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The NEA Foundation recognizes that in order for students to prepare for the global age, the educator must first be equipped with the knowledge, skills and disposition needed to teach in the global age. By participating in the Global Learning Fellowship program, educators have an opportunity to lead the profession by acquiring the necessary skills to integrate global competence into their daily classroom instruction, advance pedagogy in their school/district, prepare students to thrive in the flattened global age, and thus contribute to the closing of the global achievement gap.

A key philanthropic goal of the secondary education program is to fund initiatives with the capacity for expansion or replication to the state, regional or national levels.  Requests should target professional development of high school teachers and offer best-in-class training to address a significant issue(s) facing teachers.  Efforts to assist either in-service teachers or new teacher preparation are welcome.  Encouraging the use of technology to promote improved teaching and outreach efforts to connect colleges and universities with school districts are invited. Curricular improvement should be aligned with relevant standards and include both content and pedagogy.  Requests to support well-established programs should have the potential to improve quality significantly.

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.

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 project will promote the development of English language, classroom pedagogy, community engagement and leadership skills of the participants through first-hand experience and networking with English language teaching peers in the United States. Through teamwork activities, the program will develop participants' classroom, leadership, communication skills, and teacher trainer skills. In addition to enhancing the participants' ability to implement effective English language programs in Pakistan, the exchange program will provide participants a better understanding of the United States, its people, and its democratic values. By the end of the English Language Teaching Exchanges, approximately 50 Pakistani English language teachers from government or foundation schools from undeserved areas will further develop their pedagogic expertise in teaching English language, improve their own English language proficiency, and increase their knowledge about the United States.

By participating in the Global Learning Fellowship program, educators have an opportunity to lead the profession by acquiring the skills needed to integrate global competence into their daily classroom instruction, advance pedagogy in their school/district, prepare students to thrive in a "flattened" global age, and contribute to the closing of the global achievement gap.

The Kenneth B. and Mamie P. Clark Fund, supports research and demonstration activities that promote the understanding of the relationship between self-identity and academic achievement with an emphasis on children in grade levels K-8. This grant will alternate every other year between an early career psychologist and a graduate student. The 2013 grant will support a graduate student.

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 National Institute of General Medical Sciences (NIGMS) will award Research Initiative for Scientific Enhancement (RISE) research education grants (R25) to institutions focused on developing new or expanding existing effective institutional developmental programs designed to academically and scientifically prepare underrepresented (UR) students in the biomedical or behavioral sciences for competitive research careers. The RISE program provides grants to institutions with significant enrollment of students from populations underrepresented in the biomedical and behavioral sciences that propose well-integrated developmental activities designed to strengthen students academic preparation, research training and professional skills that are critical to the completion of the Ph.D. degree in the biomedical and/or behavioral sciences.

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.

The central purpose of the Institute's research grant programs is to provide parents, educators, students, researchers, policymakers, 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 students. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research, one competition for education research training, one competition for education research and development centers, one competition for statistical and research methodology in education, and one competition for partnerships and collaborations focused on problems of practice or policy. The Institute's National Center for Special Education Research (NCSER) will not hold competitions in FY 2014.

The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of developmental and school readiness outcomes for infants and toddlers with or at risk for disability, and of education outcomes for all students from early childhood education through postsecondary and adult education. Purpose of Program: The central purpose of the Institute's research grant programs is to provide parents, educators, students, researchers, policymakers, 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 students. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research, one competition for education research training, one competition for education research and development centers, one competition for statistical and research methodology in education, and one competition for partnerships and collaborations focused on problems of practice or policy. The Institute's National Center for Special Education Research (NCSER) will not hold competitions in FY 2014.

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.

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.

The OERC Investigator Initiated Research Program is intended to provide funds to encourage Ohio researchers to initiate research efforts with a high likelihood of attracting future external research funding. Researchers from OERC partner institutions are invited to apply. Each applicant is limited to one proposal per competition as Principal Investigator, but may serve as Co-Investigator or collaborator on other proposals. Special consideration will be given to proposals with a collaborative component representing contributions with research team members from two or more OERC partner institutions.

DARPA is soliciting innovative research proposals of interest to the Defense Sciences Office. Proposed research should investigate innovative approaches that enable revolutionary advances in science and technology. Specifically excluded is research that results primarily in evolutionary improvements to the existing state of the art.

The Online Learning Consortium (OLC), the leading professional organization devoted to advancing the quality of online learning worldwide, today announced it is launching the OLC Digital Learning Innovation Prize, an annual prize competition to recognize exemplar higher education faculty-led teams and institutions for advancing student success, particularly among underserved student groups, through adoption of digital courseware. Digital courseware refers to adaptive digital learning tools, including software that supports student learning such as games, apps and personalized content. The OLC Digital Learning Innovation Prize, which is accompanied by a meaningful monetary reward, is supported by a $2.5 million grant OLC has received from the Bill & Melinda Gates Foundation for the purpose of fostering effective practices in digital learning targeted at improving outcomes for underserved students.

The OREI seeks to solve critical organic agriculture issues, priorities, or problems through the integration of research, education, and extension activities. The purpose of this program is to fund projects that will enhance the ability of producers and processors who have already adopted organic standards to grow and market high quality organic agricultural products. Priority concerns include biological, physical, and social sciences, including economics. The OREI is particularly interested in projects that emphasize research, education and outreach that assist farmers and ranchers with whole farm planning by delivering practical research-based information. Projects should plan to deliver applied production information to producers. Fieldwork must be done on certified organic land or on land in transition to organic certification, as appropriate to project goals and objectives.

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 enhance the diversity of the biomedical workforce.