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Digital Humanities Advancement Grants (DHAG) support digital projects at different stages throughout their lifecycles, from early start-up phases through implementation and sustainability. Experimentation, reuse, and extensibility are hallmarks of this program, leading to innovative work that can scale to enhance scholarly research, teaching, and public programming in the humanities. This program is offered twice per year. Proposals are welcome for digital initiatives in any area of the humanities. Through a special partnership with NEH and pending the availability of appropriated funds, the Institute of Museum and Library Services (IMLS) anticipates providing additional funding to this program to encourage innovative collaborations between museum or library professionals and humanities professionals to advance preservation of, access to, use of, and engagement with digital collections and services. IMLS and NEH may jointly fund some DHAG projects that involve collaborations with museums and/or libraries. Digital Humanities Advancement Grants may involve * creating or enhancing experimental, computationally-based methods, techniques, or infrastructure that contribute to the humanities; * pursuing scholarship that examines the history, criticism, and philosophy of digital culture and its impact on society; or * conducting evaluative studies that investigate the practices and the impact of digital scholarship on research, pedagogy, scholarly communication, and public engagement.

Prospective history teachers interested in a grant supported alternative to Teach for America that extends the Liberal Arts and Humanities to underserved populations can apply now for a one-year Master of Arts in Teaching degree and California credential through Bard College in the Los Angeles "Promise Zone," a recently designated federal anti-poverty area.  Consistent with the mission of Bard College, all candidates spend the bulk of their coursework studying historical content, historiography, and discipline-specific history pedagogy. Admitted applicants will complete classes and internship residencies at Heart of Los Angeles (HOLA), a dynamic community organization on Wilshire Boulevard in a diverse, largely Latino community challenged by high rates of childhood poverty.  Bard graduate students are expected to participate fully in the intellectual life of the Bard-HOLA community and complete coursework in their fields while building meaningful educative relationships with middle and high school youth.  Programs are offered in literature, history, mathematics, biology. Program residents will graduate with a deeper understanding of their subject area discipline, a master's degree, a California credential, and a year of instructional experience in one of the nation's most ambitious, place-based anti-poverty initiatives.

The Vanishing Treasures (VT) Program proposes to partner with the University of Pennsylvaniaâ¿¿s Department of Historic Preservation to develop an internship opportunity for an emerging professional interested in enhancing his/her knowledge and experience in historic preservation. The intern will complete a special project in the area of preservation craft and technology or preservation pedagogy in order to fulfill internship requirements.

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.

THEN/HiER supports projects related to history teaching and learning in Canada initiated, organized, and carried out by graduate students in history and history education. We will consider requests for support up to a maximum of $2,500. The next deadline for submissions is May 1, 2013.

The NPS is the lead federal agency assigned the principal responsibility for administering three federal historic documentation programs: the Historic American Buildings Survey (HABS), the Historic American Engineering Record (HAER), and the Historic American Landscape Survey (HALS). The documentation programs and their associated collections are among the largest and most heavily used in the Prints and Photographs Division of the Library of Congress. The collections document achievements in architecture, engineering, and design in the United States and its territories through a comprehensive range of building types and engineering technologies.These federal documentation programs have recorded America's built environment in multi-format surveys comprising more than 556,900 measured drawings, large-format photographs, and written histories for more than 38,600 historic structures and sites dating from Pre-Columbian times to the twentieth century. Through this agreement, the NPS , Intermountain Region, is seeking to work with a cooperator to expand the documentation of heritage sites to include: producing 3D high definition digital documentation of resources through LiDAR scanning, photogrammetry and other state-of-the-art technologies, including 3D point clouds, 3D visualizations, 3D models, 3D reconstructions, 3D virtual tours and 3D animated fly-throughs; training and employing students to produce 3D digital documentation; developing educational and interpretive content associated with the 3D digital images; creating virtual learning opportunities through web-based applications for research; archiving and managing digital data in accordance with National Archives and Records Administration (NARA) standards; providing free access to the data via a website designed for use by the general public; and hosting and maintaining that website.

Indiana University's African Studies Program invites applications for a short-term residency to conduct research in IU's Libraries/African Studies Collections. Indiana University's African Studies Collection ranks among the top tier of such collections in the U.S. It comprises more than 150,000 volumes of monographs and over 700 serial subscriptions as well as materials in other formats (e.g. posters, slides, film/video, audio tapes, etc). The focus of the collection is on the humanities and social sciences, supporting a wide range of students and faculty in such departments as history, anthropology, fine arts, theatre & drama, literature, folklore, ethnomusicology, communication and culture, linguistics, religious studies, education, political science, business, economics, journalism, and applied health science. This residency is intended for faculty members at Historically Black Colleges and Universities, or at other U.S. colleges / universities with limited Africa collections, to conduct research in Indiana University's libraries and special collections in support of curriculum development or publications. The successful applicant will receive an award that covers domestic travel, accommodations in Bloomington, and a modest per diem for up to two weeks of research. The award will cover expenses up to a maximum of $2,000 and must be used before August 01, 2014. The recipient is expected to reside in Bloomington during the period of her/his award.

The National Academy of Education advances high-quality education research and its use in policy formation and practice. Founded in 1965, the academy comprises United States members and foreign associates who are elected on the basis of outstanding scholarship related to education. Since its establishment, NAEd has undertaken research studies that address pressing issues in education typically conducted by members and other scholars with relevant expertise.

This competition provides funding to support the development, implementation, expansion, evaluation, and dissemination of evidence-based instructional approaches and professional development activities and programs in American history, civics and government, and geography in elementary and secondary schools. This competition includes an absolute priority for projects serving high-need students to help these students improve learning outcomes for these students. This competition includes an absolute priority for projects that show potential to improve student achievement in, and teaching of, these subjects, and that demonstrate innovation, scalability, accountability, and a focus on underserved populations. Additionally, we include a competitive preference priority for projects that leverage technology to support professional development and instructional practice, which may lead to increased student engagement and help accelerate learning. This competition also includes a requirement for applicants to propose project-specific performance measures and performance targets consistent with the objectives of the proposed project.

This competition provides funding to support the development, implementation, expansion, evaluation, and dissemination of evidence-based instructional approaches and professional development activities and programs in American history, civics and government, and geography in elementary and secondary schools. This competition includes an absolute priority for projects serving high-need students to help these students improve learning outcomes for these students. This competition includes an absolute priority for projects that show potential to improve student achievement in, and teaching of, these subjects, and that demonstrate innovation, scalability, accountability, and a focus on underserved populations. Additionally, we include a competitive preference priority for projects that leverage technology to support professional development and instructional practice, which may lead to increased student engagement and help accelerate learning. This competition also includes a requirement for applicants to propose project-specific performance measures and performance targets consistent with the objectives of the proposed project.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. 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 Academies Program supports the establishment of: (1) Presidential Academies for the Teaching of American History and Civics that offer workshops for both veteran and new teachers to strengthen their knowledge of American history, civics, and government education (Presidential Academies); and (2) Congressional Academies for Students of American History and Civics that provide high school students opportunities to enrich their understanding of these subjects (Congressional Academies). Applications for grants under the Academies Program, CFDA number 84.422A, must be submitted electronically using the Governmentwide Grants.gov Apply site at www.Grants.gov. You may access the electronic grant application for the Academies Program at www.Grants.gov. You must search for the downloadable application package for this competition by the CFDA number. Do not include the CFDA number's alpha suffix in your search (e.g., search for 84.422, not 84.422A).

The National Endowment for the Humanities offers the Dialogues on the Experience of War program as part of its current initiative, Standing Together: The Humanities and the Experience of War. The program supports the study and discussion of important humanities sources about war, in the belief that these sources can help U.S. military veterans and others think more deeply about the issues raised by war and military service. Although the program is primarily designed to reach military veterans, men and women in active service, military families, and interested members of the public may also participate. The program awards grants of up to $100,000 that will support * the convening of at least two discussion programs for no fewer than fifteen participants; and * the creation of a preparatory program to recruit and train program discussion leaders (NEH Discussion Leaders). Discussion programs may take place on college and university campuses, in veterans' centers, at public libraries and museums, and at other community venues.

The Japanese American Confinement Sites Grant Program provides financial assistance to organizations and entities working to preserve historic Japanese American confinement sites and their history, including: private nonprofit organizations; educational institutions; state, local, and tribal governments; and other public entities, for the preservation and interpretation of U.S. confinement sites where Japanese Americans were detained during World War II. The authorizing legislation for the Japanese American Confinement Sites Grant Program identifies up to $38 million for the entire life of the grant program for projects to identify, research, evaluate, interpret, protect, restore, repair, and acquire historic confinement sites in order that present and future generations may learn and gain inspiration from these sites and that these sites will demonstrate the Nationâ¿¿s commitment to equal justice under the law (Public Law 109-441, 120 Stat. 3288; as amended by Public Law 111-88). Projects funded through the Japanese American Confinement Sites Grant Program must benefit one or more historic Japanese American confinement sites. The term historic confinement sites is defined as the ten War Relocation Authority sites (Gila River, Granada, Heart Mountain, Jerome, Manzanar, Minidoka, Poston, Rohwer, Topaz, and Tule Lake), as well as other historically significant locations, as determined by the Secretary of the Interior, where Japanese Americans were detained during World War II.

California Documentary Project, a competitive grants program that supports documentary film, radio, and new media productions designed to enhance an understanding of California and its cultures, peoples, and histories. Projects must use the humanities to provide context, depth, and perspective and be suitable for California and national audiences through broadcast and/or distribution. CDP grants support projects at the research and development, production, and public engagement stages.

Through its Fellowship Programs, the Ford Foundation seeks to increase the diversity of the nation's college and university faculties by increasing their ethnic and racial diversity, maximize the educational benefits of diversity, and increase the number of professors who can and will use diversity as a resource for enriching the education of all students.