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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.

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.

SPIE is an international society that works to advance an interdisciplinary approach to the science and application of light. As part of its educational outreach mission, SPIE awards grants in support of optics- and photonics-related educational outreach activities. The society offers two kinds of grants: SPIE Education Outreach grants and Sustaining grants. 1) SPIE Education Outreach grants: Recipients of these grants are required to submit an annual outreach grant report to the society on how the grant was used within ninety days of completing the funded activity. Grant applications should include activities that have not been funded by a previous award. 2) Sustaining Grants: If a program has received an Education Outreach Grant twice in a period of five years, it can only apply for further support, up to a maximum of $2,000, through a Sustaining grant. There is no limit to the number of times a program can apply for a Sustaining grant, but it will be competing with all other proposals every time it applies. To eligible, applicants must be a nonprofit organization or education institution (e.g., university, optics center, science center, primary or secondary school, youth club, industry association, or international optical societies).

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.

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

Through the National Center for Education Research (NCER), the Institute of Education Sciences (Institute) provides support for programs of research in areas of demonstrated national need. 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 learners. Through the Statistical and Research Methodology in Education grant program, NCER intends to support the development of a wide range of methodological and statistical tools to better enable applied education scientists to conduct rigorous education research.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH.  The over-arching goal of this Big Data to Knowledge (BD2K) R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation's biomedical, behavioral and clinical research needs.  To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Courses for Skills Development for biomedical researchers who need the requisite knowledge and skills to extract knowledge from biomedical Big Data.  To extend the reach of the course, each educational activity is required to develop open educational resources (OERs) that adhere to FAIR (findable, accessible, interoperable, and reusable) principles. Ideally, OERs should be useful to individuals at all career levels, from predoctoral students to established investigators. 

Through the program, NCTM supports and encourages classroom-based research in precollege mathematics education in collaboration with college or university mathematics educators. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more pre-K-6 classroom teachers. Projects may include but are not restricted to research on curriculum development and implementation, involvement of at-risk or minority students, students' thinking about a particular mathematics concept or set of concepts, connection of mathematics to other disciplines, focused learning and teaching of mathematics with embedded use of technology, and innovative assessment or evaluation strategies. The research should lead to a draft article suitable for submission in Mathematics Teacher Educator, the Journal for Research in Mathematics Education, or one of the NCTM school journals.

The Innovations in Graduate Education (IGE) program is designed to encourage the development and implementation of bold, new, and potentially transformative approaches to STEM graduate education training. The program seeks proposals that explore ways for graduate students in research-based master's and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. IGE focuses on projects aimed at piloting, testing, and validating innovative and potentially transformative approaches to graduate education. IGE projects are intended to generate the knowledge required for their customization, implementation, and broader adoption. The program supports testing of novel models or activities with high potential to enrich and extend the knowledge base on effective graduate education approaches. The program addresses both workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. Strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners are encouraged.

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. 

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 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.

NCTM is accepting applications for classroom-based research in pre-college mathematics education in collaboration with college or university mathematics educators. Grants of up to $6,000 each will be awarded to mathematics educators or classroom teachers currently teaching mathematics at the grade 7-12 level. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grade 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom). The proposal may include but is not restricted to research on curriculum development and implementation, involvement of at-risk or minority students, students' thinking about a particular mathematics concept or set of concepts, connection of mathematics to other disciplines, focused learning and teaching of mathematics with embedded use of technology (any acquisition of equipment must support the proposed plan but not be the primary focus of the grant), and/or innovative assessment or evaluation strategies.

The National Committee of Teachers of Mathematics's Principles to Actions: Ensuring Mathematical Success for All suggests that teachers must identify what counts as evidence of student progress toward mathematics learning goals and reflect on evidence to inform the planning of future instruction. In addition, teachers should work collaboratively with colleagues, families, and community members to ensure that all students have the support they need to maximize success in the mathematics classroom. To that end, the NCTM is accepting applications for classroom-based research in pre-college mathematics education in collaboration with college or university mathematics educators. Grants of up to $6,000 each will be awarded to mathematics educators or classroom teachers currently teaching mathematics at the grade 7-12 level. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grade 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom).

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH.The over-arching goal of this NHLBI R25 program is to support educational activities thatcomplement and/or enhance the training of a workforce to meet the nations biomedical, behavioral, and clinical research. To this end, this FOA will support creative educational activities with a primary focus onCourses for Skills Development.

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 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 U.S. Embassy in Costa Rica of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program (or project) in the following focus areas: - improve the quality of English language education at the secondary and higher education levels; - improve the quality of, and access to, science, technology, engineering, arts and design, and mathematics (STEAM) education for girls at the secondary and higher education levels; - inspire entrepreneurship among youth in under-represented communities particularly among women, Afro-descendent, and indigenous communities.

With funding from the National Science Foundation (NSF), the American Educational Research Association (AERA) is pleased to announce the continuation of the AERA Grants Program, which provides small grants and training for researchers who conduct studies of education policy and practice using quantitative methods and including the analysis of data from the large-scale data sets sponsored by National Center for Education Statistics (NCES) and NSF

The long-range goal of the DMS Workforce Program is to increase the number of well-prepared U.S. citizens, nationals, and permanent residents who successfully pursue careers in the mathematical sciences and in other NSF-supported disciplines. Among intermediate goals to this end are improvements in recruitment, retention, education, and placement of trainees in the mathematical sciences.  The program's primary interest is in activities centered on education through research involvement for trainees at the undergraduate through postdoctoral educational levels.  Activities that broaden participation in the mathematical sciences are of significant interest to the Division of Mathematical Sciences.