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The IMEE program supports fundamental, multidisciplinary research on the impact of hazards and disasters upon civil infrastructure and society. The program is focused upon research on the mitigation of, preparedness for, response to, and recovery from multi-hazard disasters. Community and societal resilience and sustainability are important topics within the research portfolio of IMEE. The program is deeply multidisciplinary, integrating multiple perspectives, methods and results from diverse areas in engineering, social and natural sciences, and computing. Among these are civil, mechanical, transportation and system engineering; sociology, cognitive science and psychology, economics, geography, political science and urban planning; geology, biology and meteorology; and applied computing. Methodological innovations that span multiple, diverse disciplines are strongly encouraged.

With ten thousand members and two hundred and fifty "grottos" (chapters), the National Speleological Society is the largest organization in the world focused on the exploration, study, and protection of caves and their environments. For more than seventy years, NSS has promoted safe and responsible caving practices, effective cave and karst management, speleology, and conservation. To advance this mission, NSS awards Research Grants of up to $1,500 to qualified individuals or teams for research in cave-related branches of study. This includes but is not limited to the natural sciences (e.g., cave biology, geology, paleontology, and hydrology), social sciences (e.g., archaeology), and the humanities (e.g., speleological history). Interdisciplinary proposals are encouraged. Preference will be given to projects with the potential to generate new information and insights that are suitable for submission to peer-reviewed publications. Proposals may be submitted at any time. Funding decisions are made twice annually, in January and June. Proposals should be received at least one month in advance to be considered. To be considered for January 2018 funding, applications should be received no later than December 1, 2017.

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 AAAS Early Career Award for Public Engagement with Science, established in 2010, recognizes early-career scientists and engineers who demonstrate excellence in their contribution to public engagement with science activities. A monetary prize of $5,000, a commemorative plaque, complimentary registration to the AAAS Annual Meeting, and reimbursement for reasonable hotel and travel expenses to attend the AAAS Annual Meeting to receive the prize are given to the recipient. Nominee must be an early-career scientist or engineer in academia, government or industry actively conducting research in any scientific discipline (including social sciences and medicine).  "Early career" is defined as an individual who has been in his/her current field for less than seven years and pre-tenure or job equivalent. Post-doctoral students are eligible for this award. Nominee will have demonstrated excellence in his/her contribution to public engagement with science activities, with a focus on interactive dialogue between the individual and a non-scientific, public audience(s). Types of public engagement activities might include: informal science education, public outreach, public policy, and/or science communication activities, such as mass media, public dialogue, radio, TV and film, science café, science exhibit, science fair, and social and online media.

The National Science Foundation (NSF) invites investigators at U.S. organizations to submit proposals to conduct research about the Arctic. Arctic research includes field and modeling studies, data analysis, and synthesis about the arctic region.The goal of the NSF Section for Arctic Sciences, Division of Polar Programs (PLR),??is to gain a better understanding of the Arctic's physical, biological, geological, chemical, social and cultural processes; the interactions of oceanic, terrestrial, atmospheric, biological, social, cultural, and economic systems; and the connections that define the Arctic. The Arctic Sciences and other NSF programs support projects that contribute to the development of the next generation of researchers and scientific literacy for all ages through education, outreach, and broadening participation in science, technology, engineering, and mathematics. Program representatives from polar and other non-polar NSF programs that support arctic research coordinate across NSF, including joint review and funding of arctic proposals and mutual support of special projects with high logistical costs.

Recognizing disciplinary differences and priorities, NSF's investment in research and development in undergraduate STEM education encompasses a range of approaches. These approaches include: experiential learning, assessment/metrics of learning and practice, scholarships, foundational education research, professional development/institutional change, formal and informal learning environments, and undergraduate disciplinary research. Both individually and integrated in a range of combinations, these approaches can lead to outcomes including: developing the STEM and STEM-related workforce, advancing science, broadening participation in STEM, educating a STEM-literate populace, improving K-12 STEM education, encouraging life-long learning, and building capacity in higher education.

The goal of the NSF Section for Arctic Sciences, Division of Polar Programs (PLR), is to gain a better understanding of the Arctic's physical, biological, geological, chemical, social and cultural processes; the interactions of oceanic, terrestrial, atmospheric, biological, social, cultural, and economic systems; and the connections that define the Arctic. The Arctic Sciences and other NSF programs support projects that contribute to the development of the next generation of researchers and scientific literacy for all ages through education, outreach, and broadening participation in science, technology, engineering, and mathematics. Program representatives from polar and other non-polar NSF programs that support arctic research coordinate across NSF, including joint review and funding of arctic proposals and mutual support of special projects with high logistical costs.

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

The goal of the NSF Section for Arctic Sciences, Division of Polar Programs (PLR), is to gain a better understanding of the Arctic's physical, biological, geological, chemical, social and cultural processes; the interactions of oceanic, terrestrial, atmospheric, biological, social, cultural, and economic systems; and the connections that define the Arctic. The Arctic Sciences and other NSF programs support projects that contribute to the development of the next generation of researchers and scientific literacy for all ages through education, outreach, and broadening participation in science, technology, engineering, and mathematics. Program representatives from polar and other non-polar NSF programs that support arctic research coordinate across NSF, including joint review and funding of arctic proposals and mutual support of special projects with high logistical costs.

The Interdisciplinary Behavioral and Social Science Research (IBSS) competition promotes the conduct of interdisciplinary research by teams of investigators in the social and behavioral sciences. Emphasis is placed on support for research that involves researchers from multiple SBE disciplinary fields and that integrates scientific theoretical approaches and methodologies from multiple SBE disciplinary fields. Emphasis also is placed on the significance of expected intellectual contributions that are likely to yield generalizable insights and information that will enhance theoretical perspectives and advance basic knowledge and capabilities across multiple SBE disciplinary fields. Although the IBSS competition will consider any proposal that addresses a topic for which the proposal makes a compelling case that the research will enhance broader theoretical understanding across multiple social and behavioral science fields, social and behavioral science researchers are especially encouraged to submit proposals for research on one of the following three broadly defined topics: Population Change; Sources and Consequences of Disparities; and Technology, New Media, and Social Networks.

The Expeditions Council is an editorially driven grant program that supports exploration and adventure worldwide.  Proposed projects must have the potential to yield compelling stories and images. Applications are also judged on the qualifications of applicants and their teams, and on the project's merit, uniqueness and safety protocols. The Council consists of representatives of National Geographic editorial divisions (magazines, television, books, website, and so on) who review and vote on grant applications, as well as an advisory board of external consultants. While the Expeditions Council funds a broad range of exploration and adventure, if a project is based on scientific inquiry, applicants must provide detailed methodology.  In addition, all projects must adhere to applicable scientific or professional ethical standards, which are outlined in the grant application and are subject to scientific review The Expeditions Council offers its grantees the opportunity to work effectively with National Geographic's many divisions. Grantees are therefore able to share the results of their expeditions with National Geographic's global audience.

The Major Research Instrumentation Program (MRI) serves to increase access to shared scientific and engineering instruments for research and research training in our Nation's institutions of higher education, not-for-profit museums, science centers and scientific/engineering research organizations. The program provides organizations with opportunities to acquire major instrumentation that supports the research and research training goals of the organization and that may be used by other researchers regionally or nationally. Each MRI proposal may request support for the acquisition (Track 1) or development (Track 2) of a single research instrument for shared inter- and/or intra-organizational use. Development efforts that leverage the strengths of private sector partners to build instrument development capacity at MRI submission-eligible organizations are encouraged.

The purpose of the NSF Graduate Research Fellowship Program (GRFP) is to help ensure the vitality and diversity of the scientific and engineering workforce of the United States. The program recognizes and supports outstanding graduate students who are pursuing full-time research-based master's and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education. The GRFP provides three years of support for the graduate education of individuals who have demonstrated their potential for significant research achievements in STEM or STEM education. NSF especially encourages women, members of underrepresented minority groups, persons with disabilities, veterans, and undergraduate seniors to apply.

The primary objectives of the STATEMAP component of the NCGMP are to establish the geologic framework of areas determined to be vital to the economic, social, or scientific welfare of individual States. The State Geologist shall determine mapping priorities in consultation with a multi-representational State Mapping Advisory Committee. These priorities shall be based on: a) state requirements for geologic-map information in areas of multiple-issue need or areas of compelling single-issue need, and b) State requirements for geologic-map information in areas where mapping is required to solve critical earth-science problems.

Ethical and Responsible Research (ER2) funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all STEM fields that NSF supports. ER2 solicits proposals for research that explores the following: "What constitutes responsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?" Do certain labs have a "culture of academic integrity?" What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, and integrated into other research and learning settings?" Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricula or memberships in organizations (e.g. Engineers without Borders) that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade. Successful proposals typically have a comparative dimension, either between or within institutional settings that differ along these or among other factors, and they specify plans for developing interventions that promote the effectiveness of identified factors.