Displaying all 146 funding opportunities ($3,672,074,500) that matched your search: [Only Active Grants] AND [CFDA: 47.076 - Education and Human Resources] AND [Sort By Due Date Soonest First]
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 the early career-development activities of those teacher-scholars who most effectively integrate research and education within the context of the mission of their organization. Such activities should build a firm foundation for a lifetime of integrated contributions to research and education. 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. PECASE: Each year NSF selects nominees for the Presidential Early Career Awards for Scientists and Engineers (PECASE) from among the most meritorious new CAREER awardees. The PECASE program recognizes outstanding scientists and engineers who, early in their careers, show exceptional potential for leadership at the frontiers of knowledge. This Presidential Award is the highest honor bestowed by the United States Government on scientists and engineers beginning their independent careers.
The Research in Undergraduate Institutions (RUI) activity supports research by faculty members of predominantly undergraduate institutions through the funding of (1) individual and collaborative research projects, (2) the purchase of shared-use research instrumentation, and (3) Research Opportunity Awards for work with NSF-supported investigators at other institutions. All NSF directorates participate in the RUI activity. RUI proposals are evaluated and funded by the NSF programs in the disciplinary areas of the proposed research. Eligible "predominantly undergraduate" institutions include U.S. two-year, four-year, masters-level, and small doctoral colleges and universities that (1) grant baccalaureate degrees in NSF-supported fields, or provide programs of instruction for students pursuing such degrees with institutional transfers (e.g., two-year schools), (2) have undergraduate enrollment exceeding graduate enrollment, and (3) award an average of no more than 10 Ph.D. or D.Sc. degrees per year in all NSF-supportable disciplines. Autonomous campuses in a system are considered independently, although they may be submitting their proposals through a central office. A Research Opportunity Award is usually funded as a supplement to the NSF grant of the host researcher, and the application is submitted by the host institution.
The National Science Foundation offers travel awards of $1,000 each to enable United States graduate students and early postdocs to attend Advanced Study Institutes (ASI) sponsored by the North Atlantic Treaty Organization (NATO), centered in Brussels, Belgium. The ASIs are held predominantly in the NATO member countries of Europe, but include the partner countries in Central and Eastern Europe and Mediterranean Dialogue countries. Institutes in Canada and the United States are not supported; neither are institutes whose subjects deal with medical sciences.
The National Science Foundation (NSF) seeks to promote improvement in the education of those who study science, technology, engineering, or mathematics (STEM). The NSF Director's Award for Distinguished Teaching Scholars (DTS) recognizes and rewards individuals who have contributed significantly to the scholarship of their discipline and to the education of students in STEM, and exemplify the ability to integrate their research and educational activities. DTS is part of NSF's efforts to foster an academic culture that values a scholarly approach to both research and education. The Director's Award is the highest honor bestowed by the NSF for excellence in both teaching and research in STEM fields, or in educational research related to these disciplines. The awards will be conferred at a special ceremony recognizing the awardees.
The pursuit of new scientific and engineering knowledge and its use in service to society requires the talent, perspectives and insight that can only be assured by increasing diversity in the science, engineering and technological workforce. Despite advances made in the proportion of women choosing to pursue science and engineering careers, women continue to be significantly underrepresented in almost all science and engineering fields, constituting only approximately 25% of the science and engineering workforce at large, and less than 21% of science and engineering faculty in 4-year colleges and universities. Women from minority groups underrepresented in science and engineering constitute only about 2% of science and engineering faculty in 4-year colleges and universities. The goal of the ADVANCE program is to increase the representation and advancement of women in academic science and engineering careers, thereby contributing to the development of a more diverse science and engineering workforce. Creative strategies to realize this goal are sought from men and women. Members of underrepresented minority groups and individuals with disabilities are especially encouraged to apply. Proposals that address the participation and advancement of women from underrepresented minority groups are encouraged. In 2005-2006, this program will support the following types of ADVANCE Projects: Institutional Transformation Awards support academic institutional transformation to promote the increased participation and advancement of women scientists and engineers in academe. These awards support innovative and comprehensive programs for institution-wide change. (Deadline July 22, 2005) Leadership Awards support the efforts of individuals, small groups, or organizations in developing national and/or discipline-specific leadership in enabling the full participation and advancement of women in academic science and engineering careers. (Deadline July 15, 2005) Partnerships for ...
The Research in Disabilities Education (RDE) program supports efforts to increase the participation and achievement of persons with disabilities in science, technology, engineering, and mathematics (STEM) education and careers. Meritorious projects from a diversity of institutions are supported via the RDE Demonstration, Enrichment, and Information Dissemination (RDE-DEI) program track. Promising research efforts are also developed further via awards under the Focused-Research Initiatives (RDE-FRI) program track. In the third program track, broadly applicable methods and products are disseminated for widespread use, commercialization, or inclusion in the activities of program-sponsored Regional Alliances for persons with disabilities in STEM education (RDE-RAD). RDE Alliances serve to inform the public, government, and industry about proven-good practices in the classroom, promote broader awareness of disabilities issues, and define specific areas of accessibility and human learning in need of further attention by educators and the research community. The following proposal submission guidelines apply to this program: In furtherance of the President's Management Agenda, in Fiscal Year 2005, NSF has identified 23 programs that will offer proposers the option to utilize Grants.gov to prepare and submit proposals. Grants.gov provides a single Government-wide portal for finding and applying for Federal grants online. Proposers may opt to submit proposals in response to this Program Solicitation via Grants.gov or via the NSF FastLane system. In determining which method to utilize in the electronic preparation and submission of the proposal, please note the following: A. Collaborative Proposals. All collaborative proposals must be submitted via the NSF FastLane system. This includes collaborative proposals submitted: by one organization (and which include one or more subawards); or as separate submissions from multiple organizations. Proposers are advised that ...
ITEST is designed to increase the opportunities for students and teachers to learn about, experience, and use information technologies within the context of science, technology, engineering, and mathematics (STEM), including Information Technology (IT) courses. It is in direct response to the concern about shortages of information technology workers in the United States. Supported projects are intended to provide opportunities for both school-age children and for teachers to build the skills and knowledge needed to advance their study, and to function and contribute in a technologically rich society. ITEST has two components: (a) youth-based projects with strong emphases on career and educational paths; and (b) comprehensive projects for students and teachers. This solicitation complements and is not intended to overlap with the Advanced Technological Education (ATE) program described in Section IX. Information Technology (IT) is within the scope of the ATE program, so proposals for the development of IT classroom materials for students or teachers, or for professional development of IT teachers in support of technical careers, should be submitted to the ATE program.
The Instructional Materials Development (IMD) program includes four components: Learning Progressions -- supports the creation of instructional frameworks centered on learning progressions in science and technology education and the development of associated teacher resources and models for professional development. Instructional Materials for Students -- supports the creation and substantial revision of comprehensive curricula and supplemental instructional materials that are research-based; enhance classroom instruction, preK-12; and reflect standards for science, mathematics, and technology education developed by national professional organizations. Assessment -- supports the creation of tools for assessing student learning that are tied to nationally developed standards and reflect the most current thinking on how students learn mathematics and science. Projects can also focus on developing resources that provide technical assistance to schools and districts in implementing new assessments. Applied Research -- supports the research for development of the IMD program and projects; provides evidence for the effectiveness of materials and feedback for strengthening the portfolio; and identifies possible new directions in instructional materials and assessment. Proposals may be submitted for projects in any field of science, technology, engineering, or mathematics (STEM) education typically supported by NSF.
The Centers for Learning and Teaching (CLT) program seeks to fund supplements to awards made under the Centers for Teaching and Learning (CTL) and Centers for Learning and Teaching solicitations that: a) exemplify rigorous qualitative and quantitative methods to synthesize what has been learned through the collective work of the centers; b) disseminate that knowledge to key audiences (e.g., policymakers, researchers, practitioners); and c) identify directions for further research and development. The Accumulating What We've Learned initiative is intended to document CLT program contributions to a growing knowledge base supporting science, technology, engineering, and mathematics (STEM) education. The results of this initiative are intended to complement findings of the CLT program evaluation (See Final Report on the Evaluation of the National Science Foundations Centers for Learning and Teaching Program. Volume I: Technical Report. Cambridge, MA: Abt Associates and SRI International, March 2005). The CLT program intends to evaluate the overall impact of what is produced by the activities funded by these supplements. Additionally, the program intends to provide support within the next year for a longitudinal study of the impact of the program on CLT doctoral graduates.
The Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) seeks to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM). Type 1 proposals are solicited that provide for full implementation efforts at academic institutions. Type 2 proposals are solicited that support educational research projects on associate or baccalaureate degree attainment in STEM.
This program provides awards to build the science, technology, engineering, and mathematics (STEM) education and research capacity at Historically Black Colleges and Universities (HBCUs) as a means to broaden participation in the Nation's STEM workforce. Support is available for Implementation Projects, Planning Grants, Education Research Projects, and Targeted Infusion Projects. Implementation Projects provide support to implement a comprehensive institutional project to strengthen STEM education and research. Proposed activities and strategies should be the result of an institutional STEM self-analysis, address institutional and NSF goals, and have the potential to result in significant and sustainable improvements in STEM program offerings. Typical project implementation strategies include: curriculum enhancement, faculty professional development, undergraduate research, academic enrichment, infusion of technology to enhance STEM instruction, collaborations with research institutions and industry, and other activities that meet institutional needs. Planning Grants provide support to an institution in order to undertake an institutional STEM self-analysis and to identify activities and strategies for an Implementation Project. Typical activities include data collection and research of potential activities and strategies. Education Research Projects provide support to undertake a three-year education research project which is relevant to the HBCU community and has the potential to strengthen the STEM education and research programs at HBCUs. Potential research topics include: retention, diffusion of innovations, curricula enhancements, technology in education, and the identification of successful models. Targeted Infusion Projects provide support to implement activities that will result in the achievement of a well defined goal within one STEM department over one to two years. Potential goals include: specialized accreditation, establishing new programs or ...
The Human and Social Dynamics (HSD) priority area fosters breakthroughs in understanding the dynamics of human action and development, as well as knowledge about organizational, cultural, and societal adaptation and change. HSD aims to increase our collective ability to (1) anticipate the complex consequences of change; (2) understand the dynamics of human and social behavior at all levels, including that of the human mind; (3) understand the cognitive and social structures that create, define, and result from change; and (4) manage profound or rapid change, and make decisions in the face of changing risks and uncertainty. Accomplishing these goals requires multidisciplinary research teams and comprehensive, interdisciplinary approaches across the sciences, engineering, education, and humanities, as appropriate. The FY 2006 competition will include three emphasis areas (Agents of Change; Dynamics of Human Behavior; and Decision Making, Risk and Uncertainty). Support will be provided for Full Research projects and for shorter-term Exploratory Research and HSD Research Community Development projects.
The Centers of Research Excellence in Science and Technology (CREST) program makes resources available to enhance the research capabilities of minority-serving institutions through the establishment of centers that effectively integrate education and research. CREST promotes the development of new knowledge, enhancements of the research productivity of individual faculty, and an expanded diverse student presence in STEM disciplines. Awards are offered as new centers, supplements to existing centers, proposals for the CREST Historically Black Colleges and Universities Research Infrastructure for Science and Engineering (HBCU-RISE) initiative, or supplements for diversity collaboration for projects co-funded with NSF's Small Business Innovation Research and Small Business Technology Transfer (SBIR/STTR) programs, which are administered by NSF's Directorate for Engineering.
The Robert Noyce Scholarship program seeks to encourage talented science, technology, engineering, and mathematics majors and professionals to become K-12 mathematics and science teachers. The program provides funds to institutions of higher education to support scholarships, stipends, and programs for students who commit to teaching in high need K-12 schools.
The National Science Foundation aims to ensure the vitality of the human resource base of science, technology, engineering, and mathematics in the United States and to reinforce its diversity by offering approximately 1,000 graduate fellowships in this competition. The Graduate Research Fellowship provides three years of support for graduate study leading to research-based master’s or doctoral degrees and is intended for students who are at the early stages of their graduate study. The Graduate Research Fellowship Program (GRFP) invests in graduate education for a cadre of diverse individuals who demonstrate their potential to successfully complete graduate degree programs in disciplines relevant to the mission of the National Science Foundation.
Communicating Research to Public Audiences is a component of the Informal Science Education program (ISE) in the Division of Elementary, Secondary, and Informal Education. ISE projects provide rich and stimulating contexts and experiences for individuals of all ages, interests, and backgrounds to increase their appreciation for, and understanding of, science, technology, engineering, and mathematics (STEM) in out-of-school settings. Requests for up to $75,000 will be considered to support projects that communicate to public audiences the process and results of current research that is being supported by any NSF directorate through informal science education activities, such as media presentations, exhibits, or youth-based activities. The purpose of these efforts is to disseminate research results, research in progress, or research methods.
The Human and Social Dynamics (HSD) priority area fosters breakthroughs in understanding the dynamics of human action and development, as well as knowledge about organizational, cultural, and societal adaptation and change. HSD aims to increase our collective ability to (1) understand the complexities of change; (2) understand the dynamics of human and social behavior at all levels, including that of the human mind; (3) understand the cognitive and social structures that create, define, and result from change; and (4) manage profound or rapid change, and make decisions in the face of changing risks and uncertainty. Accomplishing these goals requires multidisciplinary research teams and comprehensive, interdisciplinary approaches across the sciences, engineering, education, and humanities, as appropriate. The FY 2007 competition will include three emphasis areas (Agents of Change; Dynamics of Human Behavior; and Decision Making, Risk and Uncertainty). Support will be provided for Full Research projects and for shorter-term Exploratory Research and HSD Research Community Development projects. NSF encourages HSD projects that provide insight into social processes such as globalization and migration and factors that promote innovation, at levels from the molecular functioning of the human brain to the organizational. Such research is important for enhancing the ability of the country to maintain its competitive edge in a globalized world.
The Division of Research, Evaluation and Communication (REC) in the Directorate for Education and Human Resources (EHR) of the National Science Foundation (NSF) supports basic and applied research and evaluation that enhances science, technology, engineering and mathematics (STEM) learning and teaching. This solicitation calls for two types of proposals -- synthesis and empirical. Synthesis Research and Evaluation Project proposals should identify areas where the knowledge base in either evaluation or research is sufficiently robust to support strong scientific claims, identify areas of importance to education research and practice, and propose rigorous methods for synthesizing findings and drawing conclusions. Proposals for workshops and other meetings are permitted. Empirical Research and Evaluation Project proposals should identify areas that have the potential for advancing discovery and innovation at the frontiers of STEM learning. These proposals are expected to be based deeply in the STEM disciplines and be theoretically and methodologically strong with the potential of contributing to theory, methodology, and practice. For either type of proposal, areas of interest include behavioral, cognitive, social, and technological aspects of learning and education; learning in formal and informal settings; diffusion, implementation, and the role of context in educational and learning innovations; and theoretical, methodological, and statistical issues of importance in advancing research and evaluation. Investigators from across the broad range of disciplines supported by the NSF are invited to submit proposals. Interdisciplinary proposals are particularly welcome.
The Experimental Program to Stimulate Competitive Research (EPSCoR) is a program designed to fulfill the National Science Foundation's (NSF) mandate to promote scientific progress nationwide. The EPSCoR program is directed at those jurisdictions that have historically received lesser amounts of NSF Research and Development (R&D) funding. Twenty-five states, the Commonwealth of Puerto Rico and the U. S. Virgin Islands currently participate. Through this program, NSF establishes partnerships with government, higher education and industry that are designed to effect lasting improvements in a region/jurisdiction's research infrastructure, R&D capacity and hence, its national R&D competitiveness. In response to the community's interest in implementing a more proactive outreach program, the Experimental Program to Stimulate Competitive Research (EPSCoR) will welcome unsolicited proposals from the EPSCoR jurisdictions for community workshops. These workshops will explore innovative ways to address multi-jurisdictional efforts on themes of regional to national importance with relevance to EPSCoR's goals/objectives and NSF's mission.
The program seeks to broaden the participation of girls and women in all fields of science, technology, engineering, and mathematics (STEM) education by supporting research, dissemination of research, and extension services in education that will lead to a larger and more diverse domestic science and engineering workforce. Typical projects will contribute to the knowledge base addressing gender-related differences in learning and in the educational experiences that affect student interest, performance, and choice of careers; and how pedagogical approaches and teaching styles, curriculum, student services, and institutional culture contribute to causing or closing gender gaps that persist in certain fields. Projects will disseminate and apply findings, evaluation results, and proven good practices and products. The Research on Gender in Science and Engineering program has been funding these objectives since 1993, under the prior names "Program for Women and Girls" (PWG), "Program for Gender Equity in Science, Mathematics, Engineering and Technology" (PGE), and "Gender Diversity in STEM Education" (GDSE).
