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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. 

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 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.

As computing has become an integral part of the practice of modern science, technology, engineering and mathematics (STEM), the STEM + Computing Partnerships program seeks to address the urgent need to prepare students from the early grades through high school in the essential skills, competencies, and dispositions needed to succeed in a computationally-dependent world. Thus, STEM+C advances the integration of computational thinking and computing activities in early childhood education through high school (pre-K-12) to provide a strong and developmental foundation in computing and computational thinking through the integration of computing in STEM teaching and learning, and/or the applied integration of STEM content in pre-K-12 computer science education.

Cultivating Cultures for Ethical STEM (CCE STEM) funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all the fields of science and engineering that NSF supports. CCE STEM solicits proposals for research that explores the following: 'What constitutes responsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?' Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricula or memberships in organizations (e.g. Engineers without Borders) that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade. Do certain labs have a 'culture of academic integrity'? What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, and integrated into other research and learning settings?

Cultivating Cultures for Ethical STEM (CCE STEM) funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all the fields of science and engineering that NSF supports. CCE STEM solicits proposals for research that explores the following: 'What constitutes responsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?' Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricula or memberships in organizations (e.g. Engineers without Borders) that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade. Do certain labs have a 'culture of academic integrity'? What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, and integrated into other research and learning settings?

Cultivating Cultures for Ethical STEM (CCE STEM)funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all the fields of science and engineering that NSF supports. CCE STEM solicits proposals for research that explores the following: ‘What constitutesresponsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?' Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricular memberships in organizations (e.g.Engineers without Borders)that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade

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.

Focus on diversity among women faculty: The ADVANCE program is centrally focused on funding projects to support systemic change for gender equity in STEM academic careers. Barriers to gender equity may not be identical for all groups of women faculty in science, technology, engineering, and mathematics (STEM) disciplines, however. For example, African-American women, Hispanic/Latina women, and Native American women are underrepresented as tenured and tenure-track faculty in STEM disciplines compared to white women, and the challenges to recruitment, retention, and advancement may not be the same for these groups of women. All ADVANCE proposals are expected to address intersectionality and should offer strategies to promote gender equity for all faculty. Intersectionality is a concept found in the social sciences which recognizes that gender does not exist in isolation from other characteristics, such as race/ethnicity, disability status, sexual orientation, foreign-born and foreign-trained status, faculty appointment type, etc.

Focus on diversity among women faculty: The ADVANCE program is centrally focused on funding projects to support systemic change for gender equity in STEM academic careers. Barriers to gender equity may not be identical for all groups of women faculty in science, technology, engineering, and mathematics (STEM) disciplines, however. For example, African-American women, Hispanic/Latina women, and Native American women are underrepresented as tenured and tenure-track faculty in STEM disciplines compared to white women, and the challenges to recruitment, retention, and advancement may not be the same for these groups of women. All ADVANCE proposals are expected to address intersectionality and should offer strategies to promote gender equity for all faculty. Intersectionality is a concept found in the social sciences which recognizes that gender does not exist in isolation from other characteristics, such as race/ethnicity, disability status, sexual orientation, foreign-born and foreign-trained status, faculty appointment type, etc.

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.

The Tribal Colleges and Universities Program (TCUP) provides awards to Tribal Colleges and Universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote high quality science (including sociology, psychology, anthropology, economics, statistics, and other social and behavioral sciences as well as natural sciences), technology, engineering and mathematics (STEM) education, research, and outreach. Support is available to TCUP-eligible institutions (see the Additional Eligibility subsection of Section IV of this solicitation) for transformative capacity-building projects through Instructional Capacity Excellence in TCUP Institutions (ICE-TI), Targeted STEM Infusion Projects (TSIP), TCU Enterprise Advancement Centers (TEA Centers), and Preparing for TCUP Implementation (Pre-TI). Collaborations that involve multiple institutions of higher education led by TCUP institutions are supported through Partnerships for Geoscience Education (PAGE) and Partnerships for Documentary Linguistics Education (PADLE). Finally, research studies that further the scholarly activity of individual faculty members are supported through Small Grants for Research (SGR) and Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science in Tribal Colleges and Universities (SEA-PHAGES in TCUs). Through the opportunities highlighted above, as well as collaborations with other National Science Foundation (NSF) units and other organizations, TCUP aims to increase Native individuals' participation in STEM careers and improve the quality of STEM programs at TCUP-eligible institutions. TCUP strongly encourages the inclusion of activities that will benefit veterans.

NSF INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science) is a comprehensive national initiative designed to enhance U.S. leadership in science, technology, engineering, and mathematics (STEM) discoveries and innovations by focusing on broadening participation in these fields at scale. The vision of NSF INCLUDES is to catalyze the STEM enterprise to collaboratively work for inclusive change, which will result in a STEM workforce that reflects the population of the Nation. The initiative is developing a National Network composed of NSF INCLUDES Design and Development Launch Pilots, NSF INCLUDES Alliances, an NSF INCLUDES Coordination Hub, NSF-funded broadening participation projects, other relevant NSF-funded projects, scholars engaged in broadening participation research, and other organizations that support the development of talent from all sectors of society to build an inclusive STEM workforce.

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 Advancing Informal STEM Learning program invests in research and development of innovative and field-advancing out-of-school STEM learning and emerging STEM learning environments. 

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.

The Geosciences and Education and Human Resources Directorates are partnering to advance and develop understanding of learning environments that build upon the rich interdisciplinary resources emerging from polar investments. To that end, the Division of Polar Programs (PLR), the Division of Undergraduate Education (DUE) and the Division of Research on Learning (DRL) encourage proposals that will leverage the extensive National Science Foundation (NSF) investment in polar sciences and infrastructure, and STEM education research and development, to promote an informed citizenry and the next generation of polar scientists. In order to advance polar science educational opportunities, PLR, DUE and DRL will accept and review proposals for research and development projects that facilitate access to polar research efforts in (1) undergraduate education, (2) informal science education or (3) formal PK-12 science or math education. Proposals must be submitted to either the Improving Undergraduate Science Education: Education and Human Resources (IUSE: EHR) deadline of November 2, 2016, the Advancing Informal STEM Learning (AISL) deadline of November 8, 2016, or the Discovery Research PreK-12 (DRK-12) deadline of December 5, 2016.

The Geosciences and Education and Human Resources Directorates are partnering to advance and develop understanding of learning environments that build upon the rich interdisciplinary resources emerging from polar investments. To that end, the Division of Polar Programs (PLR), the Division of Undergraduate Education (DUE) and the Division of Research on Learning (DRL) encourage proposals that will leverage the extensive National Science Foundation (NSF) investment in polar sciences and infrastructure, and STEM education research and development, to promote an informed citizenry and the next generation of polar scientists. In order to advance polar science educational opportunities, PLR, DUE and DRL will accept and review proposals for research and development projects that facilitate access to polar research efforts in (1) undergraduate education, (2) informal science education or (3) formal PK-12 science or math education. Proposals must be submitted to either the Improving Undergraduate Science Education: Education and Human Resources (IUSE: EHR) deadline of November 2, 2016, the Advancing Informal STEM Learning (AISL) deadline of November 8, 2016, or the Discovery Research PreK-12 (DRK-12) deadline of December 5, 2016.