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The American College of Psychiatrists is accepting applications for its Award for Creativity in Psychiatric Education. The annual award recognizes a teaching program that demonstrates innovation in psychiatric education. The award consists of a grant, a certificate, and the expenses of one representative from the winning program for travel, hotel, and free registration at the organization's annual meeting. The award is open to any creative/innovative program for psychiatric education that has been in operation for at least two years and has been a part of an approved psychiatric residency training program in the U.S. or Canada. Trainees may include medical students, residents, other physicians, allied mental health professionals, or members of the community. For complete program guidelines and application instructions, see the American College of Psychiatrists website.

Two awards are granted each year, one in the category of Emerging Leader and one in the category of Distinguished Leader. Successful candidates will have made significant contributions in the areas of policy/advocacy, research, service provision, and/or teaching/mentoring. 1) Policy/Advocacy: This category recognizes individuals who have demonstrated outstanding effort and leadership in policy/advocacy-related activities that improve the welfare of people living with or affected by HIV/AIDS, and/or improve the delivery of prevention services to individuals and communities affected by HIV/AIDS. 2) Research: This category recognizes individuals who have demonstrated outstanding effort and leadership in the conduct, dissemination, and translation of high-quality research in the areas of HIV/AIDS prevention, treatment/care, and/or policy. 3) Service Provision: This category recognizes individuals who have demonstrated outstanding effort and leadership in the delivery of psychological services to people living with or affected by HIV/AIDS, and/or the delivery of technical or support services to community agencies that provide a range of HIV/AIDS-related services to individuals and communities affected by HIV/AIDS. 4) Teaching/Mentoring: This category recognizes individuals who have demonstrated outstanding effort and leadership in educating psychologists or psychology students about HIV/AIDS practice, research, and/or policy.

The Administration on Intellectual and Developmental Disabilities (AIDD) within the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS) forecasts the possible availability of Fiscal Year (FY) 2017 funds to make five-year grants to up to forty- two entities designated as University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD). These grantees carry out four core functions: (1) interdisciplinary pre-service preparation and continuing education of students; (2) community services, including training, technical assistance, and/or demonstration and model activities; (3) research; and (4) dissemination of information. UCEDDs are interdisciplinary education, research and public service units of universities, or public or not-for-profit entities associated with universities that implement the four core functions addressing, directly or indirectly, one or more of the areas of emphasis (e.g., quality assurance, education and early intervention, child care, health, employment, housing, transportation, recreation and other services available or offered to individuals in a community, including formal and informal community supports, that affect their quality of life).

Established in 2002, the Craig H. Neilsen Foundation has evolved into the largest private funder of spinal cord injury research, rehabilitation, and clinical training in the United States. The foundation funds scientific research (preclinical, translational, clinical, and psychosocial); opportunity and independence programs; scholarships for students with SCI; postdoctoral and SCI medicine fellowships; and other projects designed to support the SCI community in the United States and Canada. To advance this mission, the foundation has issued a Request for Proposals for its 2019 Psychosocial Research grants cycle. A goal of the funding is to identify and prioritize critical gaps in the psychosocial field and develop more effective interventions aimed at improving the health of individuals with SCI across the lifespan. Funding categories range from postdoctoral fellowships to pilot and demonstration project grants. Award amounts will range between $150,000 and $400,000. To be eligible, applicants must be a nonprofit organization that conducts research on the psychological and social factors that affect health, functioning, and quality of life for people living with spinal cord injuries.

Supports research or projects in the area of ethics and risk management Who should apply: Graduate students or early career psychologists who are no more than 10 years postdoctoral

1) Policy/Advocacy: This category recognizes individuals who have demonstrated outstanding effort and leadership in policy/advocacy-related activities that improve the welfare of people living with or affected by HIV/AIDS, and/or whose work improves the delivery of prevention services to individuals and communities affected by HIV/AIDS. 2) Research: This category recognizes individuals who have demonstrated outstanding effort and leadership in the conduct, dissemination, and translation of high-quality research in the areas of HIV/AIDS prevention, treatment/care, and/or policy. 3) Service Provision: This category recognizes individuals who have demonstrated outstanding effort and leadership in the delivery of psychological services to people living with or affected by HIV/AIDS, and/or the delivery of technical or support services to community agencies that provide a range of HIV/AIDS-related services to individuals and communities affected by HIV/AIDS. 4) Teaching/Mentoring: This category recognizes individuals who have demonstrated outstanding effort and leadership in educating psychologists or students in psychology about HIV/AIDS practice, research, and/or policy. 

To be eligible, applicants must be a graduate student or early-career researcher (no more than ten years postdoctoral); be affiliated with a nonprofit charitable, educational, or scientific institution, or a governmental entity operating exclusively for charitable and educational purposes; have a demonstrated knowledge of anxiety and anxiety research, either basic or clinical; and have demonstrated competence and the capacity to execute the proposed work.

The American Psychological Foundation is accepting applications for its APF Annette Urso Rickel Foundation Dissertation Award for Public Policy. The $1,000 scholarship supports dissertation research on public policy that has the potential to improve services for children and families facing psychosocial issues such as prevention of child abuse, school programs for children with psychological issues, services for youth in the criminal justice system, healthy parenting, math and science education, and contributions to the adoption of sound policy affecting children, youth, and families. To be eligible, applicants must be a graduate student in psychology enrolled full time in a regionally accredited institution located in the U.S. or Canada; have completed his/her doctoral candidacy, including dissertation approval by a doctoral committee; and have demonstrated research competence and commitment to the field.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NIGMS 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 this end, this funding opportunity announcement (FOA) encourages the development of innovative educational activities for pre-kindergarten to grade 12 (P-12), pre-service and in-service teachers (Teachers) and students from underserved communities with a focus on Courses for Skills Development, Research Experiences, Mentoring Activities, Curriculum or Methods Development and Outreach. Information on current SEPA projects can be found at: https://www.nigms.nih.gov/Research/crcb/sepa/Pages/default.aspx and http://nihsepa.org. Applicants are strongly encouraged to consult with the SEPA Scientific/Research Contact to be advised on the appropriateness of the intended P-12 STEM or ISE project for SEPA program objectives and the priorities of the NIGMS.

This notice solicits applications for the Nurse Faculty Loan Program (NFLP). The purpose of this one-year funding opportunity is to increase the number of qualified nursing faculty by providing funding to accredited schools of nursing to offer loans to students in advanced education nursing degree programs who are committed to become nurse faculty. In exchange for full-time, post-graduation employment as nurse faculty, the program authorizes cancelation of up to 85 percent of any such loan (plus interest thereon).

Applicants for the funds may be students or faculty. The project, program, or entrepreneurial idea must be created by, led by or benefit women. Grants are awarded in values of $2500 to $20,000. While we prefer the base grant to be $5,000, we are considering a limited number of $2500 which will be required to show high impact. These applicants will be considered on a case-by-case basis. The grants must be submitted online via the link below and must include a 2-minute video. Applicants will be narrowed to a pool of 10-15 finalists by our M.I.A.M.I. WOMEN Grants Committee. This committee will review applications; contact applicants if additional information is required, and present the finalists to the M.I.A.M.I. WOMEN Steering Committee and Development Staff. Grant deadline for this year is Feb. 9, 2018. These finalists will perform in a fast-pitch style Hawk Tank event on April 11, 2018. Finalists will be offered fast-pitch training courtesy of the Farmers School of Business - school of Entrepreneurship, and will receive coaching and support. They will then pitch their idea in 5 minutes or less on April 11, 2018 at the event. Giving Circle members are the voters who will determine winners. Absentee voters will be given the option to vote online. Winners will be announced that night or the next day at the Symposium, to be determined.

The purpose of the Academic Research Enhancement Award (AREA) program is to stimulate research in educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation's research scientists, but that have not been major recipients of NIH support. AREA grants create opportunities for scientists and institutions otherwise unlikely to participate extensively in NIH research programs to contribute to the Nation's biomedical and behavioral research effort. AREA grants are intended to support small-scale research projects proposed by faculty members of eligible, domestic institutions, to expose undergraduate and/or graduate students to meritorious research projects, and to strengthen the research environment of the applicant institution.   

The Russell Sage Foundation offers small awards to support high quality research in behavioral economics and to encourage young investigators (Ph.D. students and recent graduates) to enter this developing field. There are no limitations on the disciplinary background of the principal investigator, and the proposed research may address any topic in behavioral economics. However, projects must contribute to the Foundation's mission to improve the social and living conditions in the U.S. Appropriate projects will demonstrate explicit use of psychological concepts in the motivation of the research design and the preparation of the results. Experimental projects which do not have substantial behavioral content (such as market experiments testing neoclassical ideas) or substantial economic content (such as psychology experiments with no economic choices or strategic or market implications) will not be funded.

The annual program supports graduate-level scholarly projects that employ a psychological perspective to help deepen understanding of and reduce stigma associated with mental illness. The $5,000 scholarship helps address research which shows that stigma is a significant barrier to treatment and recovery for many of the 50 million Americans living with mental illness. To be eligible, applicants must be a full-time graduate students in good standing at an accredited university and have demonstrated commitment to stigma issues.

The annual award recognizes a teaching program that demonstrates innovation in psychiatric education. The award consists of a grant and a certificate and also will cover the expenses of one representative from the winning program to attend the college's annual meeting. The award is open to any creative/innovative program for psychiatric education that has been in operation for at least two years and has been a part of a U.S.- or Canadian-approved psychiatric residency training program. Trainees may include medical students, residents, other physicians, allied mental health professionals, and/or members of the community.

Made possible through a 12-year, $50 million commitment from the Amgen Foundation, Amgen Scholars allows undergraduates from across the globe to participate in cutting-edge research opportunities at world-class institutions. 17 leading institutions across the U.S., Europe and Japan currently host the summer program. Undergraduate participants benefit from undertaking a research project under top faculty, being part of a cohort-based experience of seminars and networking events, and taking part in a symposium in their respective region (U.S., Europe or Japan) where they meet their peers, learn about biotechnology, and hear from leading scientists. -- No previous research experience is necessary and you do not need to be a biology major to apply. -- You do not need to currently attend one of the 17 host institutions to participate in the program. -- During the program, students work full-time on independent research projects under the guidance of a research scientist. -- Amgen Scholars have opportunities to conduct research, analyze data, present research results, network with other undergraduates with similar research interests, and develop working relationships with faculty mentors and other research staff. -- Financial support is a critical component of the Amgen Scholars Program. Please note that details vary by host institution. See each institution's Amgen Scholars Program website for more information.

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.

The Dr. Christine Blasey-Ford Grant will provide up to $1,500 to support innovative work to support graduate students and early career researchers conducting work focusing on the understanding, prevention and/or treatment of the consequences of exposure to traumatic events such as sexual assault, sexual harassment and/or rape.

The Klingenstein Third Generation Foundation ("KTGF") funds programs in children's mental health, principally in the areas of childhood/adolescent depression and ADHD. It also funds medical student programs in child and adolescent psychiatry at select medical institutions. Through these programs, the KTGF seeks to further research in pediatric ADHD and pediatric depression, cultivate more child and adolescent psychiatrists and increase knowledge of mental health in physicians.

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.