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Synopsis of Program: The Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE), have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) teachers and community college and university faculty and students to bring knowledge of engineering or computer and information science and engineering as well as technological innovation to pre-college/community college classrooms. The goal of these partnerships is to enable K-12 STEM teachers and community college faculty to translate their research experiences and new knowledge gained in university settings into their classroom activities. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. Involvement of graduate students in support of academic-year classroom activities is particularly encouraged. Partnerships with inner city, rural or other high needs schools are especially encouraged, as is participation by underrepresented minorities, women, and persons with disabilities. As part of the long-term partnership arrangements, university undergraduate/graduate students will partner with pre-college/community college faculty in their classrooms during the academic year to help teach engineering/computer science concepts. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed NSF Directorate for Engineering (ENG) and Directorate for Computer and Information Science and Engineering (CISE) grants or as supplements to ongoing NSF ENG and CISE funded pro

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 this notice of funding opportunity (NOFO) is to support a research project that aims to develop and implement an influenza-like illness (ILI)-specific student absentee monitoring system in kindergarten through twelfth grade (K-12) schools and assess its usability for early detection of influenza, SARS-CoV-2, and other respiratory pathogen transmission in schools and surrounding communities. To achieve this aim, the project team will: 1) rapidly determine the causes of school absenteeism in students across selected school district(s) over a three-year period; 2) detect within-household transmission of influenza and SARS-CoV-2 in households from which a student has been absent from school due to ILI; and 3) assess comparability between influenza-specific and SARS-CoV-2-specific student absenteeism data from the participating schools and multiple layers of complementary influenza and SARS-CoV-2 surveillance data routinely collected in the health care facilities serving the general population of this school district.

The REM program supports the active involvement of research participants: high school students, STEM teachers, undergraduate STEM students, faculty, and veterans, in hands-on research in order to bring this rich research experience and contact with suitable STEM mentors into participants' lives. The main goals of the REM program are to provide research experiences and mentoring opportunities to STEM students and/or educators that may ultimately enhance their career and academic trajectories while enhancing EFRI-supported research. The REM program may also enable the building of long-term collaborative partnerships among EFRI-supported researchers, the NSF university research community, and local school districts.

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 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 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.

NIST is soliciting applications from eligible colleges and universities in the U.S. and its territories, nominating undergraduate students to participate in the SURF Program. The SURF Program will provide research opportunities for undergraduate students to work with NIST scientists and engineers, to expose the students to cutting-edge research and promote the pursuit of graduate degrees in science and engineering.

The Innovating for Continence Conference Series is a unique, international, biennial conference for engineers, physicians, nurses, people with incontinence and their caregivers, academics, industry executives, and those with a passion for increased development of creative and efficacious products for the management of incontinence. Travel Awards for "Innovating for Continence: The Engineering Challenge" are designed to promote student and junior faculty attendance at this unique conference by subsidizing the cost of attendance.  Student participation at this conference is not only welcome, but is integral to the goals of the meeting. Travel Awards will cover: travel; conference registration (meals are included in the conference registration); two nights of lodging at the conference venue.

Since 2005, the BMEidea competition has recognized innovative biomedical engineering design with high commercial potential and social impact. The competition is open to both graduate and undergraduate students (undergraduate-only teams may also enter BMEStart). Strong BMEidea submissions define a problem and demonstrate the development of a device, product, or technology designed to solve it. Examples include but are not limited to: surgical devices, home health care devices, diagnostic, therapeutic, and preventative applications, rehabilitative and assistive technologies, or other innovations that will have a substantial impact on clinical care and patient outcomes. Multidisciplinary teams are encouraged to apply and may include undergraduate students from diverse fields such as business, nursing, physical therapy, life sciences, physical sciences, or other related disciplines. Inter-institutional collaborations are also encouraged; in these cases we require a faculty advisor from each institution. Each team must include at least one engineering student.

The National Institute of Biomedical Imaging and Bioengineering (NIBIB) DEBUT Challenge is open to teams of undergraduate students working on projects that develop innovative solutions to unmet health and clinical problems. Entries are solicited in one of the following categories: *   Diagnostic Devices/Methods *   Therapeutic Devices/Methods *   Technology to Aid Underserved Populations and Individuals with Disabilities NIBIB's mission is to improve health by leading the development and accelerating the application of biomedical technologies.  The goals of the challenge are 1) to provide undergraduate students valuable experiences such as working in teams, identifying unmet clinical needs, and designing, building and debugging solutions for such open-ended problems; 2) to generate novel, innovative tools to improve healthcare, consistent with NIBIB's purpose to support research, training, the dissemination of health information, and other programs with respect to biomedical imaging and engineering and associated technologies and modalities with biomedical applications; and 3) to highlight and acknowledge the contributions and accomplishments of undergraduate students.

RWJF is now looking for researchers to study the impact the program has had on the changing face of nursing. Up to four grants of $3,000 each will be awarded to individual researchers for the development of a manuscript in one of the following categories: supports and barriers for accelerated nursing students; characteristics of male nursing students; increasing diversity and cultural climate of nursing schools; student debt and accelerated nursing education: policy implications; and effective mentoring/necessary components.

Shell is a leading oil and gas producer in the deepwater Gulf of Mexico, a recognized pioneer in oil and gas exploration and production technology and one of America's leading oil and natural gas producers, gasoline and natural gas marketers and petrochemical manufacturers. Focus on energy awareness with special publics, increasing interest in technical careers among students and professional development in science and math among educators. We support K-12 programs that boost math and science skills, as well as university programs that aid engineering and geoscience students and departments. Shell funds projects at vocational and technical schools where chemical and refinery operators and technicians are trained. We are especially interested in supporting educational outreach in math, science and technology to women/minority students and academic institutions with ethnically diverse enrollments. Focus on biodiversity initiatives with support to programs that restore critical ecosystems, address water, air quality research, preserve wetlands and sponsor wetlands initiatives. As part of our commitment to environmental stewardship, we support projects that restore and protect critical ecosystems. In addition to restoration and preservation efforts, we fund research projects for threatened wildlife and/or habitats.

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 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.

VentureWell Faculty Grants provide up to $30,000 to help fund and support faculty with innovative ideas to create new or transform existing courses and programs to help students develop novel, STEM-based inventions and gain the necessary entrepreneurial skills needed to bring these ideas to market. We will be seeking proposals for areas that will support the emerging generation of inventors and innovators and the i&e ecosystems critical to their success. Successful grant proposals include: - A focus on technology entrepreneurship - Experiential learning by doing, and creative approaches to solving real world problems, - The formation of student teams focused on technology inventions with positive social and/or environmental impact - A supportive entrepreneurial ecosystem for student teams to pursue commercialization - A plan for continuation of the course or program after VentureWell funding

ecoTech Grants were created to combat the notion that students needed to choose between "the screen" or "the green" and to encourage educators and students to explore the role technology can play in designing and implementing solutions to some of our most pressing environmental challenges. We believe that technology can present innovative ways to address environmental challenges - and that when dealing with digital natives, we do ourselves a disservice by asking them to unplug.

ecoTech Grants were created to combat the notion that students needed to choose between "the screen" or "the green" and to encourage educators and students to explore the role technology can play in designing and implementing solutions to some of our most pressing environmental challenges. We believe that technology can present innovative ways to address environmental challenges - and that when dealing with digital natives, we do ourselves a disservice by asking them to unplug.

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. MSIs of higher education denote institutions that have undergraduate enrollments of 50% or more (based on total student enrollment) of members of minority groups underrepresented among those holding advanced degrees in science and engineering fields: African Americans, Alaska Natives, American Indians, Hispanic Americans, Native Hawaiians, and Native Pacific Islanders. 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. CREST Postdoctoral Research Fellowship (PRF) awards provide research experience and training for early career scientists at active CREST Centers. 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.

Section 313 of the Omnibus Appropriations Act of 2009 (H.R. 1105, P.L. 111-8) created the Integrated University Program (IUP). DNN R&D is one of the three participants in this program and is continuing a nuclear science and engineering program to support multi-year research projects critical to maintaining the discipline of nuclear science and engineering. Throughout this document the term, DOE National Laboratories, is used to collectively refer to DOE and NNSA National Laboratories, Sites, and Complexes. For DNN R&D, the role of Institutions of Higher Education (IHE; as defined in Section III.A. below) is to innovate, develop, and prove some of the most challenging basic aspects of new technology and methods in coordination with the DOE National Laboratories which can in turn fulfill their unique role to perform mission-specific research and development that improves on capabilities until they are either adopted by operational enterprises or transitioned into private industry for commercialization. Transparently and effectively linking the roles of these IHE and DOE National Laboratory represents the core of how DNN R&D proposes to meet its objectives. The intent of this Funding Opportunity Announcement (FOA) is to award ONE or TWO five-year cooperative agreement(s) to a consortium consisting of accredited IHE's to allow them to receive and administer funds for student and faculty research, fellowships, and scholarship funding awarded by DOE/NNSA, DNN R&D. The cooperative agreement will be awarded to a consortium of IHEs which will include the participation of DOE National Laboratories as a consortium-member(s). Individual consortium-member IHEs shall make specific contributions and shall receive specified portions of the funding. The consortium may include student and research fellows and must have a long-term objective of building expertise in nuclear science and engineering. Research results should be incorporated readily into IHE curricula. Students, faculty