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Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. Purpose of Program: The Academies Program supports the establishment of: (1) Presidential Academies for the Teaching of American History and Civics that offer workshops for both veteran and new teachers to strengthen their knowledge of American history, civics, and government education (Presidential Academies); and (2) Congressional Academies for Students of American History and Civics that provide high school students opportunities to enrich their understanding of these subjects (Congressional Academies). Applications for grants under the Academies Program, CFDA number 84.422A, must be submitted electronically using the Governmentwide Grants.gov Apply site at www.Grants.gov. You may access the electronic grant application for the Academies Program at www.Grants.gov. You must search for the downloadable application package for this competition by the CFDA number. Do not include the CFDA number's alpha suffix in your search (e.g., search for 84.422, not 84.422A).

THEN/HiER supports projects related to history teaching and learning in Canada initiated, organized, and carried out by graduate students in history and history education. We will consider requests for support up to a maximum of $2,500. The next deadline for submissions is May 1, 2013.

This competition provides funding to support the development, implementation, expansion, evaluation, and dissemination of evidence-based instructional approaches and professional development activities and programs in American history, civics and government, and geography in elementary and secondary schools. This competition includes an absolute priority for projects serving high-need students to help these students improve learning outcomes for these students. This competition includes an absolute priority for projects that show potential to improve student achievement in, and teaching of, these subjects, and that demonstrate innovation, scalability, accountability, and a focus on underserved populations. Additionally, we include a competitive preference priority for projects that leverage technology to support professional development and instructional practice, which may lead to increased student engagement and help accelerate learning. This competition also includes a requirement for applicants to propose project-specific performance measures and performance targets consistent with the objectives of the proposed project.

The NPS is the lead federal agency assigned the principal responsibility for administering three federal historic documentation programs: the Historic American Buildings Survey (HABS), the Historic American Engineering Record (HAER), and the Historic American Landscape Survey (HALS). The documentation programs and their associated collections are among the largest and most heavily used in the Prints and Photographs Division of the Library of Congress. The collections document achievements in architecture, engineering, and design in the United States and its territories through a comprehensive range of building types and engineering technologies.These federal documentation programs have recorded America's built environment in multi-format surveys comprising more than 556,900 measured drawings, large-format photographs, and written histories for more than 38,600 historic structures and sites dating from Pre-Columbian times to the twentieth century. Through this agreement, the NPS , Intermountain Region, is seeking to work with a cooperator to expand the documentation of heritage sites to include: producing 3D high definition digital documentation of resources through LiDAR scanning, photogrammetry and other state-of-the-art technologies, including 3D point clouds, 3D visualizations, 3D models, 3D reconstructions, 3D virtual tours and 3D animated fly-throughs; training and employing students to produce 3D digital documentation; developing educational and interpretive content associated with the 3D digital images; creating virtual learning opportunities through web-based applications for research; archiving and managing digital data in accordance with National Archives and Records Administration (NARA) standards; providing free access to the data via a website designed for use by the general public; and hosting and maintaining that website.

Indiana University's African Studies Program invites applications for a short-term residency to conduct research in IU's Libraries/African Studies Collections. Indiana University's African Studies Collection ranks among the top tier of such collections in the U.S. It comprises more than 150,000 volumes of monographs and over 700 serial subscriptions as well as materials in other formats (e.g. posters, slides, film/video, audio tapes, etc). The focus of the collection is on the humanities and social sciences, supporting a wide range of students and faculty in such departments as history, anthropology, fine arts, theatre & drama, literature, folklore, ethnomusicology, communication and culture, linguistics, religious studies, education, political science, business, economics, journalism, and applied health science. This residency is intended for faculty members at Historically Black Colleges and Universities, or at other U.S. colleges / universities with limited Africa collections, to conduct research in Indiana University's libraries and special collections in support of curriculum development or publications. The successful applicant will receive an award that covers domestic travel, accommodations in Bloomington, and a modest per diem for up to two weeks of research. The award will cover expenses up to a maximum of $2,000 and must be used before August 01, 2014. The recipient is expected to reside in Bloomington during the period of her/his award.

Digital Humanities Advancement Grants (DHAG) support digital projects at different stages throughout their lifecycles, from early start-up phases through implementation and sustainability. Experimentation, reuse, and extensibility are hallmarks of this program, leading to innovative work that can scale to enhance scholarly research, teaching, and public programming in the humanities. This program is offered twice per year. Proposals are welcome for digital initiatives in any area of the humanities. Through a special partnership with NEH and pending the availability of appropriated funds, the Institute of Museum and Library Services (IMLS) anticipates providing additional funding to this program to encourage innovative collaborations between museum or library professionals and humanities professionals to advance preservation of, access to, use of, and engagement with digital collections and services. IMLS and NEH may jointly fund some DHAG projects that involve collaborations with museums and/or libraries. Digital Humanities Advancement Grants may involve * creating or enhancing experimental, computationally-based methods, techniques, or infrastructure that contribute to the humanities; * pursuing scholarship that examines the history, criticism, and philosophy of digital culture and its impact on society; or * conducting evaluative studies that investigate the practices and the impact of digital scholarship on research, pedagogy, scholarly communication, and public engagement.

This competition provides funding to support the development, implementation, expansion, evaluation, and dissemination of evidence-based instructional approaches and professional development activities and programs in American history, civics and government, and geography in elementary and secondary schools. This competition includes an absolute priority for projects serving high-need students to help these students improve learning outcomes for these students. This competition includes an absolute priority for projects that show potential to improve student achievement in, and teaching of, these subjects, and that demonstrate innovation, scalability, accountability, and a focus on underserved populations. Additionally, we include a competitive preference priority for projects that leverage technology to support professional development and instructional practice, which may lead to increased student engagement and help accelerate learning. This competition also includes a requirement for applicants to propose project-specific performance measures and performance targets consistent with the objectives of the proposed project.

The National Alliance of Faith and Justice (NAFJ) is committed to raising consciousness and developing strategies common to the NPS â¿¿ through education, training, compassion, and service â¿¿ in addressing some of societyâ¿¿s most pressing social justice issues. NAFJ shares the love of NPS for our nationâ¿¿s natural and cultural inheritance, dedication to its stewardship in perpetuity, and through this work, devotion to perpetuating a civil democratic society. By helping youth and adult populations understand the correlation between history and todayâ¿¿s policies, challenges, and victories, NAFJ is uniquely designed and qualified to serve as a partner to plan and implement educational initiatives that increase the access and use of public lands and historic landmarks by diverse and underrepresented youth for academic enrichment and success.

Historically, grants through the program have supported research projects on a range of topics and disciplines, including education, psychology, sociology, economics, history, and anthropology; they also employ a wide range of research methods. Examples of recently funded projects include an experimental study of how college students use visual representations in solving math problems; a study exploring the process of racial and rural identity formation among African American high-school students who attend de facto segregated schools in the rural South; and a mixed-methods study focusing on the different types of knowledge novice and experienced teachers draw on in teaching for reading comprehension.

In keeping with the foundation's mission, the program aims to fund academic work that will contribute to the improvement of education, broadly conceived. Historically, grants have supported research projects on a range of topics and disciplines, including education, psychology, sociology, economics, history, and anthropology, and that employ a wide range of research methods. Examples of recently funded projects include an experimental study of how college students use visual representations in solving math problems; a study exploring the process of racial and rural identity formation among African-American high-school students who attend de facto segregated schools in the rural South; and a mixed-methods study focused on the different types of knowledge novice and experienced teachers draw on in teaching for reading comprehension.

The Chicago-based Spencer Foundation, the only national foundation focused exclusively on supporting education research, is inviting applications for the Lyle Spencer Research Awards Program. The program envisions a broad conception of educational practice that encompasses formal and informal learning as well as the institutional, policy, and normative frameworks that influence and are influenced by learning and developmental processes and seeks to engage the research community in thinking big and engaging with work that is thoughtful, critical of prevailing assumptions, self-critical about the work and its limitations, and relevant to the aim of building knowledge for the "lasting improvement in education." Grants of up to five years and ranging in amount between $525,000 and $1 million will be awarded to intellectually ambitious research projects with the potential to transform the practice of education. Scholars from all disciplines (including education, anthropology, philosophy, psychology, sociology, economics, history, law, or neuroscience) are invited to submit a proposal. Projects may utilize a wide array of research methods, including quantitative, qualitative, mixed-methods, ethnographies, design-based research, participatory methods, and archival research.

Founded in 1956, the Chicago-based Graham Foundation for Advanced Studies in the Fine Arts provides project-based grants to individuals and organizations and produces public programs to foster the development and exchange of diverse and challenging ideas about architecture and its role in the arts, culture, and society. Projects may be drawn from the various fields of inquiry supported by the foundation, including architectural history, theory, and criticism; design; engineering; landscape architecture; urban planning; urban studies; the visual arts; and other related fields. The foundation offers Carter Manny awards in two categories, including a research award for a student at the research stage of the doctoral dissertation and a writing award for a student at the writing stage of the doctoral dissertation. The research award is acknowledged with up to $15,000 and the writing award is acknowledged with up to $20,000. Ph.D. students who are presently candidates for a doctoral degree are eligible to apply. Students must be nominated by their department to apply for the Carter Manny Award. The award is open to students officially enrolled in schools in the U.S. and Canada, regardless of citizenship. The foundation will begin accepting applications on September 15, 2017. Applications must be received no later than November 15, 2017.

The Spencer Foundation, the only national foundation focused exclusively on supporting education research, is accepting applications for its Research Grants on Education program, which provides support to education research projects with the potential to contribute to the improvement of education, broadly conceived. Through the program, the foundation supports work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, the program will support proposals with multiple disciplinary and methodological perspectives, both domestically and internationally, and from scholars at various stages in their career. Proposals may span a wide range of topics and disciplines that creatively investigate questions central to education, including education, anthropology, philosophy, psychology, sociology, law, economics, history, and neuroscience. Researchers may incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, and/or work closely with practitioners or community members over the life of the project. Projects that thoughtfully consider the trajectories, implications, and potential impacts of their findings, including how the knowledge may be shared and utilized across the field, in practice, in policy making, or with the broader public, are encouraged. (The program is "field-initiated," in that proposals are not requested in response to a particular research topic, discipline, design, or method.)

Through the program, the foundation supports work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, the program will support proposals with multiple disciplinary and methodological perspectives, both domestically and internationally, and from scholars at various stages in their career. Proposals may span a wide range of topics and disciplines that creatively investigate questions central to education, including education, anthropology, philosophy, psychology, sociology, law, economics, history, and neuroscience. Researchers may incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, and/or work closely with practitioners or community members over the life of the project. Projects that thoughtfully consider the trajectories, implications, and potential impacts of their findings, including how the knowledge may be shared and utilized across the field, in practice, in policy making, or with the broader public, are encouraged. (The program is "field-initiated," in that proposals are not requested in response to a particular research topic, discipline, design, or method.)

We welcome applications from a broad range of fields and perspectives. The strength of our fellowship program is its diversity. The following areas are of particular interest: - Radcliffe supports engaged scholarship. We welcome applications from scholars, artists, and practitioners proposing innovative work that confronts pressing social and policy issues and seeking to engage audiences beyond academia. - We welcome proposals relevant to the Institute's focus areas, which include: * Law, education, and justice * Youth leadership and civic engagement * Legacies of slavery  - Reflecting Radcliffe's unique history and institutional legacy, we welcome proposals that focus on women, gender, and society or draw on the Schlesinger Library's rich collections.  - Interdisciplinary exchange is a hallmark of the Radcliffe Fellowship, and we welcome proposals that take advantage of our uniquely diverse intellectual community by engaging with concepts and ideas that cross disciplinary boundaries.

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 Spencer Foundation was established in 1962 to investigate ways in which education, broadly conceived, can be improved around the world. From the first, the foundation has been dedicated to the belief that research is necessary to improvement in education. To that end, the foundation is committed to supporting high-quality investigation through its research programs and to strengthening and renewing the educational research community through its fellowship and training programs and related activities.

The Administration for Children and Families (ACF), Administration for Native Americans (ANA) announces the availability of Fiscal Year (FY) 2018 funds for the Native American Language Preservation and Maintenance program. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, restoration, and implementing of native language curriculum and education projects to support a community's language preservation goals. Native American communities include American Indian tribes (federally-recognized and non-federally recognized), Native Hawaiians, Alaskan Natives, and Native American Pacific Islanders.