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Sundance Institute deepened its commitment to Native artists by launching a new Native Producers Fellowship, which identifies emerging Native producers and supports their professional development and the development of their projects. Responding to a crucial need to cultivate more Native American producers who can manage production; oversee packaging, financing, and distribution; and engage with the marketplace; this Initiative aims to support the sustainability and longevity of Native artists throughout their careers. Native Producing Fellowships will follow the model of Sundance Institute's Creative Producing Fellowships. The Initiative will identify two Fellows and support their attendance at the Sundance Film Festival in January, where they will participate in the Festival's Native Forum, and at Sundance Institute's Creative Producing Summit in the summer. Native Producing Fellows will be considered for ongoing support and opportunities within the Institute's Creative Producing Initiative and Creative Producers Lab after they participate in the Native Program's Producers Fellowship.

The Administration for Children and Families, Administration for Native Americans announces the availability of Fiscal Year 2018 funds for the Native American Language Preservation and Maintenance - Esther Martinez Immersion (EMI) program. EMI provides funding for community-based projects that ensure continuing vitality of Native languages through immersion-based instruction. Programs funded under the EMI funding opportunity announcement must meet the requirements for either a Native American Language Nest, or a Native American Survival School. As defined by Esther Martinez Native American Languages Preservation Act (42 U.S.C. 2991b-3(b)(7). Pub. L. 109-394), Language Nests are "site-based educational programs that provide child care and instruction in a Native American language for at least 10 children under the age of seven for an average of at least 500 hours per child," and Native American Survival Schools are "site based educational programs for school-aged students that provide at least 500 hours per year per student of Native American language instruction to at least 15 students".

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.

The Administration for Children and Families (ACF), Administration for Native Americans (ANA) announces the availability of Fiscal Year 2018 funds for the Native Youth Initiative for Leadership, Empowerment, and Development (I-LEAD).I-LEAD is a special initiative established under ANA’s Social and Economic Development Strategies (SEDS) program. I-LEAD provides support for community-based initiatives that empower Native youth to address priorities identified by such youth and include youth-focused leadership. As well projects are funded to develop models, approaches and strategies to foster resiliency and build upon Native youth's inherent capacities to thrive. Native youth will contribute to the accomplishment of objectives that promote economic and social self-sufficiency for Native Americans, contribute to community well-being, increase the capacity of tribal governments, strengthen families, and implement culturally appropriate strategies to meet the social service needs of Native Americans.As an agency within the ACF, ANA is providing this unique funding opportunity as a special initiative of the SEDS program. The I-LEAD program will ensure project funding is provided to support youth-driven and youth-focused services and activities related to social and economic development, in order to promote the self-sufficiency of tomorrow’s leaders in Native American communities.

The Administration for Children and Families (ACF), Administration for Native Americans (ANA) announces the availability of Fiscal Year (FY) 2018 funds for the Social and Economic Development Strategies (SEDS) program. This program is focused on community-driven projects designed to grow local economies, strengthen Native American families, including the preservation of Native American cultures, and decrease the high rate of current challenges caused by the lack of community-based businesses, and social and economic infrastructure in Native American communities. Native American communities include American Indian tribes (federally-recognized and non-federally recognized), Native Hawaiians, Alaskan Natives, and Native American Pacific Islanders.

First Nations began investing in Native youth by launching the Native Youth and Culture Fund (NYCF) in 2002 to partner with tribes, Native nonprofit organizations and Native community groups working in rural and reservation-based communities and seeking ways to preserve, strengthen and/or renew Native cultures and traditions among youth. First Nations believes that Native youth represent the future of Native communities, and that their health and well-being determine the future health and well-being of a community overall. By investing in youth and giving them a sense of place and tradition in the community, a community ensures that it will have bright and capable future leaders.

With this Funding Opportunity Announcement, the Office of American Indian, Alaskan Natives and Native Hawaiian Program is proposing to award one new cooperative agreement to fund a National Resource Center on "American Indian, Alaskan Native and Native Hawaiian Long Term Services and Support, NRCAIANNHLTSS. This Center will address the unmet need of tribal-specific and culturally appropriate LTSS information and guidance to tribes. The outcomes of the FOA will be: 1. LTSS information and guidance to tribes. The National Resource Center on American Indian, Alaskan Native and Native Hawaiian Long Term Services and Supports (NRCAIANNHLTSS). This center will address the unmet need of tribal-specific and culturally appropriate LTSS information and guidance to tribes. The outcomes of the FOA will be to; 1) to create a network of navigators that will assist tribes in development of appropriate LTSS in response to identified, tribe-specific needs; and 2) based on documented best practices, the Center will develop a practical and hands on toolkit for tribes to assist in implementing LTSS in their individual tribal communities. The Resource Center will target its services to the 270 tribes that receive Title VI grants, however it will also have publicly-available resources that are accessible to all tribes and organizations that work with the American Indian, Alaskan Native and Hawaiian populations.

The purpose of this funding opportunity announcement (FOA) is to encourage exploratory developmental research to improve Native American (NA) health. Such research can include: conducting secondary analysis of existing data (such as databases that the Tribal Epidemiology Centers have collected); merge various sources of data to answer critical research questions; conduct pilot and feasibility studies; and/or assess and validate measures that are being developed and/or adapted for use in NA communities. For the purposes of this FOA, the term 'Native Americans' includes the following populations: Alaska Native, American Indian, and Native Hawaiian. The term 'Native Hawaiian' means any individual whose ancestors were natives, prior to 1778, belonging to the area that now comprises the State of Hawaii. Studies should: be culturally appropriate and result in promoting the adoption of healthy lifestyles; improve behaviors and social conditions and/or improve environmental conditions related to chronic disease; prevent or reduce the consumption of tobacco, alcohol, and other drugs; improve mental health outcomes; reduce risk of HIV infection; improve treatment adherence and/or health-care systems adopting standards of care to improve overall quality of life.

The Indian Arts Research Center at the School for Advanced Research offers three artist-in-residence fellowships annually to advance the work of mature and emerging Native artists. Each fellowship includes a monthly stipend, housing, studio space, a supplies allowance, and travel reimbursement to and from SAR. These fellowships provide time for artists to explore new avenues of creativity, grapple with new ideas that they can integrate into their work, and strengthen existing talents. 1) Ron and Susan Dubin Native Artist Fellowship: Dedicated to supporting traditional Native artistry, the fellowship period runs from June 15 to August 15, 2019. 2) Rollin and Mary Ella King Native Artist Fellowship: The King Fellowship is dedicated to preserving the Southwest's rich artistic heritage. Applicants must be from a Native community in the Southwestern United States (Arizona, Colorado, New Mexico, Utah) and work in the visual arts. The residency period runs from September 1 to December 1, 2019. 3) Eric and Barbara Dobkin Native Artist Fellowship for Women: The Dobkin Fellowship encourages the creativity and growth of indigenous women artists working in any media. The residency period runs from March 1 to May 31, 2019.

Purpose of Program: NACTEP provides grants to improve career and technical education (CTE) programs that are consistent with the purposes of the Carl D. Perkins Career and Technical Education Act of 2006 (the Act) and that benefit Native Americans and Alaska Natives. Background: This notice invites applications for a NACTEP competition that implements section 116 of the Act, enacted August 12, 2006. Section 116 of the Act authorizes the Secretary to award grants to, or enter into cooperative agreements or contracts with, Indian Tribes, Tribal organizations, and Alaska Native entities to operate CTE projects that improve CTE for Native American and Alaska Native students.

As a capacity-building strategy, ILA proposes that the Native American Independent Living Demonstration Project will support Native American Independent Living (IL) Specialists who have similar responsibilities to the non- Native American IL Specialist counterpart in the center for independent living, but with a focus in Indian Country. The Project will provide the independent living core services including: information and referral; skills training; peer counseling; individual and systems advocacy; and services that facilitate transition from nursing homes and other institutions to the community, assistance to individuals at risk of entering institutions and transition of youth to post secondary life. In addition, the Native American IL Specialist will conduct activities such as: • Serve as an information and resource specialist about disabilities to the Tribes in their Area• Gather information about IL needs in Indian Country• Gather data and information about disabilities in Indian Country• Gather information about current tribal efforts at providing assistance to tribal members with disabilities• Serve as a liaison between State IL Programs, the Statewide Independent Living Councils (SILCs) and Indian Country• Establish inter-agency coalitions in Indian Country to focus on serving the unmet needs of tribal members with disabilities• Serve as an effective advocate and liaison between ACL programs and services and Indian Country.

The Native Arts and Cultures Foundation has issued a call for applications to established American Indian and Alaska Native artists to mentor an emerging American Indian and Alaska Native artist apprentice through its for its NACF Mentor Artist Fellowship program. Through the program, mentors will develop lesson plans intended to increase their apprentice's skill level, and provide an experience of intergenerational exchange of cultural knowledge within the apprentice's traditional arts or contemporary visual arts practice. To assist in developing lesson plans, awarded mentors and their apprentices are required to attend a training session before the mentorship begins. The training date will be announced upon notification of the awards. The fellowship provides a monetary award of $30,000 total - $20,000 for the mentor, $5,000 for the joint art project, and $5,000 for the apprentice's expenses.

The NSF INCLUDES Big Idea is a comprehensive national initiative to enhance U.S. leadership in science, technology, engineering, and mathematics (STEM) discoveries and innovations focused on NSF's commitment to diversity, inclusion, and broadening participation in these fields. The vision of NSF INCLUDES is to catalyze the STEM enterprise to work collaboratively for inclusive change, resulting in a STEM workforce that reflects the population of the Nation. More specifically, NSF INCLUDES seeks to improve collaborative efforts aimed at enhancing the preparation, increasing the participation, and ensuring the contributions of individuals from groups that have been historically underrepresented and underserved in the STEM enterprise such as African Americans, Alaska Natives, Hispanics, Native Americans, Native Hawaiians, Native Pacific Islanders, persons with disabilities, persons from economically disadvantaged backgrounds, and women and girls. Significant advancement in the inclusion of underrepresented groups in STEM will result in a new generation of STEM talent and leadership to secure our nation's future and long-term economic competitiveness.

The LSAMP program assists universities and colleges in diversifying the STEM workforce through their efforts at significantly increasing the numbers of students successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines.  Particular emphasis is placed on transforming STEM education through innovative recruitment and retention strategies and experiences in support of groups historically under-represented in STEM discipline:  African-Americans, Alaskan Natives, American Indians, Hispanic Americans, Native Hawiians, and Native Pacific Islanders.  The knowledge generation portfolio of LSAMP supported activities contributes to the body of literature on successful practices in student recruitment, retention, persistence, and attainment of STEM undergraduate and graduate degrees, especially for the previously mentioned populations underrepresented in STEM disciplines. The Louis Stokes Alliances for Minority Participation (LSAMP) program provides funding for: Alliances (New, Mid-Level, Senior-Level, B2B) Bridge to the Doctorate (BD) Activity Broadening Participation Research (BPR) in STEM Education

PAESMEM recognizes individuals for their mentoring of persons from underrepresented racial and ethnic groups, women, persons with disabilities, persons from disadvantaged socioeconomic backgrounds, and early career scientists and engineers. Historically underrepresented racial and ethnic groups in science, technology, engineering and mathematics (STEM) fields include African-Americans, Hispanic Americans, Native Americans, Pacific Islanders, Native Hawaiians, and Native Alaskans. These are groups who might not otherwise have considered or had access to opportunities in STEM education or careers. 

The Alliances for Graduate Education and the Professoriate (AGEP) program seeks to advance knowledge about models to improve pathways to the professoriate and success for historically underrepresented minority doctoral students, postdoctoral fellows and faculty, particularly African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders, in specific STEM disciplines and/or STEM education research fields. New and innovative models are encouraged, as are models that reproduce and/or replicate existing evidence-based alliances in significantly different disciplines, institutions, and participant cohorts.

The Alliances for Graduate Education and the Professoriate (AGEP) program seeks to advance knowledge about models to improve pathways to the professoriate and success for historically underrepresented minority doctoral students, postdoctoral fellows and faculty, particularly African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders, in specific STEM disciplines and/or STEM education research fields. New and innovative models are encouraged, as are models that reproduce and/or replicate existing evidence-based alliances in significantly different disciplines, institutions, and participant cohorts.

Preservation Assistance Grants help small and mid-sized institutions-such as libraries, museums, historical societies, archival repositories, cultural organizations, town and county records offices, and colleges and universities-improve their ability to preserve and care for their significant humanities collections. These may include special collections of books and journals, archives and manuscripts, prints and photographs, moving images, sound recordings, architectural and cartographic records, decorative and fine art objects, textiles, archaeological and ethnographic artifacts, furniture, historical objects, and digital materials. Applicants must draw on the knowledge of consultants whose preservation skills and experience are related to the types of collections and the nature of the activities on which their projects focus. Within the conservation field, for example, conservators usually specialize in the care of specific types of collections, such as objects, paper, or paintings. Applicants should therefore choose a conservator whose specialty is appropriate for the nature of their collections. Similarly, when assessing the preservation needs of library, museum, or archival holdings, applicants should seek a consultant specifically knowledgeable about the preservation of collections in these types of institutions. The program encourages applications from the following sorts of institutions with significant humanities collections: * small and mid-sized institutions that have never received an NEH grant; * community colleges, Hispanic-serving institutions, Historically Black Colleges and Universities, and Tribal Colleges and Universities; and * Native American tribes and Native Alaskan and Native Hawaiian organizations.

The Tribal Colleges and Universities Program (TCUP) provides awards to Tribal Colleges and Universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote high quality science (including sociology, psychology, anthropology, economics, statistics, and other social and behavioral sciences as well as natural sciences), technology, engineering and mathematics (STEM) education, research, and outreach. Support is available to TCUP-eligible institutions (see the Additional Eligibility subsection of Section IV of this solicitation) for transformative capacity-building projects through Instructional Capacity Excellence in TCUP Institutions (ICE-TI), Targeted STEM Infusion Projects (TSIP), TCU Enterprise Advancement Centers (TEA Centers), and Preparing for TCUP Implementation (Pre-TI). Collaborations that involve multiple institutions of higher education led by TCUP institutions are supported through Partnerships for Geoscience Education (PAGE) and Partnerships for Documentary Linguistics Education (PADLE). Finally, research studies that further the scholarly activity of individual faculty members are supported through Small Grants for Research (SGR) and Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science in Tribal Colleges and Universities (SEA-PHAGES in TCUs). Through the opportunities highlighted above, as well as collaborations with other National Science Foundation (NSF) units and other organizations, TCUP aims to increase Native individuals' participation in STEM careers and improve the quality of STEM programs at TCUP-eligible institutions. TCUP strongly encourages the inclusion of activities that will benefit veterans.

NSF seeks to strengthen the future U.S. Engineering workforce by enabling the participation of all citizens through the support of research in the science of Broadening Participation in Engineering (BPE). The BPE program is a dedicated to supporting the development of a diverse and well-prepared engineering workforce. BPE focuses on enhancing the diversity and inclusion of all underrepresented populations in engineering, including gender identity and expression, race and ethnicity (African Americans/Blacks, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders), disability, LGBTQ+, first generation college and socio-economic status.