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The STEM+C Partnerships program seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics (STEM), and computing by K-12 students and teachers, through research on, and development of, courses, curriculum, course materials, pedagogies, instructional strategies, or models that innovatively integrate computing into one or more STEM disciplines, or integrate STEM content into the teaching and learning of computing. In addition, STEM+C seeks to build capacity in K-12 computing education with foundational research and focused teacher preparation. Projects in the STEM+C Partnerships program should build on research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Pre-service and in-service teachers who participate in STEM+C projects are expected to enhance their understanding and teaching of STEM and computing content, practices, and skills. STEM+C invites creative and innovative proposals that address emerging challenges in the learning and teaching of STEM and computing. The program offers proposers two tracks: (1) Integration of Computing in STEM Education and (2) Computing Education Knowledge and Capacity Building. The second track is discipline-specific and may be expanded to include additional disciplines in future releases of the solicitation.

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.

The INSPIRE awards program was established to address some of the most complicated and pressing scientific problems that lie at the intersection of traditional disciplines.  It is intended to encourage investigators to submit bold, exceptional proposals that some may consider to be at a disadvantage in a standard NSF review process; it is not intended for proposals that are more appropriate for existing award mechanisms.

The OERC Investigator Initiated Research Program is intended to provide funds to encourage Ohio researchers to initiate research efforts with a high likelihood of attracting future external research funding. Researchers from OERC partner institutions are invited to apply. Each applicant is limited to one proposal per competition as Principal Investigator, but may serve as Co-Investigator or collaborator on other proposals. Special consideration will be given to proposals with a collaborative component representing contributions with research team members from two or more OERC partner institutions.

The Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics majors and professionals to become K-12 mathematics and science teachers. The Noyce Scholarship Track provides funds to institutions of higher education to support scholarships, stipends, and academic programs for undergraduate STEM majors and post-baccalaureate students holding STEM degrees who earn a teaching credential and commit to teaching in high-need K-12 school districts.   The NSF Teaching Fellowship/Master Teaching Fellowship Track provides funding to support STEM professionals who enroll as NSF Teaching Fellows in master's degree programs leading to teacher certification by providing academic courses, professional development, and salary supplements while they are fulfilling a four-year teaching commitment in a high-need school district.  This track also supports the development of NSF Master Teaching Fellows by providing professional development and salary supplements for exemplary mathematics and science teachers to become Master Teachers in high-need school districts.  Capacity Building Projects support the development of new programs and activities to increase the capacity for institutions to provide innovative teacher preparation programs that enable increasing numbers of STEM majors and STEM professionals to become effective K-12 mathematics and science teachers and to develop the capacity to prepare Master science and mathematics teachers.

RGK Foundation awards grants in the broad areas of Education, Community, and Health/Medicine. The Foundation's primary interests within Education include programs that focus on formal K-12 education (particularly mathematics, science and reading), teacher development, literacy, and higher education.

Through the Cyberlearning: Transforming Education program, NSF seeks to integrate advances in technology with advances in what is known about how people learn to better understand how people learn with technology and how technology can be used productively to help people learn, through individual use and/or through collaborations mediated by technology; better use technology for collecting, analyzing, sharing, and managing data to shed light on learning, promoting learning, and designing learning environments; and design new technologies for these purposes, and advance understanding of how to use those technologies and integrate them into learning environments so that their potential is fulfilled. Of particular interest are technological advances that allow more personalized learning experiences, draw in and promote learning among those in populations not served well by current educational practices, allow access to learning resources anytime and anywhere, and provide new ways of assessing capabilities. It is expected that Cyberlearning research will shed light on how technology can enable new forms of educational practice and that broad implementation of its findings will result in a more actively-engaged and productive citizenry and workforce.

The Online Learning Consortium (OLC), the leading professional organization devoted to advancing the quality of online learning worldwide, today announced it is launching the OLC Digital Learning Innovation Prize, an annual prize competition to recognize exemplar higher education faculty-led teams and institutions for advancing student success, particularly among underserved student groups, through adoption of digital courseware. Digital courseware refers to adaptive digital learning tools, including software that supports student learning such as games, apps and personalized content. The OLC Digital Learning Innovation Prize, which is accompanied by a meaningful monetary reward, is supported by a $2.5 million grant OLC has received from the Bill & Melinda Gates Foundation for the purpose of fostering effective practices in digital learning targeted at improving outcomes for underserved students.

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.

The NIST SSCD Cooperative Agreement Program provides financial assistance to support curriculum development for the undergraduate and/or graduate level. These cooperative agreements support the integration of standards and standardization information and content into seminars, courses, and learning resources for U.S. colleges and universities. The recipients will work with NIST to strengthen education and learning about standards and standardization.

The NIST SSCD Cooperative Agreement Program provides financial assistance to support curriculum development for the undergraduate and/or graduate level. These cooperative agreements support the integration of standards and standardization information and content into seminars, courses, and learning resources for U.S. colleges and universities. The recipients will work with NIST to strengthen education and learning about standards and standardization.

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:

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 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 foundation awards individual grants of up to $1,000 to any K-5 teacher in a public or private nonprofit school to support hands-on science or math education projects. The funds are for project-related materials only. The foundation strongly encourages projects planned and led by individual teachers or teams of teachers for their own classrooms.

The National Science Foundation Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become K-12 mathematics and science (including engineering and computer science) teachers. The program invites creative and innovative proposals that address the critical need for recruiting and preparing highly effective elementary and secondary science and mathematics teachers in high-need local educational agencies.

The Promoting Research and Innovation in Methodologies for Evaluation (PRIME) program seeks to support research on evaluation with special emphasis on: (1) exploring innovative approaches for determining the impacts and usefulness of STEM education projects and programs; (2) building on and expanding the theoretical foundations for evaluating STEM education and workforce development initiatives, including translating and adapting approaches from other fields; and (3) growing the capacity and infrastructure of the evaluation field. Three types of proposals will be supported by the program: Exploratory Projects that include proof-of-concept and feasibility studies; more extensive Full-Scale Projects; and workshops and conferences.

The purpose of this grant is to provide financial support for action research conducted as a collaborative by university faculty, preservice teacher(s), and classroom teacher(s) seeking to improve their understanding of mathematics in PreK-8 classroom(s). For 2014-2015, a grant up to a maximum of $3,000 will be awarded.   Primary emphasis will be placed on collaboration by a team of researchers consisting of university, elementary/middle school teachers, and preservice teachers from the undergraduate ranks. The action research should be designed, implemented, and completed with a focus on enhancing the teaching and/or learning of mathematics in Grades PreK-8.  Proposals must address the following: rationale for the research project, the expected impact on teaching/learning in the school setting, and anticipated improvements in preservice student learning. Grant funds should be used to support project expenses to plan and carry out the action research.

Emerging technologies have the potential to transform learning opportunities, increase interest in learning, and enhance learning outcomes for people in the workforce and in every educational level and outside of formal education. NSF recently released the Cyberlearning and Future Learning Technologies (Cyberlearning) program solicitation (NSF 14-526) that states "The program has two goals: (1) to invent, explore, and learn to effectively use the new technologies that will address society's educational goals and (2) to advance understanding of how people learn and how to better foster learning in the context of the new kinds of learning experiences that technology makes possible." Cyberlearning is jointly managed by the Directorates for Computer and Information Science and Engineering; Education and Human Resources; Social, Behavioral and Economic Sciences; and Engineering. The purpose of this DCL is to invite proposals that support the goals of the Cyberlearning program and do so in the context of the EHR programs listed below. EHR is particularly interested in projects that propose to design, develop, and evaluate technological resources, tools, and models for fostering and assessing STEM learning; to advance understanding of how to foster STEM learning; and to study t

An "Ideas Lab" is a new merit review strategy being used at the National Science Foundation to address grand challenges in STEM research and education. The Ideas Lab process is modeled on the "IDEAS Factory" program http://www.epsrc.ac.uk/funding/routes/network/ideas/Pages/experience.aspx developed by the Engineering and Physical Sciences Research Council (EPSRC) of the United Kingdom. The Ideas Lab process starts with submission of a brief application to participate in the Ideas Lab, indicating a Principal Investigator's interest in and preliminary ideas regarding the specific Ideas Lab topic. A diverse sub-set of participants from a range of disciplines and backgrounds will be selected from the submitted applications by NSF and will be brought together in an intensive, interactive and free-thinking environment, where participants immerse themselves in a collaborative dialog in order to construct bold and innovative approaches. In the IDEAS Factory model, the five-day Ideas Lab culminates with the development of multidisciplinary collaborative concepts by teams of participants; a sub-set of these teams are then invited to submit full proposals. This Dear Colleague Letter only invites applications to participate in Phase I of the IUSE Ideas Labs (i.e., the 5-day immersive activity). Full proposals will not be invited at the end of the three IUSE Phase I Ideas Labs.

The goal of this activity is to foster novel, transformative, multidisciplinary approaches that address the use of large data sets to create actionable knowledge for improving STEM teaching and learning environments (formal and informal) in the medium term, and to revolutionize learning in the longer term. These approaches will involve the work of learning scientists, STEM disciplinary experts, computer scientists, statisticians, database experts and educational researchers who design and study learning environments.