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The National Science Foundation's Division of Behavioral and Cognitive Sciences (BCS), Division of Social and Economic Sciences (SES), National Center for Science and Engineering Statistics (NCSES), and the SBE Office of Multidisciplinary Activities (SMA) award grants to doctoral students to improve the quality of dissertation research. These grants provide funds for items not normally available through the student's university. Additionally, these grants allow doctoral students to undertake significant data-gathering projects and to conduct field research in settings away from their campus that would not otherwise be possible. Proposals are judged on the basis of their scientific merit, including the theoretical importance of the research question and the appropriateness of the proposed data and methodology to be used in addressing the question. In an effort to improve the quality of dissertation research, many programs in both BCS and SES, the Research on Science and Technology Surveys and Statistics program within NCSES, and the Science of Science and Innovation Policy program in SMA accept doctoral dissertation improvement grant proposals. Requirements vary across programs, so proposers are advised to consult the relevant program's webpage for specific information and contact the program director if necessary.

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.

Malawi faces chronic shortages, skill mix imbalances, and uneven geographical distribution of professionally qualified health workers such as medical doctors, clinical officers, nurse midwives, and allied health professionals. The purpose of this Funding Opportunity Announcement (FOA) is to provide technical assistance (TA) to the Government of Malawi in support of the national HIV response through the secondment of technical assistance (Technical assistants recruited and posted to requesting institutions to continue support to the HIV program (TA positions for Care and Treatment, Logistics and Supply Chain, Monitoring and Evaluation)) to the Ministry of Health (MOH) and other organizations, implementation of a fellowship program to develop technical and leadership capacity for HIV program management, provision of technical assistance to regulatory bodies (Medical Council of Malawi, Nurses and Midwives Council of Malawi and Pharmacy Medicines and Poisons Board), and improvement of the quality of in-service and pre-service education for critical health worker cadres in collaboration with Ministry of Health and training institutions under the University of Malawi and the Christian Health Association of Malawi (CHAM). Key outcomes of this program include the development and dissemination of technical guidelines, teaching materials, and tools for curricula strengthening. Teaching sites will be appropriately equipped and staffed. Capacity gaps in national programs will be addressed through the recruitment and deployment of technical assistants & fellows. In addition, the roles of regulatory bodies in education will be strengthened through the provision of technical assistance

In 2009, the NASA Living With a Star (LWS) program joined with the UCAR Visiting Scientist Programs (VSP) to create the Jack Eddy Postdoctoral Fellowship Program.  The program matches early career PhDs with experienced scientists at U.S. research institutions. Hosting scientists mentor the postdoctorates during their two-year fellowships. The goal of the program is to train the next generation of researchers needed for the emerging field of Heliophysics.

The goal of the RCN program is to advance a field or create new directions in research or education by supporting groups of investigators to communicate and coordinate their research, training, and educational activities across disciplinary, organizational, geographic, and international boundaries. The RCN-UBE program originated as a unique RCN track to "catalyze positive changes in biology undergraduate education" (NSF 08-035) and is now supported by the collaborative efforts of the Directorate for Biological Sciences (BIO) and the Directorate for Education and Human Resources (EHR). It has been responsive to the national movement to revolutionize undergraduate learning and teaching in the biological sciences as described in the "Vision and Change in Undergraduate Biology Education" report. The RCN-UBE program seeks to improve undergraduate biology in different areas by leveraging the power of a collaborative network. The theme or focus of an RCN-UBE proposal can be on any topic likely to advance the goal of enhancing undergraduate biology education. Collectively, the program has contributed to developing and disseminating educational research resources and modules, to forging of new collaborations, and to sharing of best practices and ideas for scalability and sustainability of activities. These efforts have involved a large cadre of faculty, students, and other stakeholders. Proposed networking activities directed to the RCN-UBE program should focus on a theme to give coherence to the collaboration.

The goal of the RCN program is to advance a field or create new directions in research or education by supporting groups of investigators to communicate and coordinate their research, training, and educational activities across disciplinary, organizational, geographic, and international boundaries. The RCN-UBE program originated as a unique RCN track to “catalyze positive changes in biology undergraduate education” (NSF 08-035) and is now supported by the collaborative efforts of the Directorate for Biological Sciences (BIO) and the Directorate for Education and Human Resources (EHR). It has been responsive to the national movement to revolutionize undergraduate learning and teaching in the biological sciences as described in the “Vision and Change in Undergraduate Biology Education” report. The RCN-UBE program seeks to improve undergraduate biology in different areas by leveraging the power of a collaborative network. The theme or focus of an RCN-UBE proposal can be on any topic likely to advance the goal of enhancing undergraduate biology education. Collectively, the program has contributed to developing and disseminating educational research resources and modules, to forging of new collaborations, and to sharing of best practices and ideas for scalability and sustainability of activities. These efforts have involved a large cadre of faculty, students, and other stakeholders. Proposed networking activities directed to the RCN-UBE program should focus on a theme to give coherence to the collaboration.

Made possible through a 12-year, $50 million commitment from the Amgen Foundation, Amgen Scholars allows undergraduates from across the globe to participate in cutting-edge research opportunities at world-class institutions. 17 leading institutions across the U.S., Europe and Japan currently host the summer program. Undergraduate participants benefit from undertaking a research project under top faculty, being part of a cohort-based experience of seminars and networking events, and taking part in a symposium in their respective region (U.S., Europe or Japan) where they meet their peers, learn about biotechnology, and hear from leading scientists. -- No previous research experience is necessary and you do not need to be a biology major to apply. -- You do not need to currently attend one of the 17 host institutions to participate in the program. -- During the program, students work full-time on independent research projects under the guidance of a research scientist. -- Amgen Scholars have opportunities to conduct research, analyze data, present research results, network with other undergraduates with similar research interests, and develop working relationships with faculty mentors and other research staff. -- Financial support is a critical component of the Amgen Scholars Program. Please note that details vary by host institution. See each institution's Amgen Scholars Program website for more information.

VentureWell, with the support from the Whitaker International Program, is implementing a new grants program, BME-IDEA International: Developing Global Connections for US-based BME Design Faculty and Students. The BME-IDEA International grants program will support collaborative project opportunities for US-based BME design students and faculty across the BME-IDEA global network and will connect faculty members of the consortium to share resources, best practices, ideas, curriculum, knowledge, challenges, and opportunities around innovation in BME design. The two goals of the BME-IDEA International grants program are to: 1) Build strong partnerships between US-based and global BME design and innovation programs, including exchanges of faculty, students, resources, and best practices. 2) Foster the development of US-trained leaders in BME design and innovation who understand the challenges of teaching and practice in this field around the world, especially in low- and middle-income countries (LMIC) in Africa and Latin America. Faculty Grants: Grants of up to $4,000 will be awarded to US-based faculty for global project explorations and/or experiences to enhance their professional development and knowledge base within the field of biomedical design and innovation.  Student Grants: Grants of up to $9,000 will be awarded to student teams for the development and implementation of BME projects focused on innovation, design, and entrepreneurship.

The student will learn about developing a public program. The series they will be focusing on celebrates the legacy of Afro-Latinos in the United States. For example, Arturo Schomburg, a black Puerto Rican bibliophile who African-American scholars like Carter G. Woodson, The Father of African-American History, benefitted from his collection of Pan-African scholarly works. Summer 2013 - $6,000/400 hours {10-20 weeks}. We are looking for students (undergraduate or graduate) who are enrolled in a degree seeking program. Recent graduates (no earlier than January 15, 2013) are eligible to apply. *Goldman Sachs Multicultural Junior Fellows program targets applicants who are part of a U.S. minority group (i.e. African-American, Latino-American, Asian Pacific Islander-American, Native American). Applicants should have a background in African-American Studies, Latino Studies, American Studies, History or something closely related. They should be able demonstrate knowledge of Pan-African and or Pan-Latino history and culture or something closely related. Public program experience is highly regarded.

Among its provisions, the STOP School Violence Act of 2018 authorized BJA to manage a grant program that would support efforts by states, local units of government, and federally-recognized Indian tribes to prevent and reduce school violence. This solicitation specifically seeks applicants to serve as a training and technical assistance (TTA) provider, on BJA’s behalf, to provide TTA and other support to awardees under the BJA STOP Prevention Training and Response to Mental Health Crisis Program, the BJA STOP Technology and Threat Assessment Solutions for Safer Schools Program, and the COPS Office STOP School Violence Prevention Program, in order to develop a knowledge base and technical assistance delivery model for communities seeking to improve school safety.

The major aim of the DMS Infrastructure Program is to foster the continuing health of the mathematical sciences research community as a whole. Hence, the program supports projects that positively influence the entire community, most often those cutting across multiple sub-disciplines. Activities funded include working research sessions, such as conferences and symposia, as well as larger initiatives focused on enhancing and developing the mathematical sciences at the national scale. In addition, the Infrastructure Program will support a limited number of unsolicited training projects aimed at the undergraduate, graduate, or postdoctoral levels that include a core mathematical sciences research component for trainees. The Infrastructure Program seeks to fund novel projects that can have a large impact by promoting partnerships, broadening participation, and/or serving as models to be replicated.

The NSF Research Traineeship (NRT) program is designed to encourage the development and implementation of bold, new, and potentially transformative models for STEM graduate education training. The NRT program seeks proposals that explore ways for graduate students in research-based master's and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. The program is dedicated to effective training of STEM graduate students in high priority interdisciplinary research areas, through the use of a comprehensive traineeship model that is innovative, evidence-based, and aligned with changing workforce and research needs. For FY2018, proposals are requested in any interdisciplinary research theme of national priority, with special emphasis on two high priority areas: (1) Harnessing the Data Revolution (HDR) and (2) Innovations at the Nexus of Food, Energy, and Water Systems (INFEWS). HDR is expected to continue as a priority research area for FY2019 and FY2020 competitions, along with a new priority area to be announced in 2018.

The New York City-based Camille & Henry Dreyfus Foundation is accepting nominations from academic institutions for its Henry Dreyfus Teacher-Scholar Awards Program. The annual program supports the research and teaching careers of talented young faculty in the chemical sciences at undergraduate institutions. Based on institutional nominations, the program provides discretionary funding to faculty at an early stage in their careers. The award is based on accomplishment in scholarly research with undergraduates, as well as a compelling commitment to teaching, and provides an unrestricted research grant of $60,000. The program is open to academic institutions in the states, districts, and territories of the United States that grant a bachelor's or master's degree in the chemical sciences, including biochemistry, materials chemistry, and chemical engineering. Nominees must hold a full-time tenure-track academic appointment; be after the fourth and not after the twelfth years of their independent academic careers; and be engaged in research and teaching primarily with undergraduates.

For FY2021, Artificial Intelligence (AI) and Quantum Information Science and Engineering (QISE) have been added to the national priority areas in which the NRT Program encourages proposals. We seek proposals on any interdisciplinary research theme of national priority, with special emphasis on AI and QISE and the six research areas within NSF's 10 Big Ideas. The NSF research Big Ideas are Harnessing the Data Revolution (HDR), The Future of Work at the Human-Technology Frontier (FW-HTF), Navigating the New Arctic (NNA), Windows on the Universe: The Era of Multi-Messenger Astrophysics (WoU), The Quantum Leap: Leading the Next Quantum Revolution (QL), and Understanding the Rules of Life: Predicting Phenotype (URoL). Proposals that align with one of these designated priority areas should contain a title to reflect that alignment, as described in the program solicitation (e.g., NRT-AI: title, NRT-HDR: title, NRT-QL: title). Proposals may be submitted under two tracks (i.e., Track 1 and Track 2). Track 1 proposals may request a total budget (up to five years in duration) up to $3 million for projects with a focus on STEM graduate students in research-based PhD and/or master's degree programs. Track 2 proposals may request a total budget (up to five years in duration) up to $2 million; NSF requires that Track 2 proposals focus on programs from institutions not classified as Doctoral Universities: Very High Research Activity (R1). Requirements for Track 1 and Track 2 are identical.

The Division of Earth Sciences (EAR) awards Postdoctoral Fellowships to recent recipients of doctoral degrees for research and training in topics relevant to Earth sciences. The fellows must develop and implement 1) research projects that seek to address scientific questions within the purview of EAR programs and 2) plans to broaden participation in Earth sciences. The program supports researchers for a period of up to 2 years with fellowships that can be taken to the institution of their choice (including facilities abroad). The program is intended to recognize beginning investigators of significant potential, and provide them with research experience, mentorship, and training that will establish them in leadership positions in the Earth Sciences community. Because the fellowships are offered only to postdoctoral scientists early in their career, doctoral advisors are encouraged to discuss the availability of EAR postdoctoral fellowships with their graduate students early in their doctoral programs. Fellowships are awards to individuals, not institutions, and are administered by the Fellows.

The Office of Planning, Research and Evaluation (OPRE) of the Administration for Children and Families (ACF) plans to provide funds for Head Start Graduate Student Research Grants to support dissertation research by advanced graduate students who are working in partnership with Head Start programs and with faculty mentors. Competitive applicants will 1) demonstrate a collaborative partnership with their program partners, and 2) pursue research questions that directly inform local, State, or Federal policy relevant to multiple early care and education contexts. Applicants should consider pursuing data collection across contexts, including child care, pre-k, home-visiting programs, Head Starts, Early Head Starts, and/or others. Applicants are expected to demonstrate an established partnership with their early care and education program partners that should be apparent throughout the research plan, from development and refinement of the research questions through the proposed data collection, interpretation, and dissemination.

Research Scholarship The American Academy of Underwater Sciences awards two research scholarships to graduate students engaged in, or planning to begin, a research project in which diving is or will be used as a principal research tool or study scientific diving. The Kevin Gurr Scholarship awards $3,000 to a Master program student, and the Kathy Johnston Scholarship awards $3,000 to a Ph.D. candidate. The AAUS may also award two additional $1500 scholarships to the next two proposals that are ranked the highest. If the additional scholarships are awarded, they may be split between the Master program and the Ph.D. program, or they may be both awarded within a single program. Kevin Flanagan Student  Travel Award The Kevin Flanagan Student Travel Award provides up to $800 to undergraduate and/or graduate students interested in diving science to attend AAUS scientific meetings. The award is competitive merit-based. As many as three students may be funded annually. The Kevin Flanagan award was established in collaboration with Kevin's family as a legacy to his commitment to AAUS and scientific diving. Kevin served as AAUS board member (2009-2011) and diving safety officer at the University of Hawaii and East Carolina University prior to his death in May 2012. Our goal is to develop this as the first endowed award of the AAUS Foundation, permanently funded through interest earned on the raised capital.

The Maximizing Access to Research Careers (MARC) Undergraduate Student Training in Academic Research (U-STAR) program is designed to provide structured training programs to prepare high-achieving, underrepresented students for doctoral programs in biomedical research fields. Programmatic activities should include authentic research experiences, academic enhancements, skills development, and mentoring. Institutions eligible for MARC U-STAR grants are those with significant enrollments of honors students from groups underrepresented in the biomedical sciences. The long-term goal of the program is to  enhance the pool of underrepresented students earning baccalaureate and Ph.D degrees in biomedical research fields and ultimately to contribute to the diversification of the nation's scientific workforce.

The Division of Atmospheric and Geospace Sciences (AGS) awards Postdoctoral Research Fellowships (PRF) to highly qualified investigators within 3 years of obtaining their PhD to carry out an independent research program. The research plan of each Fellowship must address scientific questions within the scope of AGS disciplines.  The program supports researchers for a period of up to 2 years with Fellowships that can be taken to the institution or national facility of their choice. The program is intended to recognize beginning investigators of significant potential, and provide them with experience in research that will broaden perspectives, facilitate interdisciplinary interactions and help establish them in leadership positions within the Atmospheric and Geospace Sciences community. Because the Fellowships are offered only to postdoctoral scientists early in their careers, doctoral advisors are encouraged to discuss the availability of AGS Postdoctoral Research Fellowships with their graduate students early in their doctoral programs. Fellowships are awards to individuals, not institutions, and are administered by the Fellows.

Are you currently enrolled in a graduate degree program or a recent graduate? Are you pursuing research projects in Eastern Europe and Central Asia? Are you interested in influencing U.S. foreign policy through your research? If you answered yes to any of the above questions, then you may be an excellent candidate for the 2014-2015 Individual Advanced Research Opportunities program. The Individual Advanced Research Opportunities Program (IARO) supports in-depth, primary source research in Eastern Europe and Eurasia. This research is broadly disseminated to targeted policymakers, think tanks and academic institutions in the United States and abroad. The IARO program plays a vital role in building national security, as well as supporting the emergence of a dedicated and knowledgeable cadre of U.S. researchers and specialists who can enrich the U.S. understanding of current, regional issues of importance to the United States.