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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.

As part of NSF's Cyberinfrastructure Framework for 21st Century Science and Engineering (CIF21) activity, the Directorate for Social, Behavioral, and Economic Sciences (SBE), the Directorate for Education and Human Resources (EHR), and the Office of Cyberinfrastructure seek to enable research communities to develop visions, teams, and capabilities dedicated to creating new, large-scale, next-generation data resources and relevant analytic techniques to advance fundamental research for the SBE and EHR areas of research.  Successful proposals will outline activities that will have significant impacts across multiple fields by enabling new types of data-intensive research.  Investigators should think broadly and create a vision that extends intellectually across multiple disciplines and that includes--but is not limited to--the SBE or EHR areas of research.

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.

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.

CAREER: The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Such activities should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from junior faculty members at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.

The U.S. Embassy in London invites eligible organizations to submit proposals to develop and implement a program to educate British Sixth Form students about U.S. Presidential Elections. In this solicitation, U.S. Embassy London seeks proposals to develop and administer an online, interactive program where participating students would design an American election campaign by completing a series of exercises that culminate in an online election.

The U.S. Embassy in London invites eligible organizations to submit proposals to develop and implement a program to educate British Sixth Form students about U.S. Presidential Elections. In this solicitation, U.S. Embassy London seeks proposals to develop and administer an online, interactive program where participating students would design an American election campaign by completing a series of exercises that culminate in an online election.

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.

Grants of up to $125,000 for up to eighteen months will be awarded to projects that directly improve or, in the case of research-oriented projects, develop data, facts, or conclusions that further the understanding of improving access to legal education for students from diverse backgrounds; increasing the affordability and financing options for students pursuing legal education; and enhancing the value and relevance of legal education.

Fellows receive an annual stipend of $30,000 for up to two years for completion of their dissertation and related research at their academic institution. Up to fifteen fellowships are awarded annually. Fellows must be enrolled in a doctoral program at an accredited academic institution in the United States and are selected from a range of academic disciplines, including but not limited to social work, public health, medicine, public policy, education, economics, psychology, and epidemiology.

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 Endowment for the Humanities offers the Dialogues on the Experience of War program as part of its current initiative, Standing Together: The Humanities and the Experience of War. The program supports the study and discussion of important humanities sources about war, in the belief that these sources can help U.S. military veterans and others think more deeply about the issues raised by war and military service. Although the program is primarily designed to reach military veterans, men and women in active service, military families, and interested members of the public may also participate. The program awards grants of up to $100,000 that will support * the convening of at least two discussion programs for no fewer than fifteen participants; and * the creation of a preparatory program to recruit and train program discussion leaders (NEH Discussion Leaders). Discussion programs may take place on college and university campuses, in veterans' centers, at public libraries and museums, and at other community venues.

Purpose of Program: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. The Institute's research grant programs are designed to provide interested individuals 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. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The Institute will conduct 10 research competitions in FY 2018 through two of its centers: The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research; one competition for education research and development centers; one competition for partnerships and collaborations focused on problems of practice or policy; and two competitions for low-cost, short-duration evaluation of education interventions. The Institute's National Center for Special Education Research (NCSER) will hold five competitions: One competition for special education research; one competition for research training programs in special education; two competitions for low-cost, short-duration evaluation of special education interventions; and one competition for research networks focused on critical problems of policy and practice in special education.

Through its Fellowship Programs, the Ford Foundation seeks to increase the diversity of the nation's college and university faculties by increasing their ethnic and racial diversity, maximize the educational benefits of diversity, and increase the number of professors who can and will use diversity as a resource for enriching the education of all students.