Displaying all 78 funding opportunities ($1,896,290,000) that matched your search: [Only Active Grants] AND [CFDA: 47.078 - Polar Programs] 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 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 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.
Postdoctoral Fellowships in Polar Regions Research, offered by the Office of Polar Programs (OPP), to support training and research on any aspect of scientific study of the Antarctic and/or the Arctic. The program separately offers travel grants so that persons otherwise eligible to apply for the fellowships may first visit prospective sponsoring scientists at their organizations. The program develops and trains early-career scientists in polar regions research with concomitant goals to: * support innovative research in emerging areas; * introduce new investigators to research in the polar regions; * encourage interdisciplinary research; * foster activities that create broader impacts for science and society; and * increase the participation of underrepresented groups in polar regions research.
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.
Genomics-enabled methods are beginning to be used to increase our understanding of how organisms of all types—plants, animals, and microbes--interact with their environments. The Environmental Genomics Program is intended to enhance the development of fundamental knowledge and strengthen the capacity to apply these methods in research on organisms in their natural environments. Research foci should be appropriate to the themes of interest or purviews of the Directorates for Biological Sciences (BIO) and Geosciences (GEO). If related to polar species or polar ecosystems, proposals should be responsive to the themes and goals of the International Polar Year (IPY), and submitted to the NSF IPY solicitation [http://www.nsf.gov/od/opp/ipy/ipy_prog_opps.jsp].
The Major Research Instrumentation Program (MRI) is designed to increase access to scientific and engineering equipment for research and research training in our Nation's organizations of higher education, research museums and non-profit research organizations. This program seeks to improve the quality and expand the scope of research and research training in science and engineering, and to foster the integration of research and education by providing instrumentation for research-intensive learning environments. The MRI program encourages the development and acquisition of research instrumentation for shared inter- and/or intra-organizational use and in concert with private sector partners. The MRI program assists in the acquisition or development of major research instrumentation by organizations that is, in general, too costly for support through other NSF programs. Proposals may be for a single instrument, a large system of instruments, or multiple instruments that share a common or specific research focus.
Grant Opportunities for Academic Liaison with Industry (GOALI) aims to synergize university-industry partnerships by making project funds or fellowships/traineeships available to support an eclectic mix of industry-university linkages. Special interest is focused on affording the opportunity for: * Faculty, postdoctoral fellows, and students to conduct research and gain experience in an industrial setting; * Industrial scientists and engineers to bring industry's perspective and integrative skills to academe; and * Interdisciplinary university-industry teams to conduct research projects. This solicitation targets high-risk/high-gain research with a focus on fundamental topics, new approaches to solving generic problems, development of innovative collaborative industry-university educational programs, and direct transfer of new knowledge between academe and industry. GOALI seeks to fund research that lies beyond that which industry would normally fund by themselves.
This solicitation is for proposals to conduct research aimed at understanding how the Arctic Ocean margins (from the shore to the basin) function within the arctic system as a whole. Priority will be placed on research efforts that focus on data integration, synthesis, and modeling activities that lead to new system-level understanding, rather than projects that generate new data from field studies. This solicitation is intended to support the final phase (Phase III) of the Shelf-Basin Interactions (SBI) project, which has accumulated nearly ten years of field investigation data and analyses. SBI science planning and implementation documents and additional information are available through the SBI webpage at: http://sbi.utk.edu.
This solicitation seeks proposals focused on the ecosystem of the eastern continental shelf of the Bering Sea (see the Program Description section for details) and designed to develop understanding of the effects of a varying sea-ice cover on the shelf ecosystem, to project the potential changes in response to anticipated climate variations on decadal time scales, and to assess the vulnerability and sustainability of the local communities to such changes. Particular emphasis should be placed on development of proposals that clearly and significantly contribute to an ecosystem level understanding of the Eastern Bering Sea shelf. This solicitation draws upon the community planning embodied in the Bering Ecosystem Study Science Plan (http://www.arcus.org/Bering/reports/downloads/BEST_Science_Plan.pdf), Sustaining the Bering Ecosystem: a Social Sciences Plan (http://www.arcus.org/Bering/reports/downloads/HBEST_Science_Plan.pdf), and the Implementation Plan for the Bering Ecosystem Study (BEST) (http://www.arcus.org/Bering/reports/downloads/BEST_Implementation_Plan.pdf); however, it should not be considered the full implementation of or confined only to activities described in any of these plans. NSF will coordinate this solicitation, and the resulting science, with the North Pacific Research Board?s (NPRB) Bering Sea Integrated Ecosystem Research Program (www.nprb.org/research/bsierp_intro.htm). The synergies developed through this partnership will allow support for a comprehensive vertically-integrated investigation of the ecosystem of the eastern continental shelf of the Bering Sea. Proposals funded by each organization will be expected to mesh smoothly to produce a seamless, coordinated research program.
The "International Polar Year 2007-2008" (IPY) will extend from March 2007 through March 2009. IPY is envisioned as an intense scientific campaign to explore new frontiers in polar science, improve our understanding of the critical role of the polar regions in global processes, and educate the public about the polar regions. Projects are expected to be interdisciplinary in scope; involve a pulse of activity during the IPY period; leave a legacy of infrastructure and data; expand international cooperation; engage the public in polar discovery; and help attract the next generation of scientists and engineers. To accomplish these goals, this special solicitation for IPY proposals will support specific research and education activities within the following emphasis areas: Understanding Environmental Change in Polar Regions: This area will support research that advances the understanding of the physical, geological, chemical, human, and biological drivers of environmental change at the poles, their relationship to the climate system, their impact on ecosystems, and their linkages to global processes. Human and Biotic Systems in Polar Regions: This area will provide opportunities for scientists to address fundamental questions about social, behavioral, and/or natural systems that will increase our understanding of how humans and other organisms function in the extreme environments of the polar regions. Education and Outreach: This area will support standalone education proposals that specifically invigorate science, technology, engineering, and mathematics (STEM) education in the context of the IPY, including: formal science education projects at the K-12, undergraduate, or graduate level; informal science education projects for the broader public; and coordination and communication for IPY education projects. Proposed research activities must be integrally related to one or more of these emphasis areas and adhere to the guidance of the National Research Council's report
The Integrative Graduate Education and Research Traineeship (IGERT) program has been developed to meet the challenges of educating U.S. Ph.D. scientists and engineers who will pursue careers in research and education, with the interdisciplinary backgrounds, deep knowledge in chosen disciplines, and technical, professional, and personal skills to become, in their own careers, leaders and creative agents for change. The program is intended to catalyze a cultural change in graduate education, for students, faculty, and institutions, by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. It is also intended to facilitate diversity in student participation and preparation, and to contribute to a world-class, broadly inclusive, and globally engaged science and engineering workforce.
Scientific research and operational support of that research are the principal activities supported by the United States Government in Antarctica. The goals are to expand fundamental knowledge of the region, to foster research on global and regional problems of current scientific importance, and to use Antarctica as a platform from which to support research. For projects involving fieldwork, the U.S. Antarctic Program supports only that research that can be done exclusively in Antarctica or that can be done best from Antarctica. The program also supports analytical research performed at home organizations. NSF is the designated lead agency for the International Polar Year, 2007-2009, for the United States and recently released a second solicitation "International Polar Year, 2007" (NSF 07-536) (International Polar Year proogram page), which focuses on specific emphases areas in science, education, and outreach. However, IPY-relevant proposals (as outlined in the National Academy of Science vision document, http://www.us-ipy.org) that are outside these emphasis areas may be submitted to this Antarctic Research solicitation. Additional information concerning other NSF IPY-related funding opportunities is available at http://www.nsf.gov/od/opp/ipy/ipyinfo.jsp. For information concerning other Federal agencies and their IPY programs, please go to the U.S. government interagency IPY site at http://www.us-ipy.gov/.
The purpose of the Antarctic Artists and Writers Program is to enable serious writings and works of art that exemplify the Antarctic heritage of humankind. In particular, the program seeks to increase public understanding of the Antarctic region, including the continent and the surrounding oceans, as well as the associated research and education endeavors. The Antarctic Artists and Writers Program provides opportunities for professional artists and writers to travel to Antarctica --- at research stations, field camps, and aboard ships --- to make the observations necessary to complete their proposed projects. While the majority of award recipients are established artists and writers, the program also seeks to support early career artists and writers in an effort to broaden participation. The National Science Foundation funds and manages the U.S. Antarctic Program, which is devoted mainly to scientific research and education in support of the national interest in the Antarctic. The program??s research and support infrastructure enables access to much of the Antarctic region for selected Antarctic Artists and Writers Program projects. It does not typically provide direct financial support to selected applicants. International Polar Year A concerted worldwide effort is underway to plan scientific and educational activities for the upcoming International Polar Year (IPY). Scheduled to officially begin in March 2007, IPY promises to advance our understanding of how the Earth's remote polar regions impact global climate systems, to bring about fundamental advances in many areas of science, and to fire the enthusiasm of young men and women for future careers in science and engineering. The Foundation has placed special emphasis on IPY in recent proposal solicitations and expects to support a wide array of IPY projects. This international event represents a significant opportunity for artists and writers to convey the importance of the polar regions to the world. The ...
This program provides funding to graduate students in NSF-supported science, technology, engineering, and mathematics (STEM) disciplines to acquire additional skills that will broadly prepare them for professional and scientific careers in the 21st century. Through interactions with teachers and students in K-12 schools and with other graduate fellows and faculty from STEM disciplines, graduate students can improve communication, teaching, collaboration, and team building skills while enriching STEM learning and instruction in K-12 schools. Through this experience, graduate students can gain a deeper understanding of their own STEM research. In addition, the GK-12 program provides institutions of higher education with an opportunity to make a permanent change in their graduate programs by incorporating GK-12 like activities in the training of their STEM graduate students. Expected outcomes include improved communication, teaching, collaboration, and team building skills for the fellows; professional development opportunities for K-12 teachers; enriched learning for K-12 students; and strengthened and sustained partnerships in STEM between institutions of higher education and local school districts.
The Science of Learning Centers program (SLC) offers awards for large-scale, long-term Centers that create the intellectual, organizational and physical infrastructure needed for the long-term advancement of Science of Learning research. It supports research that harnesses and integrates knowledge across multiple disciplines to create a common groundwork of conceptualization, experimentation and explanation that anchor new lines of thinking and inquiry towards a deeper understanding of learning. The goals of the Science of Learning Centers Program are to advance the frontiers of all the sciences of learning through integrated research; to connect the research to specific scientific, technological, educational, and workforce challenges; to enable research communities to capitalize on new opportunities and discoveries; and to respond to new challenges. The SLC Program construes learning broadly, including that of animals, humans and machines. The program is open to many possible approaches and topics that can be brought to examine what learning is, how it is affected, how it works at different levels, how biologically-derived learning principles can inform artificial systems and vice versa. The Program places high value on creativity, integration of theoretical and empirical work, innovative models of research and research transfer, and inventive uses of technology. Science of Learning Centers are built around a unifying research focus and incorporate a diverse, multidisciplinary environment involving appropriate partnerships with academia, industry, all levels of education, and other public and private entities. Catalyst awards are made during the initial years of the program. Catalyst awards are designed to enable partnership-building and research activities that facilitate interdisciplinary approaches to questions that require multiple areas of expertise. There will be no SLC Centers or Catalyst competitions for FY07 and FY08. However, the Science of Learning ...
New information, communication, and computational technologies have had profound impacts on the practice of science and engineering. Linked to create a comprehensive cyberinfrastructure, the systems, tools, and services emerging from these new technologies are enabling individuals, groups, and organizations to advance research and education in ways that revolutionize who can participate, what they can do, and how they do it. Sustaining this revolution across all areas of science and engineering requires the formation of a workforce with the knowledge and skills needed to design and deploy as well as adopt and apply these cyber-based systems, tools and services over the long-term. The opportunity for such preparation should be available at all stages of formal and informal education, training and professional development, and must be extended to all interested individuals and communities. The CI-TEAM program supports projects that position the national science and engineering community to engage in integrated research and education activities promoting, leveraging and utilizing cyberinfrastructure systems, tools and services. CI-TEAM awards will: Prepare current and future generations of scientists, engineers, and educators to design and develop as well as adopt and deploy, cyber-based tools and environments for research and learning, both formal and informal. Expand and enhance participation in cyberinfrastructure science and engineering activities of diverse groups of people and organizations, with particular emphasis on the inclusion of traditionally underrepresented individuals, institutions, and communities as both creators and users of cyberinfrastructure. This solicitation seeks two types of project proposals, both aimed at the preparation of a diverse, cyberinfrastructure-savvy science and engineering workforce. One type of proposal, the Demonstration Project, is exploratory in nature and may be somewhat limited in scope and scale. Demonstration Projects ...
Digital data are increasingly both the products of research and the starting point for new research and education activities. The ability to re-purpose data – to use it in innovative ways and combinations not envisioned by those who created the data – requires that it be possible to find and understand data of many types and from many sources. Interoperability (the ability of two or more systems or components to exchange information and to use the information that has been exchanged) is fundamental to meeting this requirement. This NSF crosscutting program supports community efforts to provide for broad interoperability through the development of mechanisms such as robust data and metadata conventions, ontologies, and taxonomies. Support is provided for Data Interoperability Networks that will be responsible for consensus-building activities and for providing the expertise necessary to turn the consensus into technical standards with associated implementation tools and resources. Examples of the former are community workshops, web resources such as community interaction sites, and task groups. Examples of the latter are information sciences, software development, and ontology and taxonomy design and implementation.
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 on interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. A partnership with the Department of Defense supports REU Sites in DoD-relevant research areas. (2) REU Supplements may be requested for ongoing NSF-funded research projects or may be included as a component of proposals for new or renewal NSF grants or cooperative agreements. Undergraduate student participants in either Sites or Supplements must be citizens or permanent residents of the United States or its possessions. Students may not apply to NSF to participate in REU activities. Students apply directly to REU Sites and should consult the directory of active REU Sites on the Web at http://www.nsf.gov/crssprgm/reu/reu_search.cfm.
