Group items tagged

This ROSES NRA (NNH17ZDA001N) solicits basic and applied research in support of NASA's Science Mission Directorate (SMD). The NRA covers all aspects of basic and applied supporting research and technology in space and Earth sciences, including, but not limited to: theory, modeling, and analysis of SMD science data; aircraft, scientific balloon, sounding rocket, International Space Station, CubeSat and suborbital reusable launch vehicle investigations; development of experiment techniques suitable for future SMD space missions; development of concepts for future SMD space missions; development of advanced technologies relevant to SMD missions; development of techniques for and the laboratory analysis of both extraterrestrial samples returned by spacecraft, as well as terrestrial samples that support or otherwise help verify observations from SMD Earth system science missions; determination of atomic and composition parameters needed to analyze space data, as well as returned samples from the Earth or space; Earth surface observations and field campaigns that support SMD science missions; development of integrated Earth system models; development of systems for applying Earth science research data to societal needs; and development of applied information systems applicable to SMD objectives and data.

The purpose of this funding opportunity announcement (FOA) is to award one cooperative agreement to develop a state-of-the-art foster/adoptive parent training program to include intensive preparation and development components that reflect the capacities required of successful foster/adoptive parents. This is intended to be a product that could be utilized by all states, tribes, and territories and consistently applied wherever implemented. Development of this program would include research on the common characteristics of individuals and their foster/adoptive families that have succeeded in terms of well-being and stability. Common characteristics of families that are more likely to foster and/or adopt harder to place children/youth and are successful and remain committed to the relationship will be identified and integrated into the program. The program would be inclusive of development, training, and capacity needs of individuals/families that are interested in becoming foster parents, as well as those who are interested in fostering with the intention to eventually adopt; therefore many concepts would be in common for foster and adoptive parents. There would be particular focus for foster parents on working on reunification efforts with birth parents and for adoption there would be particular focus on the common adoption issues pertinent to all types of adoption, i.e., child welfare, private domestic, and international. The initial year would entail an extensive review of all current training and preparation programs and include new intervention strategies that foster/adoptive parents should be skilled in as they develop as foster and adoptive parents. The initial year would also involve the basic development of the new intensive training modules.

The Brady Education Foundation seeks to close the achievement/opportunity gap for children at risk for poor school outcomes due to environmental factors associated with poverty. To advance this mission, the foundation is accepting stage-one applications for projects related to the development and evaluation of programs that are consistent with a strength-based approach and show promise of being feasible, effective, and sustainable. 1) Program Development: One-year grants will be awarded to projects aimed at developing and testing the feasibility of new programs that promote positive cognitive and/or achievement outcomes for children (birth through 18 years) from underserved groups and/or low-resourced communities. Priority will be given to programs/projects that represent strong collaborative relationships between researchers, practitioners, and other community stakeholders (as appropriate), and where the community/population being studied is reflected by the composition of the project's leadership team; programs/projects consistent with strength-based approaches rather than deficit models; programs/projects that leverage other funding; and/or programs/projects that, in addition to showing promise of being effective, show promise of being affordable, accessible, and sustainable. Past Program Development grants have ranged between $25,000 and $276,000.

The Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics majors and professionals to become K-12 mathematics and science teachers. The Noyce Scholarship Track provides funds to institutions of higher education to support scholarships, stipends, and academic programs for undergraduate STEM majors and post-baccalaureate students holding STEM degrees who earn a teaching credential and commit to teaching in high-need K-12 school districts.   The NSF Teaching Fellowship/Master Teaching Fellowship Track provides funding to support STEM professionals who enroll as NSF Teaching Fellows in master's degree programs leading to teacher certification by providing academic courses, professional development, and salary supplements while they are fulfilling a four-year teaching commitment in a high-need school district.  This track also supports the development of NSF Master Teaching Fellows by providing professional development and salary supplements for exemplary mathematics and science teachers to become Master Teachers in high-need school districts.  Capacity Building Projects support the development of new programs and activities to increase the capacity for institutions to provide innovative teacher preparation programs that enable increasing numbers of STEM majors and STEM professionals to become effective K-12 mathematics and science teachers and to develop the capacity to prepare Master science and mathematics teachers.

As part of this mission, the NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of education research. This non-residential postdoctoral fellowship is intended to fund proposals that make significant scholarly contributions to the field of education. The program also develops the careers of its recipients through professional development activities involving National Academy of Education members. Fellows receive $70,000 for an academic year of research, or $35,000 for each of two contiguous years working half-time, and will be included in professional development retreats with other fellows and NAEd members. Fellowships must begin during the 2017-18 academic year.

As part of this mission, the NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of education research. This non-residential postdoctoral fellowship is intended to fund proposals that make significant scholarly contributions to the field of education. The program also develops the careers of its recipients through professional development activities involving National Academy of Education members. Fellows receive $70,000 for an academic year of research, or $35,000 for each of two contiguous years working half-time, and will be included in professional development retreats with other fellows and NAEd members. Fellowships must begin during the 2017-18 academic year.

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.

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.

RGK Foundation awards grants in the broad areas of Education, Community, and Health/Medicine. The Foundation's primary interests within Education include programs that focus on formal K-12 education (particularly mathematics, science and reading), teacher development, literacy, and higher education. Within Community, the Foundation supports a broad range of human services, community improvement, abuse prevention, and youth development programs. Human service programs of particular interest to the Foundation include children and family services, early childhood development, and parenting education. The Foundation supports a variety of Community Improvement programs including those that enhance non-profit management and promote philanthropy and voluntarism. Youth development programs supported by the Foundation typically include after-school educational enrichment programs that supplement and enhance formal education systems to increase the chances for successful outcomes in school and life. The Foundation is also interested in programs that attract female and minority students into the fields of mathematics, science, and technology. The Foundation's current interests in the area of Health/Medicine include programs that promote the health and well-being of children, programs that promote access to health services, and Foundation-initiated programs focusing on ALS.

The United States-India Educational Foundation (USIEF) announces an open competition for the support of projects through the Obama - Singh 21st Century Knowledge Initiative (OSI). Announced by the US and Indian governments, OSI aims to strengthen collaboration and build partnerships between American and Indian institutions of higher education. Accredited US post-secondary educational institutions meeting the provisions described in Internal Revenue Code section 26 U.S.C. 501c(3) may submit proposals to support the program's goals of encouraging mutual understanding, facilitating educational reform, fostering economic development, and engaging civil society through academic cooperation with Indian post-secondary educational institutions.   Exchange activities may include but are not limited to curriculum design, research collaboration, team teaching, focused series of exchanges, seminars, among other activities. Activities should be designed to develop expertise, advance scholarship and teaching, and promote long-term ties between partner institutions.   Proposals in the following fields are eligible: Energy, Climate Change & Environmental Studies; Education & Educational Reform; Public Health; and Sustainable Development & Community Development.

The NIH Office of Research on Women's Health (ORWH) and participating NIH Institutes and Centers invite institutional career development award applications for Building Interdisciplinary Research Careers in Women's Health (BIRCWH) Career Development Programs, hereafter termed "Programs". Programs will support mentored research career development of junior faculty members, known as BIRCWH Scholars, who have recently completed clinical training or postdoctoral fellowships, and who will be engaged in interdisciplinary basic, translational, behavioral, clinical, and/or health services research relevant to the health of women and, where appropriate, the use of both sexes to better understand the influence of sex as a biological variable on health and disease. This Funding Opportunity Announcement (FOA) allows appointment of Scholars proposing to serve as the lead investigator of an independent clinical trial; or proposing a separate ancillary clinical trial; or proposing to gain research experience in a clinical trial led by another investigator, as part of their research and career development. The clinical trial must be a NIH-defined clinical trial. Scholars may also propose fundamental research or human subjects research that is not a clinical trial.

The purpose of the Jobs Plus Pilot program is to develop locally-based, job-driven approaches to increase earnings and advance employment outcomes through work readiness, employer linkages, job placement, educational advancement, technology skills, and financial literacy for residents of public housing. The place-based Jobs Plus Pilot program addresses poverty among public housing residents by incentivizing and enabling employment through earned income disregards for working families, and a set of services designed to support work including employer linkages, job placement and counseling, educational advancement, and financial counseling. Ideally, these incentives will saturate the target developments, building a culture of work and making working families the norm. The Jobs Plus Pilot program consists of the following three core components: Employment-Related Services Financial Incentives – Jobs Plus Earned Income Disregard (JPEID) Community Supports for Work Applicants are encouraged to develop key partnerships to connect participants with any other needed services to remove barriers to work. An Individualized Training and Services Plan (ITSP) should be developed for each participant to establish goals and service strategies, and to track progress. Background HUD, the Rockefeller Foundation, and the MDRC, through a public-private partnership, designed and supported the Jobs Plus program model between 1998 and 2003. HUD has issued two separate evaluation reports on the demonstration, in an effort to identify and document the most promising approaches to increasing employment among families in public housing. Each evaluation showed ongoing positive effects for residents when the program was well-implemented and included the three core elements.

The NSF Research Traineeship (NRT) program is designed to encourage the development and implementation of bold, new, and potentially transformative models for STEM graduate education training. The NRT 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. The program is dedicated to effective training of STEM graduate students in high priority interdisciplinary research areas, through the use of a comprehensive traineeship model that is innovative, evidence-based, and aligned with changing workforce and research needs. For FY2018, proposals are requested in any interdisciplinary research theme of national priority, with special emphasis on two high priority areas: (1) Harnessing the Data Revolution (HDR) and (2) Innovations at the Nexus of Food, Energy, and Water Systems (INFEWS). HDR is expected to continue as a priority research area for FY2019 and FY2020 competitions, along with a new priority area to be announced in 2018. The NRT program addresses 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. NRT especially welcomes proposals that will pair well with the efforts of NSF INCLUDES to develop STEM talent from all sectors and groups in our society (https://www.nsf.gov/news/special_reports/nsfincludes/index.jsp). Collaborations are encouraged between NRT proposals and existing NSF INCLUDES projects, provided the collaboration strengthens both projects.

This program worked with the Tunisian Chambers of Commerce to develop demand- and revenue- driven services for Tunisian businesses. In the first phase of the project, the program strengthened the chambers’ human and institutional capacity through the development of customized strategic plans. In phases two and three, the program focused on the integration of chambers, the development of value-added services, and the implementation of public policy advocacy pilot projects, which have enabled the chambers to take on a stronger role as proactive actors and catalysts of local economic development.

The purposes of the Educational Technology, Media, and Materials for Individuals with Disabilities Program are to: (1) Improve results for students with disabilities by promoting the development, demonstration, and use of technology; (2) support educational activities designed to be of educational value in the classroom for students with disabilities; (3) provide support for captioning and video description that is appropriate for use in the classroom; and (4) provide accessible educational materials to students with disabilities in a timely manner.Catalog of Federal Domestic Assistance (CFDA) number 84.327A. Applications for grants under the Research and Development Center on Developing Software to Adapt and Customize Instruction in Digital Learning Environments to Improve Results for Children with Disabilities competition

The NSF Partnerships for Innovation (PFI) Program within the Division of Industrial Innovation and Partnerships (IIP) offers researchers the opportunity to transform new knowledge into societal benefits through translational research and technology development efforts which catalyze partnerships to accelerate innovations that address significant societal needs. PFI has six broad goals: (1) identifying and supporting Foundation-sponsored research and technologies that have the potential for accelerated commercialization; (2) supporting prior or current Foundation-sponsored researchers, institutions of higher education, and non-profit organizations that partner with an institution of higher education to undertake proof-of-concept work, including the development of technology prototypes that are derived from NSF-funded research and have potential market value; (3) promoting sustainable partnerships between Foundation-funded institutions, industry, and other organizations within academia and the private sector with the purpose of accelerating the transfer of technology; (4) developing multi-disciplinary innovation ecosystems which involve and are responsive to the specific needs of academia and industry; (5) catalyzing professional development activities, mentoring, and best practices in entrepreneurship and technology translation for faculty, students and researchers; and (6) expanding the participation of women and individuals from underrepresented groups in innovation, technology translation, and entrepreneurship. T

The National Academy of Education works to advance high-quality education research and its use in policy formation and practice. Founded in 1965, the academy comprises members in the United States 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 conducted by its members and other scholars with relevant expertise. As part of that mission, the NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of education research. The non-residential postdoctoral fellowship funds proposals with the potential to make significant scholarly contributions to the field of education. The program also aims to develop the careers of its recipients through professional development activities involving National Academy of Education members. Fellows receive $70,000 for one academic year of research, or $35,000 for each of two contiguous years working half-time, and are included in professional development retreats with other fellows and NAEd members. The program is open to all eligible applicants regardless of race, national origin, religion, gender, age, disability, or sexual orientation. Applicants must have received their PhD, EdD, or equivalent research degree between January 1, 2012, and December 31, 2016. In addition, all applicants should have a demonstrated record of research experience in education.

In September 2016, the Office of Planning, Research and Evaluation (OPRE) funded 8 cooperative agreements, under HHS-2016-ACF-OPRE-YE-1177 (Child Care and Development Block Grant Implementation Research and Evaluation Planning Grants, Cohort I/Phase I), for 18-months to Child Care and Development Fund (CCDF) Lead Agencies. Those grants provided funding for Lead Agencies to develop a research-based evaluation plan of the implementation of policies and initiatives in response to the goals of the CCDBG Act of 2014. Under this funding opportunity announcement (FOA), all grantees awarded planning grants (Cohort I/Phase I) could be funded to implement their research plan (up to 8 awards may be made).

The goals of this Cooperative Agreement Grant are to continue the development of the Integrated Food Safety System (IFSS) National Curriculum Standard (NCS) for the laboratory competency and curriculum frameworks, further work on the development and validation of competency statements, and create, develop and deliver courses to IFSS laboratorians nationwide.

The goal of the K12 Institutional Career Development Program in HIV-related Heart, Lung, Blood, and Sleep (HLBS) research is to encourage institutions to develop and sustain programs that support inter-disciplinary, intensive mentored research training and career development for junior PhDs and MDs in AIDS co-morbidities as well as cell and gene therapies for HIV cure and prevention of HIV transfusion transmission.

The New Civics initiative invites research proposals that ask critical questions about how education can more effectively contribute to the civic development of young people. As a start, we ask what experiences, environments, and contexts help young people, from all walks of life, develop the habits, skills, understandings, and dispositions that encourage informed participation in civic affairs. In so doing we seek to connect to a tradition of civic education inside schools, both to reassert its legitimacy as a primary aim of public schooling, and to reimagine what civic education might include. Yet civic development also occurs outside classrooms and schools, and we underscore our interest in research about civic action and learning in those contexts as well. Our ultimate aim is to contribute to educational improvement by supporting high-quality research studies that can lead to better-designed, more effective programs, policies, practices, and settings that prepare young people to act and to do so in informed and reasoned ways.