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The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally-engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas. The overarching, long-term goal of the IRES program is to enhance U.S. leadership in research and education and to strengthen economic competitiveness through training the next generation of research leaders. This solicitation features three mechanisms; proposers are required to select one of the following tracks to submit their proposal. Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Track III supports U.S. institutional collaborations to develop, implement and evaluate innovative models for high-impact, large-scale international research and professional development experiences for U.S. graduate students. Student participants supported by IRES funds must be citizens, nationals, or permanent residents of the United States. Students do not apply directly to NSF to participate in IRES activities. Students apply to NSF-funded investigators who receive IRES awards. To identify appropriate IRES projects, students should consult the directory of active IRES awards. All PIs, co-PIs and Senior Personnel on IRES proposals must be from U.S. based institutions.

The Lemelson-MIT Student Prize is an invention competition that celebrates the inventiveness of tested prototypes created by college students currently enrolled in U.S. undergraduate and graduate programs. All applicants must be actively enrolled full-time students in a U.S. college or university in the Spring 2016 term to be eligible. Students apply to the competition as either: An undergraduate team comprised of two or more students on an undergraduate-founded and lead team from the same school with one invention An individual graduate student with at least two inventions. Students must have a tested prototype of an invention that fits into one of four categories: "Cure it!" - for tech-based inventions that can improve healthcare and quality of life. "Drive it!" - for tech-based inventions that can improve transportation. "Eat it!" - for tech-based inventions that can improve food and agriculture. "Use it!" - for tech-based inventions that can improve consumer devices. ("Use it!" is for tangible consumer product inventions where the end user is a retail customer who would purchase the product for use in their daily life.) Graduate students should choose a primary invention from their portfolio and select the category that best fits this primary invention. For Undergrad teams, the person submitting the application should be one of the undergraduate co-founders/leaders. The Initial Application requires: General Biographical Data including Team Member Listing for Undergrad Teams Invention Description (in non-technical terms) 5 slides of a slide deck presentation on your invention (PPT or PDF) Resume/CV (PDF upload) All eligible applicants meeting the Initial Application criteria will then be invited to complete a category-specific application ("Cure it!", "Drive it!", "Eat it!" or "Use it!") requiring additional materials within two weeks of submitting the Initial Application.

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. (2) REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects. Undergraduate student participants in either REU Sites or REU Supplements must be U.S. citizens, U.S. nationals,or permanent residents of the United States. Students do not apply to NSF to participate in REU activities. Students apply directly to REU Sites or to NSF-funded investigators who receive REU Supplements. To identify appropriate REU Sites, students should consult the directory of active REU Sites on the Web at https://www.nsf.gov/crssprgm/reu/reu_search.cfm.

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.

Students may apply to TECHNE for a doctoral award by submitting a TECHNE  application through Royal Holloway. The deadline for applications is Wednesday 19 February 2014. If you are interested in applying for a TECHNE award, the first step is to speak to a prospective supervisor or the Director of Graduate Studies in the relevant department. It is not possible to submit an application directly to TECHNE: you must apply through one of the member universities. Overseas students are not eligible for AHRC awards, and EU students are eligible for fees only. Two types of studentships are available: Doctoral Awards - circa 35 awards per annum for students who are applying to undertake PhD study.  This includes those who are applying initially as an MPhil student with the intention to upgrade to PhD study. Rates for 2014/15 are  £15,863 for maintenance and £3,996 for fees (three years full-time or part-time equivalen for five years). Students who apply for a TECHNE award will be considered automatically for a College Scholarship. Research Preparation Masters Studentships Three highly competitive studentships are avalable for students who need to develop expertise in a new subject area or to acquire acadmic skills before undertaking a doctorate. Particular consideration will be given to those with substantial experience of practice who need to acquire theoretical skills.  NB it will be necessary to re-apply for a doctoral award.  Rates for 2014/15 are £11,681  for maintenance and £3,796 for fees (full time).  Any difference between College fees and the AHRC fees award is waived. If you think you may be eligible please speak to the Director of Graduate Studies in the relevant department.

The Society for Military Psychology (Division 19 of the American Psychological Association) announces its annual competition for Division 19 Student Research Grants. The purpose of the Division 19 Student Research Grant program is to assist graduate/undergraduate students of psychology with costs associated with conducting research. Up to two (2) Student Research Grants of $1500 each will be awarded in fall 2014. This annual award will be presented to students whose research reflects excellence in military psychology. The award winner(s) may request up to $750 in dedicated travel funds to aid with APA Convention attendance. While it is Division 19's goal that Student Research Grant award recipients receive the award at the annual convention and/or present their findings to Division 19 members, APA Convention attendance is not required.

SASP and Division 16 support students from under-represented cultural backgrounds as they endeavor to become a part of the inspiring profession of School Psychology. SASP and Division 16 are aware of the financial pressures that graduate students experience and thus, through generous support from Division 16, the Diversity Scholarship Program was created to provide monetary support to aid students from diverse cultural backgrounds entering the field. SASP offers the following three awards each year for student support: two incoming student awards in the amount of $500 and an advanced student award in the amount of $1,000.

The Society and Mental Health Division announces the 2015 Graduate Student Paper Competition. Papers should involve an empirical analysis, either qualitative or quantitative, dealing with any aspect of the sociology of mental health. To be eligible, a paper must have been written during 2014 or 2015, and it may not be published or accepted for publication. Papers that have been presented at a professional meeting, submitted for presentation at a professional conference, or are under review for publication are eligible. Papers must be student-authored. They may be single authored by the student or co-authored by more than one student, but may not be co-authored by a faculty member or other nonstudent. Papers must not exceed 28 pages including all notes, references, and tables. Please note that your paper may only be submitted to one division competition. To submit your paper for consideration, please send the following three materials via e-mail to Elbert Almazan at Central Michigan University ( almaz1ep@cmich.edu ): (1) your paper, (2) a cover letter indicating that you are submitting your paper for the competition; and (3) a letter from your advisor that certifies your graduate-student status and offers some brief comments about your work. In addition, authors are required to submit their papers through the annual meeting Call for Papers online system. The winner will be announced at the 2015 Annual Meeting and will receive a $100 cash award, a plaque of recognition, student membership, and conference registration.

The US Geological Survey (USGS) National Cooperative Geologic Mapping Program (NCGMP) in partnership with The Geological Society of America (GSA), GSA Foundation, Association of American State Geologists (AASG), American Geosciences Institute (AGI), American Institute of Professional Geologists (AIPG), and the Journal of Maps invite students to participate in the first Best Student Geologic Map competition. This year marks the inaugural Best Student Geologic Map competition at the GSA Annual Meeting in Denver, Colorado in celebration of GSA's 125th Anniversary and the 125th year of geologic mapping.  The competition will highlight student research from around the world that utilizes field mapping and the creation of geologic maps as a major component. The top three student geologic maps will be selected for recognition and awards at a special judging session at the GSA Annual Meeting.  Students will post their maps (Session Posters) on Tuesday, 29 October by 5:00 PM until 6:30 PM in the Poster Session area of the Exhibit Hall for review and evaluation by the judges.  Maps may be placed in this area as early as 9 AM Tuesday, 29 October, but must be removed at 6:30 PM following the session.  At the end of the session the winners will be selected and awarded.

The International Research Experiences for Students (IRES) program supports development of globally-engaged U.S. science and engineering students capable of performing in an international research environment at the forefront of science and engineering.  The IRES program supports active research participation by students enrolled as undergraduates or graduate students in any of the areas of research funded by the National Science Foundation.  IRES projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the IRES program. 

Amendment 1 to the NASA ARMD Research Opportunities in Aeronautics (ROA) 2019 NRA has been posted on the NSPIRES site. University Student Research Challenge (solicitation NNH19ZEA001N-USRC) seeks to challenge students to propose new aeronautics ideas/concepts that are relevant to NASA Aeronautics. USRC will provide students, from accredited U.S. colleges or universities, with grants for their projects and it includes the challenge of raising a modest amount of cost share funds through crowdfunding platform. The process of creating and preparing a crowdfunding campaign acts as a teaching accelerator - requiring students to act like entrepreneurs and taking action. Crowdfunding also raises awareness about students' research among the public. The solicitation goal can be accomplished through project ideas such as advancing the design, developing technology or capabilities in support of aviation, by demonstrating a novel concept, or enabling advancement of aeronautics-related technologies. There have been a number of changes from the previous USRC pilot project, including NASA providing a larger share of funds and half of that being provided upfront. Notices of Intent (NOIs) are not required for this solicitation. Proposals can be submitted at any time and will be evaluated in three cycles: October 30, 2019, February 26, 2020, and June 24, 2020.

The International Research Experiences for Students (IRES) program supports development of globally-engaged U.S. science and engineering students capable of performing in an international research environment at the forefront of science and engineering. The IRES program supports active research participation by students enrolled as undergraduates or graduate students in any of the areas of research funded by the National Science Foundation. IRES projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the IRES program.

The Society welcomes applications on a biannual basis (closing dates 1st June and 1st December) for the Student Grant Scheme. The Scheme offers small grants, normally not exceeding £300 (approximately US $450), to current students, and is principally aimed at supporting fieldwork and other research costs. Undergraduate and masters-level postgraduate students are the intended focus of the Scheme, but PhD students will be eligible if the research is completed within one year. The Scheme is intended to promote an academic interest in herpetology through short, well-defined research projects with clear aims and demonstrable applications to our understanding of herpetology, and/or to herpetofauna conservation. Projects which benefit species of conservation concern are likely to be favoured.

The Annual Midwestern Conference of Parasitologists (AMCOP) is a regional affiliate of the American Society of Parasitologists. Our annual conference provides for a gathering of parasitologists and students of parasitology to provide informal discussion of research and teaching in parasitology and the advancement of the best interests of parasitology. This conference is open to all interested persons, regardless of place of work, residence, or affiliation in other recognized societies. The AMCOP Student Grants Program was initiated at AMCOP 63 in 2011. At that meeting the membership decided to establish a mini-grant program, run it for 3 years and then evaluate it for its effectiveness. A committee was established to lay out the ground rules of the program and the committee's members stayed on to evaluate the first two rounds of proposals. You can learn more about this opportunity by visiting the funder's website. Eligibility: Awardees and their mentors are to be members of AMCOP. While AMCOP is a regional meeting, the student grants are open to those outside the geographic region typically covered by the society. Grants must be used to support field or laboratory research related expenses (equipment, supplies, or travel to field sites). You must be a member of this organization to apply for this award - become a member. Dues are inexpensive: $5 for students and $10 for professionals.

The purpose of the Colgate-Palmolive Award for Student Research Training in Alternative Methods is to enhance graduate student research training using in vitro methods or alternative techniques to reduce, replace or refine use of animals in toxicological research. The training may include, but is not limited to, use of in vitro and ex vivo procedures, nonmammalian animal models, computer modeling, and structure-activity relationships. Graduate students may propose to develop expertise in relevant methodologies 1) at a laboratory away from their home institution, 2) at a laboratory at their home institution that would not be available to them otherwise, or 3) at approved workshops, symposia or continuing education programs where hands-on training will be received. The training should help toxicology graduate students enhance their thesis or dissertation research. The overall goal is to support the replacement, reduction, or refinement of currently used animal models in toxicology research and testing. The proposal will include a budget of up to $3,750 to defray travel, per diem, training expenses, and research costs.

The Society for Personality and Social Psychology has established a fund devoted to increasing diversity within personality and social psychology. As part of this initiative, eligible undergraduate students are invited to apply for an award that will cover the expense of registering for the SPSP annual conference. The SPSP Diversity and Climate Committee will also host a reception for award recipients during the conference (time and location to be announced). Undergraduate award winners are encouraged to attend this reception. ELIGIBILITY REQUIREMENTS Be currently enrolled in a bachelor's degree program majoring in psychology or be a graduate of such a program and currently working in areas related to psychology. Preference will be given to currently enrolled undergraduates.  Not have received this award in the past.  Be a member of an underrepresented group in social/personality psychology (these groups include, but are not necessarily limited to, ethnic and racial minorities; first-generation college students; lesbian, gay and bisexual students; transgendered students; and students with a physical disability).

The Urso Summer Student Program in PSP Research will support students conducting summer research projects focused on progressive supranuclear palsy. This program seeks to encourage students at all post-secondary levels to pursue research in this field in the hope of making PSP a long-term area of research interest. Projects may be in basic, translational, clinical or epidemiological aspects of PSP. Undergraduate, graduate and medical students are eligible - residents, clinical fellows and postdoctoral fellows are not. The research must be performed under the supervision of a faculty mentor with expertise in the field. The maximum award is $3,000. Funds may be budgeted to cover the applicant's stipend and research related expenses. Awardees will present the results of their research at the Annual CurePSP Research Symposium in the Fall (typically mid-November) following their summer project. CurePSP will provide awardees travel and lodging expenses for the Symposium.

The Bureau of Justice Statistics (BJS) is seeking applications under its Graduate Research Fellowship (GRF) Program. This program provides awards to accredited universities for doctoral research that uses criminal justice data or statistical series and focuses on crime, violence, and other criminal justice-related topics. BJS invests in doctoral education by supporting universities that sponsor students who demonstrate the potential to complete doctoral degree programs successfully in disciplines relevant to the mission of BJS, and who are in the final stages of graduate study. The ultimate goal of this solicitation is to increase the pool of researchers using criminal justice statistical data generated by BJS, thereby contributing solutions that better prevent and control crime and help ensure the fair and impartial administration of criminal justice in the United States. Applicant institutions sponsoring doctoral students are eligible to apply only if the doctoral research dissertation has direct implications for criminal justice policy and practice in the United States. BJS encourages institutions to consider doctoral students from social and behavioral sciences, mathematics, or statistics academic disciplines for their applications. Applicant institutions are strongly encouraged to sponsor minority and female student candidates. Awards are anticipated to be made to successful applicant institutions in the form of a cooperative agreement to cover a fellowship for the sponsored doctoral student. Each fellowship potentially provides up to 3 years of support, usable over a 5-year period. For each year of support, BJS provides the degree-granting institution a stipend of $35,000, usable toward the student's salary and related costs, and up to $15,000 to cover the student's tuition and fees, research expenses, and related costs (see B. Federal Award Information). If the doctoral student's dissertation is not completed and delivered to BJS within the 5-year perio

The National Collegiate Athletic Association is a member-led organization dedicated to the well-being and lifelong success of college athletes. Through its research unit, the NCAA conducts national research for its members on a wide variety of topics, including academic performance, student-athlete well-being, finances of intercollegiate athletics programs, gender-equity and diversity issues, and many others. The NCAA Innovations in Research and Practice Grant Program supports research and data-driven pilot programs designed to enhance student-athlete psychosocial well-being and mental health. In 2018, the program will award grants of up to $25,000 in grants to member institutions that are piloting on-campus programs designed to enhance the well-being of NCAA student-athletes. Potential topics include but are not limited to managing transitions (e.g., from recruit to first-year student; transferring between universities; adapting from youth sports to a college sports environment; developing independence from parents), identity development, stress management, substance use, bystander intervention, cultivating healthy relationships, career exploration, and sport exit strategies. Grant recipients will be invited to present their pilot programs to hundreds of key stakeholders in intercollegiate athletics in January 2019 at the NCAA Convention in Orlando, Florida. To be eligible, project directors must be affiliated with an NCAA institution. Interdisciplinary proposals bringing together athletics department administrators, coaches, student affairs practitioners, and faculty are strongly encouraged.

The Access Group Center for Research & Policy Analysis conducts research and provides grants that address some of the most critical issues facing legal education today, including enhancing access to legal education for students from diverse backgrounds; increasing the affordability and financing options for students pursuing legal education; and expanding the value and relevance of legal education. To that end, the center's Legal Education Diversity Pipeline Grant Program awards grants of up to $125,000 to current or proposed programs that provide effective interventions designed to enhance access to legal education for students from diverse backgrounds, specifically historically underrepresented minority students and students from economically disadvantaged backgrounds. Projects should address the issue of enhanced access to legal education at the national level, or encompass more localized efforts that might be efficiently scaled across institutions and regions for greater impact. Applications from programs that display a collaborative approach and strong partnerships with other organizations are encouraged.