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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 purpose of this program is to (1) enhance services for all students at risk for suicide, depression, serious mental illness, and substance use disorders that can lead to school failure; (2) prevent mental and substance use disorders; (3) promote help-seeking behavior and reduce stigma; and (4) improve the identification and treatment of at-risk students so that students can successfully complete their studies. The goal is to assist campuses in developing a comprehensive, collaborative, and well-coordinated approach to support prevention efforts and early identification and intervention activities with students at risk for suicide, serious mental illness, and/or substance related overdose or injury.

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.

he award is open to any student officially recognized as an undergraduate health education major at an accredited college/university in the United States or a U.S. territory. To be eligible, the applicant must be currently enrolled full-time at a college or university for both the fall and spring semesters of the academic year during which the student is applying. The student must have sophomore, junior, or senior status at the time of application. Applicants must have a minimum, current overall grade point average of 3.25 on a 4.0 scale at the AAHPERD application deadline, which is November 15. Prior AAHPERD undergraduate award recipients may not apply

The ISTSS Student Research Grant (SRG) provides two $1,000 grants to ISTSS student members who submit proposals judged to have the greatest potential to contribute to the field of traumatic stress.

The purpose of the Initiative for Maximizing Student Development (IMSD) Program is to develop the pool of a diverse group of highly trained undergraduate and graduate students who go on to research careers and will be available to participate in NIH-funded research. The program provides institutional grants to research-intensive institutions that propose well-integrated developmental activities designed to increase students' academic preparation and skills that are critical to the completion of the Ph.D. degree in biomedical and behavioral sciences.

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.

ACHA's Healthy Campus 2020 serves as a framework for improving the health of all students, faculty, and staff on campuses nationwide.  Strategies recommended in Healthy Campus 2020 guidelines extend beyond traditional interventions of education, diagnosis, treatment, and health care at the clinical level. Through the collaborative efforts of health, academic, student affairs, and administrative colleagues, institutions of higher education can foster healthy environments and behaviors. Healthy Campus 2020 resources include national objectives for students and faculty/staff, an action model, and a toolkit for implementation based on the MAP-IT (mobilize, assess, plan, implement, and track) framework. Priority consideration will be given to proposals that result in sustained mobilization and engagement of campus partners to achieve the goals of Healthy Campus 2020.

The annual award is designed to fund the development of creative initiatives that address prevention, early intervention, and/or treatment for mental and behavioral health disorders among college students. The goal of these initiatives is to reduce the risk of mental and behavioral illness and injury among college students and to enhance both individual and community health as a strategy to support student learning. One $3,500 grant will be awarded at the 2015 ACHA annual meeting in Orlando, Florida, in late May 2015.

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 National Association of School Nurses, in partnership with the American Nurses Foundation, is accepting applications for the 2019 NASN/ANF Research Grant program. Through the program, the foundation will award grants of up to $5,000 in support of research projects focused on school nurse impact on health disparities, students with chronic health conditions, and student safety; innovative models of school nursing practice; cost-benefit analysis of school nursing; and/or impact of school nurse activities related to social determinants of health on student health and educational outcomes. To be eligible, applicants must be a member of NASN in good standing. For complete program guidelines and application instructions, see the National Association of School Nurses website.

Despite wanting to do what's best for students' health and academic success, many schools lack the necessary resources to implement health and wellness practices that help students eat better, stay physically active and be better prepared to learn. But thanks to our sponsors, Action for Healthy Kids has provided $8.7 million in grants to schools since 2009 to help them accomplish their student wellness goals. See below for details, and sign up for our emails to stay up to date and find out how schools like yours are putting their grants to work. New to this year, all of our grant-funded schools will be automatically enrolled as an Active Schools Champion. Champions will be able to learn more about the Active Schools movement and will gain access to free resources to help keep kids active.

Partnerships to Advance Cancer Health Equity (CPACHE) Program. The CPACHE Program develops and maintains comprehensive, long-term, and mutually beneficial partnerships between institutions serving underserved health disparity population and underrepresented students (ISUPSs) and NCI-designated Cancer Centers (CCs). The program aims to achieve a stronger national cancer program and address challenges in cancer and cancer disparities research, education and outreach, as well as their impact on underserved populations. The institutions in each partnership are expected to work collaboratively to: 1) increase the cancer research and cancer research education capacity of the ISUPSs; 2) increase the number of students and investigators from underrepresented populations engaged in cancer research; 3) improve the effectiveness of CCs in developing and sustaining research programs focused on cancer health disparities and increase the number of investigators and students conducting cancer health disparities research; and 4) develop and implement cancer-related activities that benefit the surrounding underserved communities.

To support a safer campus environment for all of Ohio's students, Governor John R. Kasich and the Ohio Department of Higher Education (ODHE) encourage immediate and thoughtful action to help prevent the occurrence of terrible crimes, and ultimately support every college and university's aim to provide an excellent and safe learning environment for students. With the goal of ending and preventing sexual violence on Ohio's campuses, the Chancellor of the Ohio Department of Higher Education is issuing this RFP for the development of a comprehensive, outcomes-based program to train coaches, staff, and faculty working with campus athletic programs. The program supports the following recommendations from the Changing Campus Culture report: · Empower staff, faculty, campus law enforcement, and students to prevent and respond to sexual violence through evidence-based training. · Communicate a culture of shared respect and responsibility. · Develop a comprehensive response policy. · Adopt a survivor-centered response. The Chancellor is seeking proposals from qualified vendor(s) and will review proposed model support services to implement comprehensive prevention and response training model for coaches, staff, and faculty working with campus athletic programs. The award of this RFP will result in a contract with the Chancellor.

The purpose of this Notice of Funding Opportunity (NOFO) is to support the applicant's management of domestic fellowships for students or recent graduates of CEPH-accredited schools or programs of public health or CCNE-accredited baccalaureate and higher degree colleges of nursing. Fellowships and other similar experiential placements are vital to CDC's strategic interests to ensure students and emerging health professionals receive adequate hand-on experience in public health practice at CDC's domestic offices, at state, tribal, local, and territorial health departments, and at other community-based settings. For the purposes of this NOFO, fellowships are for recent graduates within five years of graduation. The overall goal is to create the opportunities for academia to develop qualified, knowledgeable and experienced students and emerging health professionals suitably prepared to serve in governmental public health practice, or able to apply public health concepts in various healthcare or other settings, to collectively meet the challenge of improving the population’s health. An application that exceeds the upper value of the specified dollar range will be considered non-responsive and will not receive further review.

The Campus Program encourages a comprehensive coordinated community approach that enhances victim safety, provides services for victims and supports efforts to hold offenders accountable. The funding supports activities that develop and strengthen trauma informed victim services and strategies to prevent, investigate, respond and prosecute sexual assault, domestic violence, dating violence and stalking. The development of campus-wide coordinated responses involving campus victim service providers, law enforcement/campus safety officers, health providers, housing officials, administrators, student leaders, faith-based leaders, representatives from student organizations, and disciplinary board members is critical. To be effective, campus responses must also link to local off-campus criminal justice agencies and service providers, including local law enforcement agencies, prosecutors' offices, courts, and nonprofit, nongovernmental victim advocacy and victim services organizations. Campuses are encouraged to create or revitalize large-scale efforts that treat sexual assault, domestic violence, dating violence, and stalking as serious offenses by adopting effective policies and protocols, developing victim services and programs that prioritize victim safety, ensuring offender accountability, and implementing effective prevention approaches. Colleges and universities should demonstrate to every student that these crimes will not be tolerated, that perpetrators will face serious consequences, and that holistic services are available for victims.

The goal of Health Policy Research Scholars is to create a large cadre of diverse doctoral students from a wide variety of research-focused disciplines-students whose research, connections, and leadership will inform and influence policy toward a Culture of Health. Specifically, we aim to recruit doctoral students from a variety of fields/disciplines (e.g., urban planning, political science, economics, ethnography, education, social work, sociology) who are training to be researchers. For the 2018 cohort, the Health Policy Research Scholars program will enroll up to 40 scholars interested in learning to translate their research into health policy and who are from underrepresented populations and/or disadvantaged backgrounds. Examples of eligible individuals include, but are not limited to, first-generation college graduates; individuals from lower socioeconomic backgrounds; individuals from racial and ethnic groups underrepresented in doctoral programs; and individuals with disabilities. Scholars in this program-which is designed to enhance and enrich the doctoral program-will complete the Health Policy Research Scholars program concurrently with their doctoral program.

This funding opportunity seeks to support the Comprehensive Partnerships to Advance Cancer Health Equity (CPACHE) Program. The CPACHE Program develops and maintains comprehensive, long-term, and mutually beneficial partnerships between institutions serving underserved health disparity population and underrepresented students (ISUPSs) and NCI-designated Cancer Centers (CCs). The program aims to achieve a stronger national cancer program and address challenges in cancer and cancer disparities research, education and outreach, as well as their impact on underserved populations. The institutions in each partnership are expected to work collaboratively to: 1) increase the cancer research and cancer research education capacity of the ISUPSs; 2) increase the number of students and investigators from underrepresented populations engaged in cancer research; 3) improve the effectiveness of CCs in developing and sustaining research programs focused on cancer health disparities and increase the number of investigators and students conducting cancer health disparities research; and 4) develop and implement cancer-related activities that benefit the surrounding underserved communities.

Purpose of Program: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The Institute will conduct 10 research competitions in FY 2018 through two of its centers: The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research; one competition for education research and development centers; one competition for partnerships and collaborations focused on problems of practice or policy; and two competitions for low-cost, short-duration evaluation of education interventions.

Through the program, the foundation will award grants of up to $5,000 in support of research projects focused on school nurses' impact on health disparities, students with chronic health conditions, and student safety; innovative models of school nursing practice; cost-benefit analyses of school nursing; and/or the impact of school nurse activities on student health and education outcomes.