevant higher and legal education organization. 1) Research Grants: grants of up $50,000 are available to faculty, practitioners, and scholars. 2) Dissertation Grants: Grants of up to $25,000 are available to doctoral students for dissertation research and writing under the guidance of a faculty advisor.

The goal of the program is to support the "mathematical marketplace" by substantially increasing collaborative contacts between mathematicians. The foundation will make a large number of collaboration grants to accomplished, active researchers in the United States who do not otherwise have access to funding that allows support for travel and visitors. Awards will be based on the quality and significance of the applicant's previous research, as outlined in the Statement of Recent Work requirement below, and on the likely impact the collaboration grant will have on future research, both for the applicant and the applicant's graduate students and/or postdoctoral fellows. Other criteria include publication in high-quality journals, the applicant's current and recent Ph.D. students and the applicant's travel goals and general research activity.

The Association for Jewish Studies is pleased to announce the Berman Foundation Dissertation Fellowships in Support of Research in the Social Scientific Study of the Contemporary American Jewish Community. The Berman Fellowships - two awards of $16,000 each for the 2014-15 academic year -aim to support the development and expansion of the field of the social scientific study of Jewish Americans and the contemporary Jewish-American experience; enhance funding opportunities for up-and-coming scholars in the midst of institutional cutbacks in higher education; and encourage graduate students in sociology, social psychology, social anthropology, demography, social work, economics, and political science to expand their research to include the study of North American Jewry. Fellowships will be awarded for one academic year, with the possibility of renewal for a second year. Preference will be given to applicants seeking support for doctoral research, but requests for funding to support the writing phase of the dissertation will also be considered. Support for this project is generously provided by the Mandell L. and Madeleine H. Berman Foundation.