OARS funding Pedagogy

Under this solicitation EAR/IF will consider proposals for Laboratory Technician Support to provide for optimal and efficient operation of advanced instrumentation, analytical protocol development, and user training for Earth science research instrumentation. Technician support duties that promote human resource development and education are expected to be an integral part of proposals. Efforts to support participation of underrepresented groups in laboratory and/or field instrument use and training are encouraged as part of any described technician's duties.. Proposals from early career (tenure track but untenured) lead investigators are also encouraged. Such proposals will be given due consideration as part of the Broader Impacts merit review criterion.

RWJF seeks to advance systemic changes that embed health in school environments. To help advance these systemic changes, the Foundation will support a collaborative, multipronged strategy with three complementary areas of work related to Research, Policy, and Strategic Action.

RWJF seeks to advance systemic changes that embed health in school environments. To help advance these systemic changes, the Foundation will support a collaborative, multipronged strategy with three complementary areas of work related to Research, Policy, and Strategic Action.

The REM program supports the active involvement of research participants: high school students, STEM teachers, undergraduate STEM students, faculty, and veterans, in hands-on research in order to bring this rich research experience and contact with suitable STEM mentors into participants' lives. The main goals of the REM program are to provide research experiences and mentoring opportunities to STEM students and/or educators that may ultimately enhance their career and academic trajectories while enhancing EFRI-supported research. The REM program may also enable the building of long-term collaborative partnerships among EFRI-supported researchers, the NSF university research community, and local school districts.

The REM program supports the active involvement of research participants: high school students, STEM teachers, undergraduate STEM students, faculty, and veterans, in hands-on research in order to bring this rich research experience and contact with suitable STEM mentors into participants' lives. The main goals of the REM program are to provide research experiences and mentoring opportunities to STEM students and/or educators that may ultimately enhance their career and academic trajectories while enhancing EFRI-supported research. The REM program may also enable the building of long-term collaborative partnerships among EFRI-supported researchers, the NSF university research community, and local school districts.

The Improving Teacher Quality State Grants Program is funded under the No Child Left Behind (NCLB) Act of 2001 (Title II, Part A of Public Law 107-110). The purpose of the program is to increase the academic achievement of all students by helping schools and school districts improve teacher, instructional paraprofessional and principal quality. Ohio public and private colleges and universities are invited annually to submit proposals to support partnerships of institutions of higher education and high-need school districts to provide high quality professional development for elementary, middle and high school teachers of mathematics and science.

The purpose of this APS is to solicit innovative concept papers from international and local organizations that can propose the best approach for blind and deaf inclusive education in Mali. This will be done through a two steps application process consisting of: (a) the submission of an initial concept paper and then, (b) the submission of a full application, as detailed in Section II. This APS will be open for a period of one year, with up to three (03) rounds, depending on funds availability. Under this APS, USAID intends to award multiple grants and cooperative agreements ranging from $20,000 to $300,000 for a maximum period of performance of two years each. At time of releasing this APS, the total amount available for funding the grants/cooperative agreements is $882,000 over a period of two years, of which $400,000 is available to cover the year 1. There will be a pre-application meeting with all interested local organizations on the date specified above to review the application requirements. All interested organizations are required to send an email at least seven working days before the meeting with the name of the organization and names of the attendees and their contact information. The solicitation will be amended to provide answers to all questions raised (in writing and at the meeting) for the general consideration of all interested parties.

The purpose of this APS is to solicit innovative concept papers from international and local organizations that can propose the best approach for blind and deaf inclusive education in Mali. This will be done through a two steps application process consisting of: (a) the submission of an initial concept paper and then, (b) the submission of a full application, as detailed in Section II. This APS will be open for a period of one year, with up to three (03) rounds, depending on funds availability. Under this APS, USAID intends to award multiple grants and cooperative agreements ranging from $20,000 to $300,000 for a maximum period of performance of two years each. At time of releasing this APS, the total amount available for funding the grants/cooperative agreements is $882,000 over a period of two years, of which $400,000 is available to cover the year 1. There will be a pre-application meeting with all interested local organizations on the date specified above to review the application requirements. All interested organizations are required to send an email at least seven working days before the meeting with the name of the organization and names of the attendees and their contact information. The solicitation will be amended to provide answers to all questions raised (in writing and at the meeting) for the general consideration of all interested parties.

The U.S. Embassy Public Affairs Section in Brasilia is soliciting proposals for a cooperative agreement that falls into the area specified from non-governmental organizations and other legally-recognized non-profit institutions that meet U.S. and, for Brazilian organizations, Brazilian technical and legal requirements to develop and implement educational and cultural programs. Information about the Public Affairs Section can be found at: http://br.usembassy.gov/This program will connect U.S. experts (U.S. citizens only) with Brazilian audiences and institutions. The U.S. Speaker and Specialist Program will send American experts to Brazil to engage with audiences through lectures, workshops, and seminars as well as through appearances in foreign media. The U.S. Speaker and Specialist Program will promote an understanding of U.S. strategic priorities, policies and institutions; and build linkages between U.S. and Brazilian experts and institutions.

The U.S. Embassy Public Affairs Section in Brasilia is soliciting proposals for a cooperative agreement that falls into the area specified from non-governmental organizations and other legally-recognized non-profit institutions that meet U.S. and, for Brazilian organizations, Brazilian technical and legal requirements to develop and implement educational and cultural programs. Information about the Public Affairs Section can be found at: http://br.usembassy.gov/This program will connect U.S. experts (U.S. citizens only) with Brazilian audiences and institutions. The U.S. Speaker and Specialist Program will send American experts to Brazil to engage with audiences through lectures, workshops, and seminars as well as through appearances in foreign media. The U.S. Speaker and Specialist Program will promote an understanding of U.S. strategic priorities, policies and institutions; and build linkages between U.S. and Brazilian experts and institutions.

Energy company Constellation believes that providing quality educational opportunities and career development are among the most important tools it can provide to communities to help them succeed over the long term.  To that end, the company is accepting grant applications for local community projects designed to inspire students to think differently about energy. Grants of up to $25,000 will be awarded for projects at the 6-12 grade level and up to $50,000 for projects at the college level. Projects should be team-oriented, learning-focused, hands-on demonstration projects that generate specific results and reach a minimum of a hundred students. 

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.

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.

NIFA/USDA requests applications for the Virtual Lab School (aka Virtual Laboratory School) (VLS) program for fiscal year (FY) 2016 to provide all maintenance and support necessary to maintain the Virtual Lab School, a virtual learning platform which houses all statutorily mandated training for Department of Defense (DoD) child development program staff.

NIFA/USDA requests applications for the Virtual Lab School (aka Virtual Laboratory School) (VLS) program for fiscal year (FY) 2016 to provide all maintenance and support necessary to maintain the Virtual Lab School, a virtual learning platform which houses all statutorily mandated training for Department of Defense (DoD) child development program staff.

The purpose of the NNF Grants Program is to provide funding to support students' training and completion of master's and/or doctoral degree programs in identified national need areas within the Food, Agricultural, Natural Resources, and Human Sciences. Awards made under NNF are specifically intended to support traineeship programs that engage outstanding students to pursue and complete their degrees in areas where there is a national need for the development of scientific and professional expertise in the food and agricultural sciences. NNF awards invest in graduate training and relevant international experiential learning for a cadre of diverse individuals who demonstrate their potential to successfully complete graduate degree programs in disciplines relevant to the mission of the USDA.

With funding from the National Science Foundation (NSF), the American Educational Research Association (AERA) is pleased to announce the continuation of the AERA Grants Program, which provides small grants and training for researchers who conduct studies of education policy and practice using quantitative methods and including the analysis of data from the large-scale data sets sponsored by National Center for Education Statistics (NCES) and NSF

The Public Affairs Section of the U.S. Embassy to the Kingdom of Saudi Arabia is now accepting proposals for a new grant called the Saudi-American Educational and Cultural Initiative Grants (SAECIG) and is for Saudi and U.S. non-governmental and community organizations, universities, entrepreneurs, cultural organizations or qualified individuals who propose to work together to develop or expand educational, professional and cultural exchange activities and promote dialogue and partnership between the people of the United States and the Kingdom of Saudi Arabia. The new grant will support innovative forms of collaboration to expand the diversity of activities in the U.S.-Saudi partnership and develop the next generation of leaders, especially among youth, young professionals and women, and to promote mutual understanding and respect through long-term partnership and cooperation between our two countries.

The objectives of this program are to: (1) improve the quality, validity, and reliability of state academic assessments; (2) measure student academic achievement using multiple measures of student academic achievement from multiple sources; (3) chart student progress over time; and (4) evaluate student academic achievement through the development of comprehensive academic assessment instruments, such as performance and technology-based academic assessments.

On behalf of the United States Agency for International Development (USAID), and in partnership with the Indonesian Ministry of Research Technology and Higher Education (Kemristekdikti), IIE announces a pre-solicitation for the USAID Sustainable Higher Education Research Alliances (USAID SHERA) program to increase research capacity in Indonesia through U.S. - Indonesia partnerships. This program will foster long-term research alliances between top-tier Indonesian higher education institutions, affiliate Indonesian higher education institutions, U.S. higher education institutions, private sector partners, and other stakeholders on critical topics of local and global significance.  USAID SHERA seeks to fund approximately five Centers for Collaborative Research (CCRs) on specific topics at top-tier Indonesian institutions in partnership with at least one U.S. higher education institution partner and at least three Indonesian higher education institution partners. The anticipated amount of funding per CCR is US$3 million over four years with the lead Indonesian institution as the primary sub-recipient of the funding. The USAID SHERA team is currently accepting Expressions of Interest (EOIs) through the USAID SHERA website through September 15, 2016. USAID SHERA will review completed EOIs to confirm candidates' eligibility and establish target applicants for the full Request for Applications, to be released by the end of September 2016. Interested U.S. higher education intuitions should contact potential Indonesian applicants directly to discuss participating as a partnership member.

In a search for innovative solutions, our 2017-2019 College Completion Grant provides funding for colleges to identify struggling students who are near completion - with an emphasis on low-income students and students of color - and develop the interventions necessary to keep them in college and on track to graduation.

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 National Institute of General Medical Sciences (NIGMS) announces the availability of funds for Administrative Supplements to NIGMS-funded predoctoral T32 training grants. These funds are designed to provide support for the development and implementation of curricular activities aimed at broadening training to better prepare students for research careers in a variety of venues, such as industry, government, or entrepreneurial enterprises.

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 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, behavioral and clinical research workforce. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Courses for Skills Development, Research Experiences, and Curriculum or Methods Development. A proposed program must include each activity and describe how they will be integrated. Link to Additional Information:

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, behavioral and clinical research workforce. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Courses for Skills Development, Research Experiences, and Curriculum or Methods Development. A proposed program must include each activity and describe how they will be integrated. Link to Additional Information: