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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.

Bringing Theory to Practice Project, an independent project established by the Association of American Colleges and Universities, is accepting proposals from universities and colleges in the United States for projects aimed promoting the nexus of engaged learning, civic engagement, and psychosocial well-being among college and university students. Seminar grants of up to $1,000 will be awarded for projects that bring together diverse members of the campus community to discuss the civic mission of the institution and how the full expression of that mission can be achieved. Proposals will be accepted on a quarterly-deadline system (June 15, September 15, December 15, and March 15), with awards announced two weeks after each deadline. Program Development grants of up to $10,000 will be awarded to enhance or extend a program that is consistent with BTtoP's objective of promoting engaged learning, civic engagement, and the psychosocial well-being of students. Institutional matching support is required for all grants. Proposals will bee accepted on a quarterly-deadline system (June 15, September 15, December 15, and March 15), with awards announced six to eight weeks after each deadline.

This targeted 5-year cooperative agreement is to be awarded to create a national center of excellence to develop, implement and evaluate curriculum in child welfare agency settings that will: Support the child welfare workforce to better understand social and emotional needs of children and families involved in the child welfare system. Support the child welfare workforce to better screen and assess for social and emotional needs of children and families. Support the child welfare workforce to understand the effective interventions and active ingredients of those interventions and how to ensure children and families receive those interventions. Increase exposure to active ingredients and Evidence Based Practices for agency staff through enhanced curriculum and practicums. Provide professional development opportunities for agency staff by developing, delivering, and evaluating course offerings, continuing education, and certificate programs aimed at addressing the shortage of child welfare practitioners prepared to deliver evidence based child and family treatment. Provide curriculum aimed at assisting case managers to make excellent decisions about how to refer and evaluate the effectiveness of the services provided to the children and families in their care. Develop decision making tools for agency leadership that might assist them in assessing their current mental health service array. These tools would provide direction about the cost and effectiveness of the mental health services in their current service array, assist the administrator in evaluating if the current mental health services are achieving intended outcomes, and provide guidance on best practice in implementing evidence based treatment services.

The INSPIRE awards program was established to address some of the most complicated and pressing scientific problems that lie at the intersection of traditional disciplines.  It is intended to encourage investigators to submit bold, exceptional proposals that some may consider to be at a disadvantage in a standard NSF review process; it is not intended for proposals that are more appropriate for existing award mechanisms.

In 2014, the NCAA begins a new initiative, the NCAA Innovations in Research and Practice Grant Program. While other NCAA-affiliated research efforts address student-athlete health and safety, in the current cycle this new grant program will support research and data-driven pilot programs designed to enhance student-athlete well-being and mental health. Potential topics include, but are not limited to, managing transitions (e.g., from recruit to first-year student; transferring between universities; adapting from youth sports to college sports environment; developing independence from parents), identity development, stress management, substance use, bystander intervention, cultivating healthy relationships, career exploration and sport exit strategies. The NCAA will award $100,000 in grants for the 2014 calendar year to scholars or practitioners conducting studies or piloting on-campus programs that benefit student-athletes and NCAA member institutions. Grant recipients will be invited to present their work to hundreds of key stakeholders in intercollegiate athletics and members of the media in January of 2015 at the NCAA Convention in Washington, D.C.

CAREER: The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Such activities should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from junior faculty members at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.

BEA will award up to $10,000 per year in conference grants. Awards must support organizations or groups of psychologists planning conferences and workshops intended to enhance the quality of graduate and professional education. Proposals must address how the conference or workshop would lead to improvements in graduate and postgraduate training and education.

This Dear Colleague Letter is to alert all basic science and engineering communities, including education researchers, to the Foundation's interest in receiving proposals that, while investigating fundamental questions, seek to pose and test hypotheses that could inform research in forensic sciences. The interest spans both disciplinary and interdisciplinary research. Additionally, the wide public interest in forensics can provide an effective vehicle for basic research in science education. International partnerships, where appropriate, are encouraged, as are synergistic interactions with forensics and/or law enforcement agencies and organizations. Proposals for workshops to explore fundamental science drivers and their relevance to forensics are also welcome. 

The Society for The Teaching of Psychology (Division 2 of APA) is pleased to announce a program of small grants to promote communication and collaboration between psychology teachers from different institutions. Specifically, this program is intended to bring together individuals to engage in planned activities to promote the teaching of psychology or who desire to work together to think about the ways in which the teaching of psychology can be improved. Proposed activities could take the form of conferences or small meetings devoted to teaching-related topics, or could take the form of collaborative activities between specific individuals from different institutions that are intended to improve the teaching of psychology in some way (e.g., bringing together high school and college psychology students for an interactive or experiential program, development of programs devoted to mentoring future psychology teachers, programs to bring together and utilize specialized teaching resources from different institutions). Grant funds can be used to defray the costs of the collaborative activities or the meetings involving representatives from different institutions (e.g., materials, equipment, fees, travel, food). Activities funded by this program may result in peer-reviewed publications, but do not necessarily have to have this goal. Research collaborations that focus on the Scholarship of Teaching and Learning (SoTL) are no longer eligible for funding through this grant program; those interested in obtaining funding to support SoTL should apply to STP's "Scholarship of Teaching and Learning Research Grant" program. Non-SoTL research collaborations that include a significant teaching component can be submitted for consideration; proposals for research collaborations that will have no impact on teaching or include no teaching-related activities are also not appropriate for this program.

Research projects in any phase of development are eligible for funding (e.g., materials design, data collection, manuscript writing). However, the proposed project must have a high probability of producing a product that will be presented and/or published in a peer-reviewed outlet in a timely manner.  The proposal should also align with the Executive Committee's preferred theme: applying the science of learning. The grant program is open to members of the Society for the Teaching Psychology who teach Psychology at 4-year colleges and universities, 2-year colleges, or high schools. Preference will be given to applicants who have not been awarded these funds in the previous 3 years. 

Proposed fellowships must fit the Grant Foundation's research interests. The foundation currently supports research to understand and improve the everyday settings of youth between the ages of 8 and 25 in the United States. Specifically, the foundation funds studies that enhance the understanding of how youth settings work, how they affect youth development, and how they can be improved; and when, how, and under what conditions research evidence is used in policy and practices that affect youth, and how its use can be improved. To be eligible, applicants must be influential mid-career practitioners, policy makers, or researchers, and propose one or two tax-exempt private and governmental organizations that are willing to "house" and mentor the fellow. For the purposes of this program, a mid-career professional is defined as having eight to twenty years of cumulative experience in his/her current role as a researcher, policy maker, or practitioner.

The goal of this NIEHS undergraduate research education R25 program is to support educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce in the environmental health sciences. To this end, this funding opportunity announcement (FOA) encourages the development of creative educational activities with a primary focus on research experiences for undergraduates at the junior and senior level.

More than 200,000 students are currently enrolled in high school psychology. APF wants to support high quality education in psychology and to nurture the next generation of psychologists, with up to $20,000 for projects that support the goals of the program: Reinforce the discipline of psychology as a science in secondary school curricula.Expand the profile of psychology as a science to attract talented high school students to pursue the discipline.Convey to high school students that psychological science is a tool to improve society.Teach students about career options that apply psychology outside of an academic setting (e.g. NASA, organizational development).Proposals for programs must focus on supporting the education of talented high school students.

The key elements for submitting a funding request to the O'Neill Foundation include: The program must be family-centered and aligned with the Foundation's vision, mission and values. The service area for the program must be located in one of the eight geographic areas where O'Neill family members are actively involved in their community (see list below). The program meets the requirements and guidelines for the three funding areas: capacity bulding, special projects and general operating.

The BIGDATA program seeks novel approaches in computer science, statistics, computational science, and mathematics, along with innovative applications in domain science, including social and behavioral sciences, geosciences, education, biology, the physical sciences, and engineering that lead towards the further development of the interdisciplinary field of data science

AERA invites education-related research proposals using NCES, NSF, and other federal databases. Research Grants are available for faculty at institutions of higher education, postdoctoral researchers, and other doctoral-level scholars. Applications are encouraged from a variety of disciplines, such as but not limited to, education, sociology, economics, psychology, demography, statistics, and psychometrics.

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.

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 nations 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. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on 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.

Vision 21 Integrated Services for Victims Program: Increasing Access to Mental Health Services for Victims of Crime (Vision 21 ISV Program), consists of three purpose areas: (1) developing a suicide prevention gatekeeper training curriculum to increase the capacity of crime victim advocates to help prevent suicide; (2) increasing access to services for victims of domestic violence and sexual assault who have a serious mental illness; and (3) increasing access to mental health services for traditionally underserved victims of crime. The Vision 21 ISV Program will promote a collaborative approach to the delivery of direct services by requiring crime victim services providers and clinical mental health service providers to form strategic partnerships to develop and implement project developed under purpose areas 2 and 3 of this program.

The mission of the Simons Foundation Autism Research Initiative is to improve the diagnosis and treatment of autism spectrum disorders by funding, catalyzing, and driving research of the greatest quality. The program is seeking applications for SFARI awards from individuals who will conduct bold, imaginative, rigorous, and relevant research. Applications are invited for two categories of grants, including SFARI Pilot Awards and SFARI Pilot Awards. 1) SFARI Pilot Awards: These grants are intended for innovative, high-impact proposals requesting support for small-scale projects or early-stage experiments that will build on preliminary data or a prior track record and lead to competitive applications for funding by SFARI or other organizations. Investigators new to the field of autism are encouraged to apply. The maximum budget is $330,000 (including indirect costs) over two years. 2) SFARI Research Awards: Grants awarded through this category are designed for investigators with demonstrated expertise conducting compelling high-impact research on an experimental hypothesis for which, in most cases, preliminary data have already been gathered. The foundation also will consider projects focused on a central hypothesis where success depends on close collaboration between two or more labs. The initiative expects to fund proposals for a maximum of $975,000 over to three years. All applicants and key collaborators must hold a Ph.D., M.D., or equivalent degree and have a faculty position or equivalent at a college, university, medical school, or other research facility.