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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.

Mercator-IPC Fellows work at Istanbul Policy Center (IPC), an independent policy research institute with global outreach located in the center of Istanbul. IPC's mission is to foster academic research and its application to policy making. The Center is firmly committed to providing decision makers, opinion leaders, academics and the general public with innovative and objective analyses of key domestic and foreign policy issues. IPC offers the Mercator-IPC Fellows access to a broad network of academics, civil society activists and decision makers as well as a unique platform for sound academic research to shape hands-on policy work. Likewise, fellows profit from Sabancı University's exceptional intellectual capital and vast reserves of scientific knowledge. Mercator-IPC Fellowships are available to outstanding academics and professionals who work in one of three thematic areas: | EU/German-Turkish relations | Climate change | Education In the 2014/15 round, at least six Mercator-IPC Fellowships are available for outstanding young academics and professionals who have significant prior work experience. The fellows will be expected to work on academic or practical projects at IPC. A Master's degree (or equivalent) is required for this position, but a PhD degree is strongly preferred. Projects which focus on the German-Turkish nexus are likewise preferred.  The 2014/15 fellowships begin September 1, 2014 and the deadline for applications is April 1, 2014.

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 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 Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

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.

As part of our mission supporting farmers and ranchers, the Farm Service Agency (FSA) provides extensive education and outreach for producers. This typically involves public meetings, mailings, news releases, and interactions with individual producers seeking additional information or to enroll in a program. However, there remains a need for additional outreach and education that could benefit potential participants in FSA's portfolio of programs. 

The Science and Technology Centers (STC): Integrative Partnerships program supports innovative, potentially transformative, complex research and education projects that require large-scale, long-term awards. STCs conduct world-class research through partnerships among academic institutions, national laboratories, industrial organizations, and/or other public/private entities, and via international collaborations, as appropriate. They provide a means to undertake significant investigations at the interfaces of disciplines and/or fresh approaches within disciplines. STCs may involve any area of science and engineering that NSF supports

To administer Adult Basic and Literacy Education (ABLE) instruction at an Ohio public library that currently provides remedial coursework instruction for postsecondary students. The applicant agrees to provide a basic educational instructional program for adults under the authority of the Adult Education and Family Literacy Act, Title II of the Workforce Innovation and Opportunity  Act of 2014 as amended, and in accordance with the Chancellor's guidelines.

This RFA seeks proposals to further support and expand FSA's existing outreach and education efforts. The additional outreach and education could, for example, be public meetings, training sessions, and/or workshops for producers including new and beginning farmers, veterans, underserved communities, and/or established producers

The Office of Global Educational Programs of the U.S. Department of State's Bureau of Educational and Cultural Affairs (ECA) announces an open competition to administer the FY 2016 Community College Administrator Program (CCAP). Accredited U.S. colleges and universities and other U.S. public or private non-profit organizations meeting the provisions described in Internal Revenue Code section 501(c)(3) may submit proposals to design, administer and implement one six-week intensive exchange program in the United States. The program is for foreign administrators from post-secondary vocational and technical institutions or their equivalents in selected countries. Exchange participants for the six-week program could also include government officials or others with significant responsibilities related to post-secondary technical and vocational education. The program will provide participants with skills focused on community college administration including leadership, governance, finance, student affairs and student services, program assessment, workforce development, private sector partnerships, community engagement, technology, and distance learning. The successful applicant will provide flexible programming and an ability to tailor the program to selected countries' education priorities for technical and vocational education. The successful applicant should outline specific plans to incorporate each selected country's technical and vocational priorities into each program offering so it can provide impact assessments for each country/region from which participants are selected.

The Public Affairs Section of the Consulate General Surabaya announces an open competition for a cooperative agreement to develop and implement a five-day workshop (inclusive of arrival and departure days) in Bali, Indonesia connecting social enterprises and startup incubators in Bali to the some of the most motivated young entrepreneurs interested in responding to environmental challenges in Southeast Asia for the Young Southeast Asian Leaders Initiative (YSEALI), contingent on funding availability

This Funding Opportunity Announcement (FOA) encourages applications for the Global Infectious Disease (GID) Research Training Program from U.S. and low- and middle-income country (LMIC) institutions. The application should propose a collaborative training program that will strengthen the capacity of an LMIC institution to conduct infectious disease research. FIC will support research-training programs that focus on major endemic or life-threatening emerging infectious diseases, neglected tropical diseases, infections that frequently occur as co-infections in HIV infected individuals or infections associated with non-communicable disease conditions of public health importance in LMICs

NIST is soliciting applications from eligible public-school districts and accredited private educational institutions in the U.S. and its territories. These eligible institutions would nominate middle school science teachers in grades six (6), seven (7), and/or eight (8), to participate in the NIST Summer Institute Program. The NIST Summer Institute Program will provide selected teachers hands-on activities, lectures, tours, and visits with NIST scientists and engineers at the NIST Campus in Gaithersburg, Maryland.

The U.S. Department of Labor (DOL), Mine Safety and Health Administration (MSHA), is making up to $400,000 available in grant funds for education and training programs to help identify, avoid, and prevent unsafe working conditions in and around mines. The focus of these grants for Fiscal Year (FY) 2019 will be training programs and training materials on powered haulage safety (i.e. reducing vehicle-on-vehicle collisions, increasing seat belt use, and improving belt conveyor safety), examinations of working places at metal and nonmetal mines, mine emergency prevention and preparedness, or other programs to prevent unsafe conditions in and around mines. Applicants for the grants may be States and Territories (to include the District of Columbia, the Commonwealth of Puerto Rico, the Virgin Islands, American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands) and private or public nonprofit entities, to include Indian tribes, tribal organizations, Alaska Native entities, Indian-controlled organizations serving Indians, and Native Hawaiian organizations. MSHA could award as many as eight grants. The amount of each individual grant will be at least $50,000, and the maximum individual award will be $400,000.

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 purpose of this grant is to continue to provide G.R. E.A.T. Instructor Certifications to Central American Officers plus overall management and coordination of the Program, including scheduling of trainers and training; regular review, revision, and updating of curricula and training processes; publication and production of materials and resources needed for training and for instructors in the field; maintenance and enhancement of a dual-language G.R.E.A.T. Web site; continued development of program curricula and materials to improve accessibility for Central American audiences; and monitoring and evaluation of Program implementation to ensure fidelity to the Program design and effective delivery of services.

The U.S. Mission in Iraq announces an open competition for eligible organizations to submit proposals to develop and implement the English Access Micro-scholarship Program for Central and Southern Iraq. Public Affairs Section (PAS) seeks to provide Iraqi youth with educational opportunities through English-language instruction in accordance with Mission Iraq goals. The English Access Micro-scholarship Program for Central and Southern Iraq will provide a foundation of English language skills to non-elite, 13 to 18 year-old students through after-school classes and intensive summer activities over a two-year period. Access Program students also gain an appreciation for American culture and democratic values, increase their ability to participate successfully in the socio-economic development of their countries, and gain the ability to compete for and participate in future U.S. Government-sponsored educational programs. Subject to the availability of funds, the Embassy expects to award a grant up to $380,000 to carry out the English Access Micro-scholarship Program for Central and Southern Iraq over a twenty-four month time frame.

The United States Embassy in Bosnia and Herzegovina, acting through the Office of Public Affairs, is pleased to announce a Notice of funding opportunities for two types of Civic Education programs that address school segregation or other problems that divide students along ethnic lines. These projects should advance Education for Democracy and Hhelp remove obstacles to integration in education. Small grants competition will support projects designed explicitly as home-stay exchange programs to contribute to democracy and human rights education with interaction and the development of tolerance between the ethnically, religiously and geographically diverse communities of Bosnia and Herzegovina. In addition to the core exchange program activities, the mandatory requirement is a component of family engagement in which participants will stay in the homes of fellow participants from different ethnic or religious backgrounds, and engage in volunteer projects in both communities. Priority will be given to innovative programs that bring together youth (ages 12-24) from communities across ethnic, geographical, and administrative lines and engage large number of youth in community improvement activity in each host town. Detailed budget should be expressed in USD, with a maximum amount of $20,000.

The U.S. Mission in Iraq announces an open competition for eligible organizations to submit proposals to develop and implement the English Access Micro-scholarship Program for Central and Southern Iraq. Public Affairs Section (PAS) seeks to provide Iraqi youth with educational opportunities through English-language instruction in accordance with Mission Iraq goals. The English Access Micro-scholarship Program for Central and Southern Iraq will provide a foundation of English language skills to non-elite, 13 to 18 year-old students through after-school classes and intensive summer activities over a two-year period. Access Program students also gain an appreciation for American culture and democratic values, increase their ability to participate successfully in the socio-economic development of their countries, and gain the ability to compete for and participate in future U.S. Government-sponsored educational programs. Subject to the availability of funds, the Embassy expects to award a grant up to $380,000 to carry out the English Access Micro-scholarship Program for Central and Southern Iraq over a twenty-four month time frame.