2015 RESEARCH FUNDING OPPORTUNITIES

Transcription

1 2015 RESEARCH FUNDING OPPORTUNITIES A Publication of The Office of Academic Grants (OAG) Contact Information OAG WEBSITE: Grants.aspx Don Bridger Victoria Hollingsworth Alan Stark Director Grant Specialist Compliance Coordinator Telephone: Telephone: Telephone: E Mail: dbridger@regis.edu E Mail: vholling@regis.edu E Mail: astark@regis.edu

2 Introduction WHAT IS THE PURPOSE? This Office of Academic Grants resource provides quick access to information about many of the major grant funding sources open to researchers and new investigators. It represents disciplines across our research community. Please note that all faculty researching funding are invited to register with our (SMARTS) funding search database. It will automatically deliver funding announcements to your based on your interests. Contact our office for assistance. This publication is not all inclusive and represents only a portion of the grant funding available. This publication is meant to inform you and help identify funding in your area of interest. WHAT IT COVERS The Office of Academic Grants encourages its faculty to seek extramural program support to carry out programs which are within your college and the University s mission and strategic plans. Grants and contracts, or extramural funding, are defined as specified funds which are restricted to the purposes established in a formal and legally binding, written agreement between the University and the grantor. DEFINITIONS Extramural Funding: This is a general term for money that comes from outside the University that is used to support a program or project. It may come from federal, state or local governments, business, private foundations, or individuals. Contract: In this context, a contract is generally an agreement to provide a product or service which is of direct benefit to the awarding agency. Contracts provide for payments to the University which cover allowable project costs or payment of a fixed price for satisfactory completion of the project. Grant: A grant is an agreement to accomplish something for the public good in exchange for money, property or services. Most federal agencies use a grant document for research awards to universities. GRANTS AND CONTRACTS APPLICATION PROCESS With few exceptions all applications or proposals for funding must be submitted through either Regis University, since, if approved, they will commit university, resources to be used for specific purposes. Pre proposals: Pre proposals, or letters of intent, are sometimes part of the application process as outlined by the funding agency. These letters of intent, or pre proposals, do not require full institutional authorization. These can be submitted with the approval of your academic unit. It must be clear that the document does not commit any University resources.

3 Quick Index SHOULD I COLLABORATE? DEVELOPMENT OF YOUR IDENTIFIED PROJECT INSTITUTIONAL LIMITS ON THE NUMBER OF APPLICATIONS ALLOWED HOW MAY I SEARCH FOR GRANT FUNDING? SPIN TRAINING VIDEOS FEDERAL FUNDING ELECTRONIC APPLICATION SUBMISSION GRANTS.GOV GENERAL FUNDING OPPORTUNITIES LINKS TO FEDERAL FUNDING AGENCIES FEDERAL FUNDING OPPORTUNITIES COLORADO DEPARTMENT OF EDUCATION NATIONAL SCIENCE FOUNDATION NATIONAL ENDOWMENT FOR THE HUMANITIES INSTITUTE OF MUSEUM AND LIBRARY SERVICES U.S. DEPARTMENT OF STATE U.S. AGENCY FOR INTERNATIONAL DEVELOPMENT (US AID) U.S. DEPARTMENT OF JUSTICE NATIONAL ENDOWMENT FOR THE ARTS NATIONAL INSTITUTES OF HEALTH NEW INVESTIGATOR OPPORTUNITIES

4 BEGINNINGS DEVELOPMENT OF YOUR IDENTIFIED PROJECT Development of an idea or research project takes time and effort. Once your project is developed, you are ready to take a look at potential funders. This publication is for seasoned investigators as well as those who are new investigators. You must always discuss your project and your plans to seek external funding with your Academic Dean s Office and your School Dean or Department Chair. Once your college leadership has approved your project, the next step is to contact our office for personalized proposal development and fund searching services. Together we can explore funding sources applicable to your specific needs. The process is easy give us a call or drop us an . We can set up an appointment to talk with you about your project/interests, design and how to conduct a targeted search. Institutional Limits Some of the opportunities limit the University in terms of the number of proposals that may be submitted, often requiring an internal selection process. This publication is not meant to cover all funding or to replace the personal services our office offers. Every effort was made to ensure that all information was accurate at the time of publication. Please contact OAG for assistance or additional information as needed. Avoid SPAM and SCAMs We advise that you not use Google Search to search for Grants! We do not recommend using Google to search for grant funding. There are far too many fraudulent grant sources that can waste your money or give away personal and private information. We have a safe search engine available. Contact our office regarding use of SPIN, our safe leased search engine.

5 HOW MAY I SEARCH FOR GRANT FUNDING? You can use SPIN via the Regis University portal SPIN SEARCH IS AVAILABLE ON REGIS UNIVERSITY COMPUTERS ONLY Our version of SPIN Search integrates with a modern full-text search engine. It is designed to allow you to perform as simple or as complex of a search as you would like to. Searches are carried out against the entire text of the SPIN programs; this includes opportunity titles, sponsor names, synopses, objectives, as well as funding opportunity numbers, addresses, keywords, and several other fields. The search automatically invokes inflectional forms of the entered words. For example, a search for test will scan all SPIN programs for: test, tests, tested, and testing. This can be disabled by inserting a plus sign (+) before the search term, as shown below. The search also has the ability pass the entered terms through an integrated thesaurus, potentially expanding the terms being searched for. For example, a search for cancer will scan all SPIN programs for: cancer, carcinogens, chemotherapy, tumors, oncology, and other terms. This can be invoked for all terms entered by simply enabling the Find Similar Terms checkbox, or by inserting a ~ before each individual term you want passed through the thesaurus. Note that enabling the Find Similar Terms checkbox will not expand quoted strings (e.g. search term ) via the thesaurus by default. You must insert a ~ before the quoted string, as shown below. The search also contains a number of capabilities to build complex searches with various logic and grammar parsing. The commands can be combined together, along with parenthetical logic to dictate the order of operations, for building complex queries defining exactly what you are looking for. (See chart on next page) FACULTY MAY APPLY FOR A SPIN SMARTS ACCOUNT WITH OAG. THIS ALLOWS YOU TO RECEIVE AUTOMATED SEARCH RESULTS BY .

6 SPIN/SMARTS search format Example Input Description Scientific research Searches for records containing scientific and research or their inflectional forms Scientific OR research Searches for records containing scientific or research or their inflectional forms "Scientific research" Wrapping terms in double quotes searches for records containing the phrase scientific research Scientific -research Inserting a minus symbol before a term searches for records containing scientific and not research +scientific Inserting a plus symbol before a term performs search after disabling expansion for inflectional forms Scient* Appending an asterisk to a term invokes a wildcard search: searches for records containing scient and any suffix <scientific research> Wrapping terms in angled brackets searches for records containing scientific and research and ranks results by the proximity of the two. ~Scientific research Inserting a tilde searches for records containing scientific or its related terms in the thesaurus, and research ~ Scientific research Inserting a tilde before a quoted phrase searches for records containing the phrase scientific research or its related terms in the thesaurus

7 SPIN Training Videos SMARTS ACCOUNTS for FACULTY ONLY

8 FEDERAL FUNDING ELECTRONIC APPLICATION SUBMISSION SITES: Grants.Gov Look under the Find Open grant Opportunities section for the newest funding opportunity information. Regis is registered with grants.gov and ready to submit any application you may have. Explore this site. Explore the Grants Learning Center, and if you plan to apply, explore the Applicants section. Regis University is fully registered in Grants.Gov.

9 GENERAL FUNDING OPPORTUNITIES WHERE TO LOOK FOR FEDERAL FUNDING OPPORTUNITIES HOW TO MAINTAIN KNOWLEDE OF YOUR FEDERAL FUNDING OPPORTUINITIES: The most effective way to stay alert to funding opportunities in your area of interest is to first identify funding agencies which fund the area of your project. Bookmark their grants page and check them from time to time. Read the entire website of any agency which funds the area of study your project covers. Always be alert to the possibilities of collaboration with other areas of study. This will broaden your funding opportunities and strengthen your proposals. Feel free to contact the staff at the Office of Academic Grants with any questions. FEDERAL AGENCIES: Grant-Making Agencies o U.S. Agency for International Development (USAID) o U.S. Department of Agriculture (USDA) o U.S. Department of Commerce (DOC) o U.S. Department of Defense (DOD) o U.S. Department of Education (ED) o U.S. Department of Health and Human Services (HHS) o U.S. Department of the Interior (DOI) o U.S. Department of Justice (DOJ) o U.S. Department of State (DOS) o Institute of Museum and Library Services (IMLS) o National Aeronautics and Space Administration (NASA) o National Archives and Records Administration (NARA) o National Endowment for the Arts (NEA) o National Endowment for the Humanities (NEH) o National Science Foundation (NSF)

10 FEDERAL FUNDING OPPORTUNITIES BY AGENCY: Competitive Grants and Awards Welcome to the Colorado Department of Education's Competitive Grants and Awards website. The Competitive Grants and Awards Unit is dedicated to enhancing school improvement through federal and state grant opportunities. We offer support to students, teachers and administrators in the application and funding process for the grant and award programs listed below. Colorado Department of Education Grant Programs 21st Century Community Learning Centers (CCLC) Adult Education Initiatives Adult Education and Literacy Grant Colorado Charter Schools Program Comprehensive Health Education Diagnostic Review Grant Differentiated Reading Strategies District Improvement Grant Early Literacy Grant (READ Act) Eliminating Student Cost for Advanced Placement Exams (ESCAPE) Grant Enhancing Education Through Technology (EETT) Expelled and At Risk Services Grant (EARSS) McKinney Vento Education of Homeless Children and Youth

11 Improvement Support Partnership Increasing Achievement and Growth Grant Math and Science Partnership Grant Preschool Teaching Pyramid Implementation Grant Professional Development for Educators of Students with Disabilities: Literacy (PreK 3) Quality Teacher Recruitment Grant Read to Achieve School Counselor Corps Grant School CPR and AED Training Grant School Health Professional School Improvement Support Grant School Readiness Assessment System STEM in Action Supplemental Education Services Team Nutrition Training Grant Tiered Intervention Grant Title V Abstinence Education Grant

12 NSF Funding Opportunities When deadline for a program has passed, updated guidelines will be posted in advance of the next deadline. In the meantime, please use the guidelines provided to get a sense of what is involved in assembling an application. Most projects take up to a year to fully develop and document so starting after a deadline has passed has its advantages. It may also be helpful to use the time to gather preliminary data or expand any data you may have. ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) Full Proposal: November 3, Full Proposal: November 3, 2015 Advancing Informal STEM Learning (AISL) Full Proposal: November 4, 2015

13 Innovative Technology Experiences for Students and Teachers (ITEST) Full Proposal: November 13, 2015 Astronomy and Astrophysics Research Grants (AAG) Full Proposal: November 16, 2015 Computer and Network Systems (CNS): Core Programs Full Proposal: November 18, 2015 Computing and Communication Foundations (CCF): Core Programs Full Proposal: November 18, 2015 Information and Intelligent Systems (IIS): Core Programs Full Proposal: November 18, 2015 Secure and Trustworthy Cyberspace (SaTC) Full Proposal: November 18, 2015 Computational Mathematics Full Proposal: December 1, 2015 Cyberlearning and Future Learning Technologies Full Proposal: December 7, 2015 Discovery Research PreK 12 (DRK 12) Full Proposal: December 7, 2015 Smart and Connected Health (SCH) Full Proposal: December 10, 2015 Secure and Trustworthy Cyberspace (SaTC) Full Proposal: December 16, 2015 CyberCorps(R) Scholarship for Service (SFS) Full Proposal: December 18, 2015 Cyberlearning and Future Learning Technologies Full Proposal: December 18, 2015 Improving Undergraduate STEM Education: Education and Human Full Proposal:

14 Resources (IUSE: EHR) January 13, 2016 Major Research Instrumentation Program: (MRI) Full Proposal: January 13, 2016 Political Science Full Proposal: January 15, 2016 Cyberlearning and Future Learning Technologies Full Proposal: January 18, 2016 ADVANCE: Increasing the Participation and Advancement of Women in Full Proposal: Academic Science and Engineering Careers January 20, 2016 Science, Technology, and Society (STS) Full Proposal: February 2, 2016 Cultivating Cultures for Ethical STEM (CCE STEM) Full Proposal: February 16, 2016 STEM + Computing Partnerships (STEM+C) Full Proposal: March 8, 2016 Expeditions in Computing Preliminary Proposal: March 9, 2016 Cyberlearning and Future Learning Technologies Full Proposal: March 25, 2016 Cyberlearning and Future Learning Technologies Letter of Intent: May 9, 2016 NSF Scholarships in Science, Technology, Engineering, and Mathematics (S Full Proposal: STEM) May 16, 2016 Cyberlearning and Future Learning Technologies Full Proposal: July 11, 2016 Faculty Early Career Development Program (CAREER) Full Proposal: July 20, 2016 Full Proposal:

15 July 21, 2016 Full Proposal: July 22, 2016 Cyberlearning and Future Learning Technologies Full Proposal: July 29, 2016 Division of Environmental Biology (core programs) (DEB) Full Proposal: August 2, 2016 Innovative Technology Experiences for Students and Teachers (ITEST) Full Proposal: August 10, 2016 Political Science Full Proposal: August 15, 2016 International Research Experiences for Students (IRES) Full Proposal: August 16, 2016 CyberCorps(R) Scholarship for Service (SFS) Full Proposal: September 15, 2016 Facilitating Research at Primarily Undergraduate Institutions: Full Proposal: Accepted Anytime More detailed information below

16 Some Specific Opportunities Above Listed by NSF Number NSF November 3, 2015 ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers The goals of the ADVANCE program are (1) to develop systemic approaches to increase the representation and advancement of women in academic STEM careers; (2) to develop innovative and sustainable ways to promote gender equity in the STEM academic workforce; and (3) to contribute to the development of a more diverse science and engineering workforce. ADVANCE also has as its goal to contribute to and inform the general knowledge base on gender equity in the academic STEM disciplines. There are three tracks with distinct purposes. The Institutional Transformation (IT) track is meant to produce large scale comprehensive change and serve as a locus for research on gender equity and institutional transformation for academic STEM. The Institutional Transformation Catalyst (IT Catalyst) track is meant either to conduct self assessment or to implement unique strategies either adapted from those found effective in the IT track or ones designed to be responsive to the unique environments of eligible institutions and evaluate their effectiveness. The Partnerships for Learning and Adaptation Networks (PLAN) track is meant to provide a larger scale environment for adapting, implementing and creating knowledge about the effectiveness of a particular strategy for change within a context of networked adaptation and learning. PLAN is focused on adaptation/implementation and learning either in particular STEM disciplines (PLAN D) or across institutions of higher education (PLAN IHE). ADVANCE projects support institutional transformation in STEM. STEM includes but is not limited to Arctic and Antarctic sciences, biological sciences, computer and information sciences, engineering, geosciences, mathematics, physical sciences, the learning sciences, and social, behavioral and economic sciences. Institutional Transformation and IT Catalyst awards are expected to include all STEM disciplines at the institution submitting the proposal. PLAN awards may include all of STEM or a subset or one discipline. The following types of institutions are strongly encouraged to apply to the ADVANCE program: For All Project Types: Community colleges, primarily undergraduate institutions, minority serving institutions (e.g. Tribal Colleges and Universities, Historically Black Colleges and Universities, Hispanic Serving Institutions, Native Hawaiian Serving Institutions, Alaska Native Institutions, Predominantly Black Institutions and Non tribal, Native American Serving Institutions), women's colleges, and institutions primarily serving persons with disabilities are encouraged to apply. It is anticipated that there may be significant differences in the issues facing faculty in these institutions, compared to faculty in other types of institutions, which will warrant development of unique strategies and/or adaptation of proven strategies in a unique way to achieve ADVANCE Program goals. (See Agency Website)

17 NSF November 3, 2015 ADVANCE: Improving Undergraduate STEM Education and Human Resources (IUSE: HER) A well prepared, innovative science, technology, engineering and mathematics (STEM) workforce is crucial to the Nation's health and economy. Indeed, recent policy actions and reports have drawn attention to the opportunities and challenges inherent in increasing the number of highly qualified STEM graduates, including STEM teachers. Priorities include educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate populace. Both of these priorities depend on the nature and quality of the undergraduate education experience. In addressing these STEM challenges and priorities, the National Science Foundation invests in evidencebased and evidence generating approaches to understanding STEM learning; to designing, testing, and studying instruction and curricular change; to wide dissemination and implementation of best practices; and to broadening participation of individuals and institutions in STEM fields. The goals of these investments include: increasing the number and diversity of STEM students, preparing students well to participate in science for tomorrow, and improving students' STEM learning outcomes. The Improving Undergraduate STEM Education (IUSE: EHR) program invites proposals that address immediate challenges and opportunities that are facing undergraduate STEM education, as well as those that anticipate new structures (e.g. organizational changes, new methods for certification or credentialing, course re conception, cyberlearning, etc.) and new functions of the undergraduate learning and teaching enterprise. The IUSE: EHR program recognizes and respects the variety of discipline specific challenges and opportunities facing STEM 1faculty as they strive to incorporate results from educational research into classroom practice and work with education research colleagues and social science learning scholars to advance our understanding of effective teaching and learning. Toward these ends the program features two tracks: (1) Engaged Student Learning and (2) Institutional and Community Transformation. Two tiers of projects exist within each track: (i) Exploration and Design and (ii) Development and Implementation. Note: Because it addresses undergraduate STEM education, the IUSE: EHR funding opportunity is offered in alignment with the NSF wide undergraduate STEM education initiative, Improving Undergraduate STEM Education (NSF IUSE). More information about NSF IUSE can be found in the Introduction of this solicitation. (See Agency website)

18 NSF November 3, 2015 Advancing Informal STEM Learning (AISL)Almost any environment can support informal science learning, such as a home, a museum, a library, a street, a virtual or augmented reality game. Information networks, mobile media, and social networks transform educational possibilities and create opportunities for seamless learning environments. Informal learning environments are, in principle, accessible to all learners, and evidence suggests they have particular potential for supporting learners from non dominant groups (National Research Council, 2009). These settings offer learners direct access to compelling phenomena in the natural and designed world, and powerful representations of those phenomena. Ubiquity, digital networks, and lack of formal accreditation procedures mean that anyone with appropriate expertise can facilitate STEM learning in the informal world. The Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to and evidence based understanding of the design and development of STEM learning in informal environments for public and professional audiences; provide multiple pathways for broadening access to and engagement in STEM learning experiences; advance innovative research on and assessment of STEM learning in informal environments; and develop understandings of deeper learning by participants (National Resource Council, 2012). To achieve the greatest return on its investments, the AISL program encourages projects that will "raise the bar" in the fields of informal STEM education. It invests in projects that advance the leading edge of the field and address its most critical challenges. AISL proposals must articulate the value of the proposed work to the advancement of the informal STEM learning field beyond individual project impact. Thus, in making funding decisions, the program will place particular emphasis on the ability of projects to demonstrate the characteristics of knowledge building, innovation, strategic impact, and collaboration. (See Agency Website) AISL program investments should be of interest and utility to public audiences, informal STEM practitioners, and decision makers. All proposals must articulate clear rationales describing why a project is primarily informal and how it adds value to the informal STEM learning community. The products of AISL investments may include, but are not limited to, exhibitions and programs in museums, zoos, aquaria, planetariums, nature centers, parks, libraries, and other environments; science communication; after school and out of school time (OST) programs; radio, television, film, or media programs or series; Do It Yourself (DIY)/maker initiatives, research related experiences such as citizen science, and on line experiences (e.g., games, simulations, social media, mobile computing, distributed networks, and massive online open courses); and research findings that articulate what works, why, and in what contexts. Given that almost any environment can support informal science learning, an opportunity exists to understand how learners can be 3supported to make bridges between what they learn in one setting and what they learn in another setting. Thus projects may choose to include how informal learning practices connect with STEM related frameworks and curricula, college and career readiness standards, or other educational settings, for example. Audiences for AISL Projects AISL projects engage participants drawn from both public and professional audiences. Public audiences may include learners of any age, educational level, geographic, or cultural background, including those from groups underrepresented in STEM or underserved in STEM. (See Agency Website)

19 NSF November 13, 2015 Innovative Technology Experiences for Students and Teachers (ITEST) ITEST is a program that promotes PreK 12 student interests and capacities to participate in the science, technology, engineering, and mathematics (STEM) and information and communications technology (ICT) workforce of the future. To achieve this objective, ITEST supports the development, implementation, and selective spread of innovative strategies for engaging students in experiences that: (1) Increase student awareness of STEM and ICT careers; (2) Motivate students to pursue the education necessary to participate in those careers; and/or (3) Provide students with technology rich experiences that develop their knowledge of related content and skills (including critical thinking skills) needed for entering the STEM workforce. ITEST projects may adopt an interdisciplinary focus on multiple STEM domains, focus on a single domain, or focus on one or more sub disciplines within a domain. ITEST projects must involve students, and may also include teachers. The ITEST program is especially interested in broadening participation of students from traditionally underrepresented groups in STEM fields and related education and workforce domains. Projects that actively engage business and industry partners to better ensure that PreK 12 experiences foster the knowledge and skill sets needed for emerging STEM related occupations are strongly encouraged. ITEST supports two project types: Strategies projects and SPrEaD (Successful Project Expansion and Dissemination) projects. Strategies projects support the design, implementation, and testing of innovative educational experiences that support the objectives of the ITEST program. SPrEaD projects support the wider and broader testing and dissemination of promising strategies to generate evidence and greater understanding of contextual factors that operate to enhance, moderate, or constrain anticipated project impacts. All ITEST projects may include activities designed to inform judgments regarding the feasibility of implementing strategies in typical learning environments associated with formal classrooms, out of school settings, or combinations of such environments. The ITEST program also invites proposals for an ITEST 1Resource Center to provide technical assistance to projects and provide assistance with the outreach activities of the ITEST program. (See Agency Website)

20 NSF Proposal Window September 15, 2015 November 16, 2015 Astronomy and Astrophysics Research Grants (AAG) The Astronomy and Astrophysics Research Grants (AAG) Program provides individual investigator and collaborative research grants for observational, theoretical, laboratory and archival data studies in all areas of astronomy and astrophysics, including but not limited to the following areas of study: Planetary Astronomy: Studies of Solar System and extrasolar planets; the detailed characterization, structure and composition of the surfaces, interiors, and atmospheres of planets and satellites; the nature of small bodies (asteroids, comets, and Kuiper belt objects); the inter planetary medium; and the origin, formation, and development of the Solar System and other planetary systems. Stellar Astronomy and Astrophysics: Studies of the structure and activity of the Sun and other stars; the physical properties and composition of all types of single and multiple stars; compact objects and their interactions; star formation and stellar evolution; stellar nucleosynthesis; and the properties of atoms and molecules of relevance to stellar astronomy. Galactic Astronomy: Studies on the composition, structure and evolution of the Milky Way Galaxy and nearby galaxies. Research may focus on the stellar populations in these galaxies; the characteristics of star clusters; the interstellar medium; and the properties of atomic and molecular constituents of the interstellar medium. Extragalactic Astronomy and Cosmology: Studies of the Universe beyond our Galaxy. Research topics include galaxy formation, evolution and interaction; active galaxies; quasars; the intergalactic medium; large scale structure; and all areas of cosmology. Proposals submitted to the AAG Program do not require categorization into one of the study areas identified above. Proposals may span multiple disciplines and/or areas of study and may utilize multiple techniques. Please contact the program officer in your thematic area if you have any questions about proposal preparation and submission. (See Agency Website)

21 NSF Proposal Window SMALL Projects November 4, 2015 November 18, 2015 Proposal Window MEDIUM Projects September 10, 2016 September 16, 2016 Proposal Window LARGE Projects September 18, 2016 September 26, 2016 Computer and Network Systems (CNS): Core Programs CNS supports two core programs as described below Computer Systems Research (CSR) and Networking Technology and Systems (NeTS). In addition, CNS invites proposals that bridge the research areas of CSR and NeTS. Some of the topics specified below in the CSR and NeTS core program descriptions, along with others, are in the realm of networked systems, requiring innovations and expertise in both networking and computer systems. CNS welcomes proposals on these topics, which cross the CSR and NeTS core programs and PIs are encouraged to specify proposal titles that begin with CSR: NeTS: (see the Proposal Preparation Instructions for details). These proposals will be considered for co review by the two CNS core programs as appropriate. Computer Systems Research (CSR) Computers systems support a broad range of applications and technologies that seamlessly integrate with human users. While many key building blocks of computer systems are today commercial technologies, the challenge ahead is to envision new technologies, as well as to combine existing technologies, software, and sensing systems into the computer systems of the future that will span wearable computing, "smart dust," the Internet of Things (IoT), Smart Cities, intelligent transportation systems, personalized healthcare, and beyond. Such computer systems will require new, innovative, and visionary approaches to hardware, wired and wireless communications, consideration of humancomputer interactions, and new programming languages and compilers that are limited only by the imagination. They will need to be reliable in the presence of unreliable components, adaptive to changing environments, capable of supporting high throughput applications and large scale data storage and processing, and able to meet performance and energy objectives for applications ranging from very low power embedded systems to large high performance computing systems. Furthermore, computer systems of the future will need to provide mechanisms for ensuring security and privacy. The Computer Systems Research (CSR) program supports transformative scientific and engineering research leading to the development of the next generation of highly performant, heterogeneous, powerefficient, environmentally sustainable, and secure computer systems. The scope of the program includes embedded and multicore systems and accelerators; mobile and extensible distributed systems; cloud and data intensive processing systems; and memory, storage, and file systems. The program seeks innovative research proposals that will advance the reliability, performance, power, security and privacy, scalability, and sustainability of computer systems. CSR proposals should address problems that are appropriate to the CSR Core Area, to one of the current highlighted areas, or to the bridging area of networked systems. (See Agency Website)

22 NSF Proposal Window SMALL Projects September 10, 2015 September 16, 2015 Proposal Window MEDIUM Projects September 18, 2015 September 15, 2016 Proposal Window LARGE Projects November 04, 2015 November 18, 2016 Computing and Communication Foundation (CCF): Core Programs CCF supports three core programs as described below Algorithmic Foundations (AF), Communications and Information Foundations (CIF), and Software and Hardware Foundations (SHF).Algorithmic Foundations (AF) The Algorithmic Foundations (AF) program supports potentially transformative research and education projects advancing design and analysis of algorithms and characterized by algorithmic thinking accompanied by rigorous analysis. Research on algorithms for problems that are central to computer science and engineering as well as new techniques for the rigorous analysis of algorithms are of interest. AF supports theoretical research that bounds the intrinsic difficulty of problems to determine the measures of complexity in formal models of computation, classical or new. The goal is to understand the fundamental limits of resource bounded computation and to obtain efficient solutions within those limits. Specifically, the time and space complexity of finding exact and approximate solutions in deterministic and randomized models of computation is a central concern of the program. Research on resources other than time and space, such as communication and energy, is also encouraged. The Communications and Information Foundations (CIF) The Communications and Information Foundations (CIF) program supports potentially transformative research that addresses the theoretical underpinnings and current and future enabling technologies for information acquisition, transmission, and processing in communications and information processing systems. As a result, CIF research and education projects strengthen the intellectual foundations of communications and information theory and signal processing in a variety of types of networks such as sensor networks, wireless and multimedia networks, biological networks, and networks of quantum devices. Software and Hardware Foundations (SHF) All fields of science and engineering and society at large depend on fundamental advances in scientific foundations and engineering methods for computer hardware and software. The SHF program supports research and education projects on the design, verification, operation, utilization, and evaluation of computer hardware and software through novel approaches, robust theories, high leverage tools, and lasting principles. Such advances may offer formal methods, languages, logics, novel software and/or hardware artifacts, or algorithms to enable new or enhanced functionality, verification, usability, and scale. Proposals should clearly describe a plan for evaluating the research. The SHF program supports all aspects of the science and engineering of software, seeking transformative ideas that reformulate the relationships between requirements, design and evolution of software, and software intensive systems. SHF supports research projects focusing on program analysis and synthesis, compositionality, verifiability and adaptability of software, as well as research on software analysis and testing techniques for all stages of the software life cycle. SHF also seeks research to increase the automation of software engineering capabilities to attain significant advances in quality and sustainability of software, which may require new representations and processes. Empirical research that increases understanding of software and software creation is also in scope. SHF supports fundamental research on formal and semi formal methods for the specification, development and verification of software and hardware systems. (See Agency Website)

23 NSF Proposal Window SMALL Projects November 4, 2015 November 18, 2015 Proposal Window MEDIUM Projects September 10, 2016 September 16, 2016 Proposal Window LARGE Projects September 18, 2016 September 26, 2016Cyber Human Systems (CHS) Information and Intelligent Systems (IIS): Core Programs In a world abundant with computers and blanketed by networks, computing plays a central role in how humans work, learn and live, and provides new modes of communication that transcend traditional geographical and cultural boundaries. As a result, computing technologies and human lives and societies constantly co evolve, transforming each other in the process. Cyber Human Systems (CHS) research explores potentially transformative and disruptive ideas, novel theories and technological innovations in computer and information science that accelerate both the creation and our understanding of the complex and increasingly coupled relationships between humans and computing with the broad goal of advancing human capabilities: perceptual and cognitive, physical and virtual, social and societal. Advancement can take many forms. CHS research addresses diverse computing platforms, including traditional computers, handheld and mobile devices, robots and wearables, and potentially even person embedded sensors and computers. It develops systems that interact with users through varied and possibly multiple modalities such as innovative computer displays, haptic, audio and brain machine interfaces, and new interaction techniques that until implemented could only be imagined as science fiction. Proposed projects may work at scales ranging from an individual device with a single user, to networked information systems supporting collaborating groups, to socially intelligent computing, to large, evolving, heterogeneous socio technical systems supported by pervasive networking, and to systems that merge physical and virtual for both places and people. CHS research applies knowledge of computing and communications together with theoretical and practical understanding of behavioral, social and design sciences to better develop diverse kinds of systems, such as: systems that amplify individual human capabilities through a device or environment that empowers them to improve their performance, achieve their goals, improve well being and enhance creative expression while assuring that the computer is no longer a distraction or an obstacle. Systems that enrich the abilities, lives and self sufficiency of people with disabilities, including people with temporary or situational disabilities. Systems that enhance virtual collaborations, to enable and improve scientific, engineering and education production and innovation. systems that augment people and computers' ability to work together, to distribute and assimilate information and knowledge as required, to solve previously intractable problems, to do things collectively that neither could do separately. Systems that use computing to advance society's cohesiveness, innovativeness, security and sustainability. In addition, CHS research seeks to improve our fundamental understanding of human computer symbiosis and computer mediated human communication, collaboration and competition. It explores how computing leads to new ways of perceiving the self, groups, communities and society, and how humans, in various roles and domains, perceive computing artifacts as they design and use them. (See Agency Website)

24 NSF Proposal Window SMALL Projects November 4, 2015 November 18, 2015 Proposal Window CYBERSECURITY EDUCATION projects December 3, 2015 December 16, 2015 Proposal Window MEDIUM Projects September 10, 2016 September 16, 2016 Proposal Window LARGE Projects September 18, 2016 September 26, 2016 Secure and Trustworthy Cyberspace (SaTC) Cyberspace has transformed the daily lives of people for the better. The rush to adopt cyberspace, however, has exposed its fragility and vulnerabilities: corporations, agencies, national infrastructure and individuals have been victims of cyber attacks. In December 2011, the National Science and Technology Council (NSTC) with the cooperation of NSF issued a broad, coordinated Federal strategic plan for cybersecurity research and development to "change the game," minimize the misuses of cyber technology, bolster education and training in cybersecurity, establish a science of cybersecurity, and transition promising cybersecurity research into practice. This challenge requires a dedicated approach to research, development, and education that leverages the disciplines of mathematics and statistics, the social sciences and engineering together with the computing, communications and information sciences. The Secure and Trustworthy Cyberspace (SaTC) program welcomes proposals that address cybersecurity from: a Trustworthy Computing Systems (TWC) perspective and/or a Social, Behavioral and Economic Sciences (SBE) perspective; the Secure, Trustworthy, Assured and Resilient Semiconductors and Systems (STARSS) perspective; or the Transition to Practice (TTP) perspective. In addition, we welcome proposals that integrate research addressing all of these perspectives (see the Program Description below). For Small hardware security proposals, the Secure, Trustworthy, Assured and Resilient Semiconductors and Systems (STARSS) perspective is focused specifically on hardware research innovation that addresses SaTC goals, and includes the opportunity to collaborate closely with industry. STARSS proposals may not include the TWC, SBE, or TTP perspectives. The STARSS perspective may not be used for Medium or Large proposals. The Transition to Practice (TTP) perspective is focused exclusively on transitioning existing research to practice. TTP proposals may not include the TWC, SBE, or STARSS perspective. The TTP perspective may be used for Small and Medium proposals, but may not be used for large proposals. In addition, the SaTC program seeks proposals focusing entirely on Cybersecurity Education with total budgets limited to $300,000 and durations of up to two years. These cybersecurity education projects may not include any of the perspectives named above. (See Agency Website)

25 NSF PD Proposal Window November 16, 2015 December 1, 2015 Computational Mathematics Supports mathematical research in areas of science where computation plays a central and essential role, emphasizing analysis, development and implementation of numerical methods and algorithms, and symbolic methods. The prominence of computation with analysis and ultimate implementation efficiency of the computational methods in the research is a hallmark of the program. Proposals ranging from single investigator projects that develop and analyze innovative computational methods to interdisciplinary team projects that not only create and analyze new mathematical and computational techniques but also use/implement them to model, study, and solve important application problems are strongly encouraged. (See Agency website)

26 NSF Proposal Target Date Capacity Building Projects (CAPS) December 7, 2015 Proposal Deadline Date Exploration Projects(EXPs) December 18, 2015 Proposal Deadline Development and Implementation Projects(DIPS) January 18, 2016 Proposal Target Date Capacity Building Projects (CAPS) March 25, 2016 Proposal Letter of Intent Deadline Date Letter of Intent Integration (INT) Projects May 9, 2016 Proposal Deadline Date Integrations Projects (INT) July 11, 2016 Proposal Target Date Capacity Building Projects (CAPS) July 29, 2016 Cyberlearning and Future Learning Technologies The purpose of the Cyberlearning and Future Learning Technologies program is to integrate opportunities offered by emerging technologies with advances in what is known about how people learn to advance three interconnected thrusts: Innovation: inventing and improving next generation genres (types) of learning technologies, identifying new means of using technology for fostering and assessing learning, and proposing new ways of integrating learning technologies with each other and into learning environments to foster and assess learning; Advancing understanding of how people learn in technology rich learning environments: enhancing understanding of how people learn and how to better foster and assess learning, especially in technology rich learning environments that offer new opportunities for learning and through data collection and computational modeling of learners and groups of learners that can be done only in such environments; and Promoting broad use and transferability of new genres: extracting lessons from experiences with these technologies that can inform design and use of new genres across disciplines, populations, and learning environments; advancing understanding of how to foster learning through effective use these new technologies and the environments they are integrated into. The intention of this program is to advance technologies that specifically focus on the experiences of learners; innovations that simply focus on making teaching easier will not be funded. Proposals that focus on teachers or facilitators as learners are invited; the aim in these proposals should be to help teachers and facilitators learn to make the learning experiences of learners more effective. Proposals are expected to address all three of the program's thrusts. Of particular interest are technological advances that (1) Foster deep understanding of content coordinated with masterful learning of practices and skills; (2) draw in and encourage learning among populations not served well by current educational practices; and/or (3) Provide new ways of assessing understanding, engagement, and capabilities of learners. This program does not support proposals that aim simply to implement and evaluate a particular software application or technology in support of a specific course. (See Agency Website)

27 NSF December 7, 2015 Discovery Research PreK 12 (DRK 12) The Discovery Research PreK 12 program (DRK 12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by PreK 12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK 12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Projects should result in research informed and field tested outcomes and products that inform teaching and learning. Teachers and students who participate in DRK 12 studies are expected to enhance their understanding and use of STEM content, practices and skills. DRK 12 invites proposals that address immediate challenges that are facing prek 12 STEM education as well as those that anticipate radically different structures and functions of prek 12 teaching and learning. The DRK 12 program has three major research and development strands: (1) Assessment; (2) Learning; and (3) Teaching. The program recognizes the synergy among the three strands and that there is some overlap among them. However, PIs should identify a clear focus of the proposed research efforts (i.e., assessment, learning, or teaching) consistent with the proposal s main objectives and research questions. The program supports five types of projects: (1) Exploratory, (2) Design and Development, (3) Impact, (4) Implementation and Improvement, and (5) Conferences and Syntheses. All five types of projects apply to each of the three DRK 12 strands. (See Agency website)

28 NSF Proposal Deadline Date Exploratory (EXP) Proposals December 13, 2015 Proposal Deadline Date Integrative (INT) December 10, 2015 Smart and Connected Health (SCH) The goal of the Smart and Connected Health (SCH) Program is to accelerate the development and use of innovative approaches that would support the much needed transformation of healthcare from reactive and hospital centered to preventive, proactive, evidence based, person centered and focused on wellbeing rather than disease. Approaches that partner technology based solutions with bio behavioral health research are supported by multiple agencies of the federal government including the National Science Foundation (NSF) and the National Institutes of Health (NIH). The purpose of this program is to develop next generation health care solutions and encourage existing and new research communities to focus on breakthrough ideas in a variety of areas of value to health, such as sensor technology, networking, information and machine learning technology, decision support systems, modeling of behavioral and cognitive processes, as well as system and process modeling. Effective solutions must satisfy a multitude of constraints arising from clinical/medical needs, social interactions, cognitive limitations, barriers to behavioral change, heterogeneity of data, semantic mismatch and limitations of current cyberphysical systems. Such solutions demand multidisciplinary teams ready to address technical, behavioral and clinical issues ranging from fundamental science to clinical practice. Due in large part to advances in high throughput and connective computing, medicine is at the cusp of a sector wide transformation that if nurtured through rigorous scientific innovation promises to accelerate discovery, improve patient outcomes, decrease costs, and address the complexity of such challenging health problems as cancer, heart disease, diabetes and neurological degeneration. These transformative changes are possible in areas ranging from the basic science of molecular genomics and proteomics to decision support for physicians, patients and caregivers through data mining to support behavior change through technology enabled social and motivational support. In addition to these scientific discoveries, innovative approaches are required to address delivery of high quality, economically efficient healthcare that is rapidly becoming one of the key economic, societal and scientific challenges in the United States. (See Agency Website)

29 NSF Proposal Window Capacity Track December 7, 2015 December 18, 2015 Proposal Window Scholarship Track September 1, 2015 September 15, 2015 CyberCorps (R) Scholarship for Service (SFS) Cyberspace has transformed the daily lives of people. The rush to embrace cyberspace, however, has exposed its fragility and vulnerabilities: corporations, agencies, national infrastructure and individuals have been victims of cyber attacks. In December 2011, the National Science and Technology Council with the cooperation of NSF advanced a broad, coordinated Federal strategic plan for cybersecurity research and education to "change the game," examine the misuses of cyber technology, bolster education and training in cybersecurity, establish a science of cybersecurity, and transition promising cybersecurity research into practice. To achieve this strategic plan, the Nation requires an innovative and efficient cybersecurity education system that results in an unrivaled cybersecurity workforce and citizenry capable of advancing America's economic prosperity and national security in the 21st century. The Cybersecurity Enhancement Act of 2014 (Public Law ) authorizes the National Science Foundation, in coordination with the Office of Personnel Management and the Department of Homeland Security, to offer a scholarship program to recruit and train the next generation of information technology professionals, industry control system security professionals and security managers. The CyberCorps(R): Scholarship for Service (SFS) program seeks proposals that address cybersecurity education and workforce development. The Scholarship Track provides funding to award scholarships to students in cybersecurity. All scholarship recipients must work after graduation for a Federal, State, Local, or Tribal Government organization in a position related to cybersecurity for a period equal to the length of the scholarship. A proposing institution must provide clearly documented evidence of a strong existing academic program in cybersecurity. Such evidence can include: designation by the National Security Agency and the Department of Homeland Security as a Center of Academic Excellence in Information Assurance Education/Cyber Defense (CAE IA/CD), in Cyber Operations or in Research (CAE R); a specialized designation by a nationally recognized organization (for example, in forensics); or equivalent evidence documenting a strong program in cybersecurity. The Capacity Track seeks innovative proposals leading to an increase in the ability of the United States higher education enterprise to produce cybersecurity professionals. Proposals are encouraged that contribute to the expansion of existing educational opportunities and resources in cybersecurity and focus on efforts such as research on the teaching and learning of cybersecurity, including research on materials, methods and interventions; curricula recommendations for new courses, degree programs, and educational pathways with plans for wide adoption nationally; teaching and learning effectiveness of cybersecurity curricular programs and courses; integration of cybersecurity topics into computer science, data science, information technology, engineering and other existing degree programs with plans for pervasive adoption; and partnerships between institutions of higher education, government, and relevant employment sectors leading to improved models for the integration of applied research experiences into cybersecurity degree programs. (See Agency website)

30 NSF January 13, 2016 Major Research Instrumentation Program (MRI) The Major Research Instrumentation Program (MRI) serves to increase access to shared scientific and engineering instruments for research and research training in our Nation's institutions of higher education, not for profit museums, science centers and scientific/engineering research organizations. The program provides organizations with opportunities to acquire major instrumentation that supports the research and research training goals of the organization and that may be used by other researchers regionally or nationally. Each MRI proposal may request support for the acquisition (Track 1) or development (Track 2) of a single research instrument for shared inter and/or intra organizational use. Development efforts that leverage the strengths of private sector partners to build instrument development capacity at MRI submission eligible organizations are encouraged. The MRI program assists with the acquisition or development of a shared research instrument that is, in general, too costly and/or not appropriate for support through other NSF programs. The program does not fund research projects or provide ongoing support for operating or maintaining facilities or centers. The instrument acquired or developed is expected to be operational for regular research use by the end of the award period. For the purposes of the MRI program, a proposal must be for either acquisition (Track 1) or development (Track 2) of a single, well integrated instrument. The MRI program does not support the acquisition or development of a suite of instruments to outfit research laboratories or facilities, or that can be used to conduct independent research activities simultaneously. Instrument acquisition or development proposals that request funds from NSF in the range $100,000 $4 million may be accepted from any MRI eligible organization. Proposals that request funds from NSF less than $100,000 may also be accepted from any MRI eligible organization for the disciplines of mathematics or social, behavioral and economic sciences and from non Ph.D. granting institutions of higher education for all NSF supported disciplines. The instruments must make unique contributions to the needs of researchers elsewhere or establish access to new multi user facilities. MRI point of contact should be made before preparing a proposal for submission. Organization Categories All MRI eligible organizations belong to one of the following three categories: A. Ph.D. granting institutions of higher education are accredited colleges and universities that have awarded more than 20 Ph.D. or D.Sc. degrees in all NSF supported fields during the combined previous two academic years. Additionally, any organization that awards Ph.D. or D.Sc. degrees in NSF supported fields is considered to be a Ph.D. granting institution if the only degrees it awards in NSF supported fields are post Bachelor's degrees. B. Non Ph.D. granting institutions of higher education are accredited colleges and universities (including two year community colleges) that award Associate's degrees, Bachelor's degrees, and/or Master's degrees in NSF supported fields, but have awarded 20 or fewer Ph.D./D.Sc. degrees in all NSF supported fields during the combined previous two academic years. C. Non degree granting organizations are those that do not award Associate's degrees, Bachelor's degrees, Master's degrees, and/or Ph.Ds. or Ds.Sc. Non degree granting organizations also include institutions of higher education that award all of their degrees outside of NSF supported fields. (See Agency Website)

31 NSF PD Proposal Deadline Date January 15, 2016 Proposal Deadline Date August 15, 2016 Political Science The Political Science Program supports scientific research that advances knowledge and understanding of citizenship, government, and politics. Research proposals are expected to be theoretically motivated, conceptually precise, methodologically rigorous, and empirically oriented. Substantive areas include, but are not limited to, American government and politics, comparative government and politics, international relations, political behavior, political economy, and political institutions. In recent years, program awards have supported research projects on bargaining processes; campaigns and elections, electoral choice, and electoral systems; citizen support in emerging and established democracies; democratization, political change, and regime transitions; domestic and international conflict; international political economy; party activism; political psychology and political tolerance. The Program also has supported research experiences for undergraduate students and infrastructural activities, including methodological innovations, in the discipline. (See Agency Website)

32 NSF Proposal Deadline Date February 2, 2016 Proposal Deadline Date August 3, 2016 Science, Technology, and Society (STS) STS is an interdisciplinary field that investigates topics relating to the scientific, technological, engineering and mathematical (STEM) disciplines, including medical science. STS research uses historical, philosophical, and social scientific methods to investigate STEM theory and practice with regards to history and socio cultural formation, philosophical underpinnings, and impacts of science and technology on quality of life, culture, and society. STS researchers strive to understand how STEM fields contribute to the development and use of systems of knowledge, the production and use of materials and devices, the co evolution of socio technical systems and their governance, and the place of science and technology in the modern world. STS research focuses on the intellectual, material, and social facets of STEM. Such research endeavors to understand how scientific knowledge is produced and sanctioned, and how it is challenged and changes. It explores broader societal ramifications and underlying presuppositions. STS research studies how materials, devices, and techniques are designed and developed; how and by 3 whom they are diffused, used, adapted, and rejected; how they are affected by social and cultural environments; and how they influence quality of life, culture, and society. STS research explores how socio cultural values are embedded in science and technology, and how issues of governance and equity co evolve with the development and use of scientific knowledge and technological artifacts. STS researchers make use of methods from a variety of disciplines, including anthropology, communication studies, history, philosophy, political science, and sociology. STS research includes interdisciplinary studies of ethics, equity, governance, and policy issues. STS studies may be empirical or conceptual. The STS program supports proposals across the broad spectrum of STS research areas, topics, and approaches. STANDARD RESEARCH GRANTS and GRANTS FOR COLLABORATIVE RESEARCH These grants support proposals for basic STS research. They also support proposals for infrastructure development that serves to enhance STS research; program support of infrastructure projects is directed towards scholarly research and data production, rather than administrative or logistical activities. Eligibility Requirements for Standard Grants and Collaborative Research Grants These grants are made to U.S. academic institutions and to U.S. non profit research organizations. Budget Guidelines for Standard Grants and Collaborative Grants CONFERENCE AND WORKSHOP SUPPORT These proposals should be prepared in accordance with NSF s Proposals and Awards Policies and Procedures Guide (PAPPG). Additional program guidelines and restrictions are provided below. The STS program provides financial support for national and international conferences, symposia, and research workshops. The program is particularly interested in proposals that promote new research networks between researchers in STS and scientists and engineers, or between STS scholars and members of scholarly communities not normally in contact with each other. A goal of the gathering should be development of a new field of scholarship, pedagogy, or research. (See Agency Website)

33 NSF February 16, 2016 Cultivating Cultures for Ethical STEM (CCE STEM) The Cultivating Cultures for Ethical STEM (CCE STEM) program accepts proposals for innovative research projects to foster ethical 4STEM research in all of the fields of science and engineering that NSF supports, including within interdisciplinary, inter institutional and international contexts. CCE STEM research projects will use basic research to produce knowledge about what constitutes responsible or irresponsible, just or unjust scientific practices and sociotechnical systems, and how to best instill students with this knowledge. Projects can include qualitative and/or quantitative approaches. Proposals should specify plans to deliver findings to appropriate research and educational communities and assist them to implement projects or programs based on the findings. CCE STEM awardees must share their findings with others via the Online Ethics Center for Engineering and Science (Award # ) and at the biennial PI meetings held at NSF. PIs are responsible for covering the expenses of participating in these PI meetings throughout the tenure of their award and should indicate this in their budget. MODES OF SUPPORT STANDARD RESEARCH GRANTS AND INSTITUTIONAL TRANSFORMATION RESEARCH GRANTS Proposed research should seek to provide answers to the following: What constitutes ethical STEM research and practice? Which cultural and institutional contexts promote ethical STEM research and practice and why?' Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, lifelong learning requirements, curricula or membership in organizations (e.g. Engineers without Borders) that stress social responsibility or humanitarian goals, institutions that serve under represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade. Do certain labs have a culture of academic integrity'? What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, or integrated into other research and learning settings? Successful proposals typically have a comparative dimension, either 1) between or within institutional settings that differ along the factors suggested or other factors (Standard Research Grants), or 2) over time before and after an intervention (Institutional Transformation Research Grants (ITRG)). For ITRGs, investigators are expected to gather and report baseline data in the first annual report. Both Standard and ITRG proposals can be collaborative. See the Additional Reporting Requirements section of this solicitation for additional reporting requirements for both types of awards. Proposals for awards from minority serving institutions (e.g. Tribal Colleges and Universities, Historically Black Colleges and Universities, Hispanic Serving Institutions, Alaska Native or Native Hawaiian Serving Institutions), women's colleges, and institutions primarily serving persons with disabilities are strongly encouraged. Note: NSF does not consider proposals for medical research and hence, the program will not consider proposals focused on ethics for medical students or in medical education. It will consider proposals that address medical informatics, biomedical engineering, systems engineering and social scientific studies of health and medicine. (See Agency Website)

34 NSF March 8, 2016 STEM + Computing Partnerships (STEM+C) The STEM + Computing (STEM+C) Partnerships program seeks to advance a 21st century conceptualization of education in science, technology, engineering and mathematics (STEM) that includes computing. The + Computing notation emphasizes that computing is integral to the practice of all the other STEM disciplines. In this solicitation, computing refers to the whole set of fundamental concepts and skills that will allow students to creatively apply and adapt computation across a range of application domains, to bend digital technology to one's needs, purposes, and will. [1] For the purposes of this solicitation, the term computing is defined quite broadly to refer to the range of understandings, concepts, and competencies that are used in computational approaches to problem solving. It therefore includes computational thinking, computational science, data science, and as is consistent with common usage in schools, computer science. Computing has become an integral part of the practice of modern science, math, and engineering. As a result, computational approaches are dramatically increasing our understanding of the world and ourselves, from particle physics to biological and social systems to Earth systems science. Computation is now so central to the practice of science and engineering that the President s Information Technology Advisory Committee s Report to the President, Computational Science: Insuring America s Competitiveness (2005), called computation the third pillar of scientific practice, joining the two classical approaches of theoretical/analytical and experimental/observational. The translation of mathematical models of phenomena into computer simulations allows scientists to analyze systems, predict the future and reconstruct the past, on a scale far greater in complexity than previously possible. In addition, scientists now have the ability to collect, query, visualize and analyze unprecedented amounts of data. These computational capabilities are revolutionizing the science, mathematics, and engineering disciplines. All students but particularly STEM students need to understand the role of computation in their lives. The report by the President s Council of Advisors on Science and Technology, Prepare and Inspire: K 12 Science, Technology, Engineering, and Math (STEM) Education for America s Future (2010, p.46) recommends a definition of K 12 STEM education that includes computer science, and states that students need a deeper understanding of the essential concepts, methods and wide ranging applications of computer science. Students should gain hands on exposure to the process of algorithmic thinking and its realization in the form of a computer program, to the use of computational techniques for real world problem solving, and to such pervasive computational themes as modeling and abstraction, modularity and reusability, computational efficiency, testing and debugging, and the management of complexity. Where feasible, active learning, higher level thinking, and creative design should be encouraged by situating new concepts and techniques within the context of applications of particular interest to a given student or project team. Currently, however, too few students have the opportunity to gain these understandings and skills in or out of school. (See Agency Website)

35 NSF March 9, 2016 Expeditions in Computing The Expeditions program has three goals: To catalyze far reaching research explorations motivated by deep scientific questions or hard problems in the computing and information fields and/or by compelling applications that promise significant societal benefits; these explorations may exploit advanced cyberinfrastructure to enable and accelerate discovery and innovation across disciplines; they should be ambitious and potentially transformative, but also focused toward achieving concrete progress given the anticipated duration and funding levels; To inspire current and future generations of Americans, especially those from underrepresented groups, to pursue rewarding careers in computer and information science and engineering; and To stimulate significant research and education outcomes that, through effective knowledge transfer mechanisms, promise scientific, economic and/or other societal benefits. Projects supported by the Expeditions program comprise the following characteristics: Foster research climates that nurture creativity and informed risk taking, and value complementary research and education contributions such that the whole Expeditions project is greater than the sum of its parts; Draw upon well integrated, diverse teams of investigators from one or more disciplines within computer and information science and engineering, as well as investigators from other fields where necessary; Stimulate effective knowledge transfer; and Demonstrate experimental systems or support shared experimental facilities (including instruments, platforms and/or testbeds), where necessary, to enable discovery and learning. An Expeditions proposal should have a long term vision, with objectives that could not be attained simply by a collection of smaller proposals provided similar resources. Project descriptions must be comprehensive and well integrated, and should make a convincing case that the collaborative contributions of the project team will be greater than the sum of each of their individual contributions. Rationale must be provided to explain why a budget of this size is required to carry out the proposed work, and how the budget is apportioned among the participating team members and institutions. Since the success of collaborative research efforts are known to depend on thoughtful coordination mechanisms that regularly bring together the various participants of the project, these must be articulated in the proposal. Expeditions projects represent some of the largest single investments made by CISE. Together with the Science and Technology Centers the directorate supports, Expeditions form the centerpiece of the directorate s center scale award portfolio. (See Agency Website)

36 NSF Proposal Deadline Date March 16, 2016 NSF Scholarships in Science, Technology, Engineering, and Mathematics Program (S STEM) A. Overview The S STEM program provides Institutions of Higher Education (IHEs) with funds for student scholarships to encourage and enable low income academically talented students with demonstrated financial need to enter the workforce or graduate study following completion of associate, baccalaureate, or graduate degrees in STEM. Recognizing that scholarships alone cannot address low retention and graduation rates in STEM, the program also supports the implementation and testing of effective curricular and cocurricular activities (e.g., curriculum, professional, and workforce development activities) featuring: i) close involvement of faculty, ii) student mentoring, iii) provisions of academic and student support, iv) adaptation of evidence based practices, and v) recognition of S STEM Scholars. Successful projects include involvement of the Offices of Financial Aid, Student Services, and Offices of Institutional Research. Proposers are strongly encouraged, but not required, to implement and adapt evidence based practices and student supports that have been developed and/or promoted by NSF awardees and to utilize research on undergraduate or graduate STEM education conducted by NSF supported educational, social science, or discipline based educational researchers. Proposals with a strong focus on workforce development are encouraged to partner with business, industry, and local community organizations. Proposals with a strong focus on the transfer of students from one educational level to another are encouraged to collaborate with appropriate institutional partners (for, example proposals supporting and investigating the transfer of students from 2 year institutions to 4 year institutions should include 2 year institutions and 4 year institutions or universities). Proposals must include a literature review that establishes the basis for the proposed projects and should be informed by the Common Guidelines for Education Research and Development. B. Program Goals The goals of the S STEM program are: 1. To increase the recruitment, retention, student success, and graduation (including student transfer) of low income academically talented students with demonstrated financial need who are pursuing associate, baccalaureate, graduate degrees in STEM and enter the STEM workforce or graduate study. 2. To implement and study models, effective practices, and/or strategies that contribute to understanding the factors of supportive curricular and co curricular activities that affect recruitment, retention, student success, academic/career pathways, and/or degree attainment (including student transfer) in STEM of low income academically talented students with demonstrated financial need. 3. To contribute to the implementation and sustainability of effective curricular and co curricular activities (e.g., curriculum, professional, and workforce development activities) for low income academically talented students with demonstrated financial need, pursuing 4 undergraduate or graduate STEM education. (See Agency Website)

37 NSF Proposal Deadline Date BIO, CISE, EHR July 20, 2016 Proposal Deadline Date ENG July 21, 2016 Proposal Deadline Date GEO, MPS, SBE July 22, 2016 Faculty Early Career Development Program (CAREER) 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 junior faculty who exemplify the role of teacher scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Such activities should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from junior faculty members at all CAREEReligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply. A. CAREER Program This premier program emphasizes the importance the Foundation places on the early development of academic careers dedicated to stimulating the discovery process in which the excitement of research is enhanced by inspired teaching and enthusiastic learning. Effective integration of research and education generates a synergy in which the process of discovery stimulates learning, and assures that the findings and methods of research and education are quickly and effectively communicated in a broader context and to a larger audience. The CAREER program embodies NSF s commitment to encourage faculty and academic institutions to value and support the integration of research and education. Successful Principal Investigators will propose creative, integrative and effective research and education plans, developed within the context of the mission, goals, and resources of their organizations, while building a firm foundation for a lifetime of contributions to research, education and their integration. Integration of Research and Education All CAREER proposals must have an integrated research and education plan at their core. NSF recognizes that there is no single approach to an integrated research and education plan, but encourages all applicants to think creatively about how their research will impact their education goals and, conversely, how their education activities will feed back into their research. These plans should reflect the proposer's own disciplinary and educational interests and goals, as well as the needs and context of his or her organization. Because there may be different expectations within different disciplinary fields and/or different organizations, a wide range of research and education activities may be appropriate for the CAREER program. Proposers are encouraged to communicate with the CAREER contact or cognizant Program Officer in the Division closest to their area of research to discuss the expectations and approaches that are most appropriate for that area. (See Agency Website)

38 NSF Preliminary Proposal Deadline Date January 25, 2016 Proposal Deadline Date ENG August 2, 2016 Division of Environmental Biology (DEB) The Division of Environmental Biology (DEB) supports fundamental research on populations, species, communities, and ecosystems. Scientific emphases range across many evolutionary and ecological patterns and processes at all spatial and temporal scales. Areas of research include biodiversity, phylogenetic systematics, molecular evolution, life history evolution, natural selection, ecology, biogeography, ecosystem structure, function and services, conservation biology, global change, and biogeochemical cycles. Research on organismal origins, functions, relationships, interactions, and evolutionary history may incorporate field, laboratory, or collection based approaches; observational or manipulative experiments; synthesis activities; as well as theoretical approaches involving analytical, statistical, or computational modeling. Proposals are welcome in all areas of science supported by the Division of Environmental Biology. Unsolicited proposals to any of the below programs and special categories are subject to submission limits. Ecosystem Science Cluster: Ecosystem Studies Program Evolutionary Processes Cluster: Evolutionary Ecology Program Evolutionary Genetics Program Population and Community Ecology Cluster: pims_id=503665&org=deb&from=home Population and Community Ecology Program Systematics and Biodiversity Science Cluster: pims_id=503666&org=deb&from=home Biodiversity: Discovery and Analysis Phylogenetic Systematics Special Categories 1) Small Grants The Division welcomes proposals for Small Grants to the core programs via this solicitation. Projects intending total budgets of $150,000 or less should be identified as such with the designation "SG:" as a prefix to the project title in the preliminary proposal and, if invited, the full proposal. These awards are intended to support full fledged research projects that simply require smaller budgets. Small Grant projects will be assessed based on the same merit review criteria as all other proposals. REU, RET, and RAHSS projects can be requested as part of the full proposal for a Small Grant as long as the total request remains within the $150,000 cap. Small Grants are also eligible to request post award supplements for REU, RET and RAHSS projects in excess of the cap. 2) Research in Undergraduate Institutions (RUI) Preliminary proposals for RUIs must be submitted to the core programs via this DEB solicitation by the listed deadlines. (See Agency Website)

39 NSF Preliminary Proposal Deadline Date January 25, 2016 Proposal Deadline Date ENG August 2, 2016 Facilitating Research at Primarily Undergraduate Institutions: Research in Undergraduate Insititutions (RUI) and Research Opportunity Awards (ROA) RUI/ROA inquiries regarding this announcement should be directed to discipline specific contacts found at Predominantly undergraduate institutions (PUIs) play a critically important role in U.S. science, engineering, and technology through their substantial contributions to education and to research. NSF encourages research by faculty members of these institutions to ensure a broad national base for research and to help faculty members stay at the cutting edge of their disciplines. Such research not only contributes to basic knowledge in science and engineering but also provides an opportunity for integration of scientific discovery into undergraduate education. As the ultimate in inquiry based learning, undergraduate research is a critical component of high quality education in science, technology, engineering, and mathematics (STEM). Undergraduate research experiences provide a strong foundation for careers in science and engineering and for graduate study. A significant number of STEM professionals receive bachelor degrees from predominantly undergraduate institutions. For the purposes of this solicitation PUIs are defined in terms of the nature of the institution, not solely on the basis of highest degree offered. Included by the definition are two and four year colleges, masters level institutions, and smaller doctoral institutions that, institution wide, have awarded 20 or fewer Ph.D./D.Sci. degrees in all NSF supported fields during the combined previous two academic years. (see "Eligibility Information" below). This solicitation describes mechanisms by which NSF programs provide support for research by faculty members of PUIs. In general, all NSF directorates may support RUI and ROA activities within programs announced through their solicitations or program descriptions. However, some programs do not accept RUI/ROA submissions (including RUI/ROA Eligibility Certifications and RUI Impact Statements). Prospective PIs are advised to carefully read pertinent program guidelines and to contact cognizant NSF program officers for guidance. Research in Undergraduate Institutions (RUI). RUI supports research by individual PUI faculty members and groups of collaborating PUI investigators. RUI proposals support PUI faculty in research that engages them in their professional field(s), builds capacity for research at their home institution, and supports the integration of research and undergraduate education. Faculty at PUIs may submit proposals to a broad range of NSF programs, consistent with eligibility requirements in program specific solicitations and/or special competitions. Proposals from faculty at PUIs need not be submitted as RUI proposals, but doing so allows for an up to fiveadditional page RUI Impact Statement and requires a Certification of RUI/ROA Eligibility. The RUI Impact Statement provides an opportunity to provide reviewers with information on the potential impact of the proposed research activity on the PIs institution and department, and on the faculty and student participants. The Certification of RUI/ROA Eligibility confirms at the institutional level that the criteria for RUI/ROA eligibility are met. (See Section V below for information on these documents).

40 NSF continued RUI may also provide support for research instrumentation or other research tools depending on the availability of relevant funding opportunities in individual NSF divisions. (PUIs can also apply for instrument funding through NSF s Major Research Instrumentation (MRI) program ( which accepts proposals to obtain shared scientific and engineering instrumentation for research and research training. See the MRI solicitation for program specific requirements.) Research Opportunity Awards (ROAs). ROAs typically enable PUI faculty to pursue research as part of a collaborative research team as visiting scientists at other NSF supported institutions. A ROA is intended to increase the PUI faculty member s research capability and effectiveness, to improve research and teaching at his or her home institution, and to enhance the NSF funded research of the host principal investigator (PI). Most frequently, ROA activities are summer experiences, but partial support of sabbaticals is sometimes provided. Prospective investigators should discuss their research plans with NSF program officers before considering submitting a formal RUI/ROA proposal or request. Program officers are typically listed as "Contacts" on program web pages. There are a number of ways to search for NSF programs including: NSF Interdisciplinary/crosscutting programs: Numerous programs specifically targeting interdisciplinary research and/or are Foundation wide (crosscutting) opportunities exist at NSF. Examples of such opportunities can be found at: Programs by topic: Funding opportunities may be found by searching on keywords using the NSF Find Funding page at Programs by Directorate/Division: PIs may also search for appropriate programs through the NSF Directorate/Division webpages at NSF Award Search: Abstracts of awards and the programs that funded them can be found at Use the keyword box to select word/phrases relevant to your proposed project. For general RUI/ROA questions, please use the RUI/ROA points of contact information athttp:// IMPORTANT NOTE: Proposed RUI/ROA activities are evaluated and funded by NSF programs in the disciplinary areas of the proposed research and are funded at their discretion. Funding for RUI/ROA awards is contained within research and education program allocations and not held as a separate allocation. (See Agency website)

41 NEH Funding If the funding deadline has passed plan to submit next year updated guidelines will be posted in advance of the next deadline. In the meantime, please use the guidelines provided to get a sense of what is involved in assembling an application. Most projects take up to a year to fully develop and document so starting after a deadline has passed has its advantages. It may also be helpful to use the time to gather preliminary data or expand any data you may have. Challenge Grants May 5, 2015 Office of Challenge Grants Collaborative Research Grants December 9, Division of Research 2015 Programs Common Heritage June 21, 2016 Division of Preservation and Access Dialogues on the Experience of War September 15, Division of Education 2015 Programs Digging Into Data Challenge May 15, 2013 Office of Digital Humanities Digital Humanities Implementation Grants February 17, 2016 Office of Digital Humanities Digital Humanities Start Up Grants September 16, 2015 Office of Digital Humanities Digital Projects for the Public June 8, 2016 Division of Public Programs

42 Enduring Questions September 10, Division of Education 2015 Programs Humanities Collections and Reference Resources July 19, 2016 Division of Preservation and Access Humanities in the Public Square June 24, 2015 Division of Public Programs Humanities Open Book Program September 13, 2016 Office of Digital Humanities Institutes for Advanced Topics in the Digital Humanities March 15, 2016 Office of Digital Humanities Landmarks of American History and Culture: Workshops February 25, Division of Education for School Teachers 2016 Programs Media Projects: Development Grants January 13, 2016 Division of Public Programs Media Projects: Production Grants January 13, 2016 Division of Public Programs Museums, Libraries, and Cultural Organizations: January 13, Implementation Grants 2016 Division of Public Programs Museums, Libraries, and Cultural Organizations: Planning January 13, Grants 2016 Division of Public Programs

43 NEH/DFG Bilateral Digital Humanities Program September 25, 2014 Office of Digital Humanities Preservation and Access Education and Training May 3, 2016 Division of Preservation and Access Preservation Assistance Grants for Smaller Institutions May 3, 2016 Division of Preservation and Access Public Scholar Program February 2, 2016 Division of Research Programs Research and Development June 21, 2016 Division of Preservation and Access Summer Seminars and Institutes February 25, Division of Education 2016 Programs Summer Stipends October 1, 2015 Division of Research Programs Sustaining Cultural Heritage Collections December 1, Division of Preservation 2015 and Access

44 Are you interested in applying for an IMLS grant? The links below will help you find the right grant for your institution, and introduce you to the process of applying so you can properly prepare for your application. 1. Search for available grants Grant programs and deadlines can be searched by name, by eligible institution type, and by project type. See below or View available grants. 2. Check eligibility requirements Eligibility criteria will vary by program. An eligible applicant must be: either a unit of state or local government or private nonprofit organization that has tax-exempt status under the Internal Revenue Code; located in one of the fifty states of the United States, the District of Columbia, the Commonwealth of Puerto Rico, Guam, American Samoa, the Virgin Islands, the Commonwealth of the Northern Mariana Islands, the Republic of the Marshall Islands, the Federated States of Micronesia, or the Republic of Palau; and one of the six types of organizations listed below:

45 1. A library or a parent organization, such as a school district, a municipality, a state agency, or an academic institution, that is responsible for the administration of a library. Eligible libraries include public libraries, elementary and secondary school libraries, college and university libraries, research libraries and archives that are not an integral part of an institution of higher education and that make publicly available library services and materials that are suitable for scholarly research and not otherwise available, and private or special libraries that have been deemed eligible to participate in this program by the state in which the library is located. 2. An academic or administrative unit, such as a graduate school of library and information science, which is a part of an institution of higher education through which it would make application. 3. A digital library, if it makes library materials publicly available and provides library services, including selection, organization, description, reference, and preservation under the supervision of at least one permanent professional staff librarian. 4. A library agency that is an official agency of a state or other unit of government and is charged by the law governing it with the extension and development of public library services within its jurisdiction. 5. A library consortium that is a local, statewide, regional, interstate, or international cooperative association of library entities that provides for the systematic and effective coordination of the resources of eligible libraries, as defined above, and information centers that work to improve the services delivered to the clientele of these libraries. 6. A library association that exists on a permanent basis, serves libraries or library professionals on a national, regional, state, or local level, and engages in activities designed to advance the wellbeing of libraries and the library profession. Note: Special conditions of eligibility apply to the Grants to States program, some categories of the Laura Bush 21st Century Librarian Program, the National Leadership Grants program, and the Native American and Native Hawaiian Library Services programs. Please see the individual guidelines for these programs for specific eligibility requirements. 3. Read application Notice of Funding Opportunities Read through the application Notice of Funding Opportunities carefully to get all the information you need on the grant program. National Conservation Assessment Program September 01, 2015 National Medal for Museum and Library Service

46 October 01, 2015 National Leadership Grants for Libraries October 01, 2015 Laura Bush 21st Century Librarian Program October 01, 2015 National Arts and Humanities Youth Program Awards February 01, 2016 Sparks! Ignition Grants for Libraries February 15, 2016

47 U.S. DEPARTMENT OF STATE U.S. AGENCY FOR INTERNATIONAL DEVELOMENT Funding Opportunity Number Opportunity Title Agency AFCOD-15-GR-001-AF CSOG-CSOOPS DOS-HRE-FY16 DOS-SLV-FY16 U.S. Embassy Kinshasa PAS Annual Program Statement Dialogue and Dispute Resolution for Conflict Prevention in Guinea's Forest Region Annual Program Statement, Public Affairs, U.S. Embassy Harare Annual Program Statement, Public Affairs, U.S. Embassy San Salvador U.S. Mission to the Democrati c Republic of Congo Bureau of Conflict Stabilizati on Operation s U.S. Mission to Zimbabwe U.S. Mission to El Salvador DRL-12-RFP-01-DPRK Programs for North Korea Bureau of Democrac y, Human Rights and Labor DRLA-DRLAQM Bureau of Democracy, Human Rights and Labor Request for Statements of Interest DRL FY15 Internet Freedom Annual Program Statement Bureau of Democrac y, Human Rights and Labor Posted Date 05/28/ /31/ /13/ /01/ /16/ /04/201 5 Close Date 05/28/ /31/ /15/ /15/ /13/ /01/20 16 DRLA-DRLAQM Lifeline: Embattled CSOs Assistance Bureau of 08/21/201 10/30/20

48 DRLA-DRLAQM DRLA-DRLAQM DRLA-DRLAQM DRLA-DRLAQM DRLA-DRLAQM ECA-ECAAS ECA-ECALMAQM ECA-ECAPEC INL-15-GR-0041-WHPMEXICO-ROLAPS Fund (FY15) Bureau of Democracy, Human Rights and Labor (DRL) Notice of Funding Opportunity (NOFO): The Global Equality Fund: Justice Works Support for Independent Media in Belarus FY15/16 DRL NOFO-Supporting Civil Society on Anti-Corruption in Mexico Democrac y, Human Rights and Labor Bureau of Democrac y, Human Rights and Labor Bureau of Democrac y, Human Rights and Labor Bureau of Democrac y, Human Rights and Labor Protecting the Rights of IDPs in Ukraine Bureau of Democrac y, Human Rights and Labor Human Rights Monitoring in the Donbas Bureau of Democrac y, Human Rights and Labor FY 2016 Community College Initiative Program Official U.S. Presentation at the 57th International Art Exhibition, Venice, Italy, June through November, 2017 FY 2016 The Future Leaders Exchange (FLEX) Program: Host Family and School Placement and Monitoring International Narcotics and Law Enforcement Mexico Rule of Law Program (Annual Program Statement) Bureau Of Education al and Cultural Affairs Bureau Of Education al and Cultural Affairs Bureau Of Education al and Cultural Affairs Internatio nal Narcotics and Law Enforcem ent Affair /27/ /04/ /30/ /08/ /08/ /16/ /14/ /03/ /03/ /30/ /31/ /20/ /08/ /08/ /16/ /16/ /04/ /01/20 16

49 INL-15CA0057-INLCAP INL-15GR0057-INLEATAJIKISTAN Forensics Training Partnership Program Internatio nal Narcotics and Law Enforcem ent Affair Community Policing Sustainment INL-16CA0003-EATAJIKISTAN Judicial Outreach and Domestic Violence Response INL-16GR0002-WHPCARSI INLEA-INLCJ MEPI-MEPILG NEAAC-ACMEPI Community Outreach Events and Logistical Support for Model Police Precinct (MPP)/Community Policing Program (CPP) in Honduras DNA Forensic Technology Development MEPI Local Grants Annual Program Statement Supporting Participatory Governance in the Western Sahara Internatio nal Narcotics and Law Enforcem ent Affair Internatio nal Narcotics and Law Enforcem ent Affair Internatio nal Narcotics and Law Enforcem ent Affair Internatio nal Narcotics and Law Enforcem ent Affair Middle East Partnershi p Initiative Near East Affairs - Assistanc e Coordinati on NEAAC-ACSYRIA Governance and Civil Society in Syria Near East Affairs - Assistanc e Coordinati on PM-PMWRA PMWRA.Afghanistan.DonorWorksho p.nofo PM Weapons Removal and Abatemen 09/19/ /03/ /01/ /01/ /05/ /17/ /26/ /27/ /13/ /30/ /02/ /02/ /20/ /04/ /16/ /14/ /14/ /16/20 15

50 PRM-PRMOAPEA PRM-PRMOAPGL S-SAECI-13-GR-050-NEA FY 2016 Notice of Funding Opportunity for NGO Programs Benefiting Burmese and Other Urban Refugees and Asylum Seekers in Thailand and Malaysia FY 2016 Annual Program Statement requesting Concept Notes for Global Innovation Programs to Help the Humanitarian Community Better Respond to Refugees Outside of Camps Saudi American Educational and Cultural Initiative Grant t Bureau of Populatio n, Refugees and Migration Bureau of Populatio n, Refugees and Migration U.S. Mission to Saudi Arabia 09/23/ /17/ /18/ /23/ /01/20 16

51 U. S. Department of Justice GRANTS The Department offers funding opportunities to conduct research, to support law enforcement activities in state and local jurisdictions, to provide training and technical assistance, and to implement programs that improve the criminal justice system. Office of Justice Programs offers federal financial assistance to scholars, practitioners, experts, and state and local governments and agencies. Many of the program bureaus and offices award formula grants to state agencies which sub grant funds to units of state and local government. Discretionary grant funds are announced in the Federal Register or through program solicitations that can also be found through bureau and OJP Websites. Funding Opportunities at OJP provides links to application kits, current funding opportunities listed by source, and the Grants Management System (GMS). Of particular use to new applicants, the OJP Grants 101 portal presents a step by step guide through the grant application process. The Office on Violence Against Women administers 19 grant programs to help provide victims of domestic violence, sexual assault, dating violence, and stalking with the protection and services they need to pursue safe and healthy lives and enable communities to hold offenders accountable for their violence.

52 DOJ AGENCY GRANT SITES The DOJ agencies listed below also have sites that provide grant information specific to that agency. Examples of what can be found on these sites are programs, funding opportunities, application assistance, and other useful information. Bureau of Justice Assistance (BJA) National Institute of Justice (NIJ) Office for Victims of Crime (OVC) Welcome to OJP's Funding Resource Center. Whether you're looking for a funding opportunity or need an overview of OJP's grant process, the Center provides you with access to the information you need. Updates Important Notification: Potential Lapse in Federal Government Funding OJP OMB Uniform Guidance Resources (Effective 12/26/2014) Current Funding Opportunities Past Funding Opportunities Solicitation Requirements OJP Program Plan Grants 101 OJP Grants Overview Frequently Asked Questions 2015 DOJ Grants Financial Guide OJP Grants Overview Post Award Instructions GMS Training and Technical Assistance

53 OJP Award Data 2014 OJP Financial Guide Top Solicitation Deadline Apply National Institute of Justice Research and Development in Forensic Science for Criminal Justice Purposes 02/01/2016 Grants.gov Office of Juvenile Justice and Delinquency Prevention No 2015 Open Solicitations Office for Victims of Crime Antiterrorism and Emergency Assistance Program on a case by case basis GMS Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking No 2015 Open Solicitations Open Challenge Challenge Deadline Apply NIJ Challenge: Randomized Controlled Trial Challenge in Criminal Justice 09/30/16 GMS

54 Grants for Organizations We fund projects only. Projects may consist of one or more specific events or activities. Projects do not have to be new. Excellent existing projects can be just as competitive as new activities. Projects do not need to be big either; we welcome small projects that can make a difference in their community or field. Art Works To support the creation of art that meets the highest standards of excellence, public engagement with diverse and excellent art, lifelong learning in the arts, and the strengthening of communities through the arts. Matching grants generally range from $10,000 to $100,000. Deadline: February 19, 2015 Notification: November 2015 Earliest Start Date: January 1, 2016 Deadline: July 23, 2015 Notification: April 2016 Earliest Start Date: June 1, 2016 Challenge America To support projects that extend the reach of the arts to underserved populations. Matching grants are for $10,000. Deadline: April 16, 2015 Notification: December 2015 Earliest Start Date: January 1, 2016 Our Town Organizations may apply for creative placemaking projects that contribute to the livability of communities and place the arts at their core. Our Town offers support for projects in two areas: Arts Engagement, Cultural Planning, and Design Projects that represent the distinct character and quality of their communities. These projects require a partnership between a nonprofit organization and a local government entity, with one of the partners being a cultural organization. Matching grants range from $25,000 to $200,000. Projects that Build Knowledge About Creative Placemaking. These projects are available to arts and design service organizations, and industry or university organizations that provide technical assistance to those doing place based work. Matching grants range from $25,000 to $100,000.

55 Deadline September 21, 2015 Notification: April 2016 Earliest Start Date: August 1, 2016 Research: Art Works Awards to support research that investigates the value and/or impact of the arts, either as individual components of the U.S. arts ecology or as they interact with each other and/or with other domains of American life. Matching grants range from $10,000 to $30,000. Deadline: October 20, 2015 Notification: April 2016 Earliest Start Date: May 1, 2016 ART WORKS Guidelines: Arts Education Arts education is vital to developing America s next generation of creative and innovative thinkers. Every student should have the opportunity to participate in the arts, both in and out of school. We know that students who participate in the arts are more engaged in life and are empowered to be fulfilled, responsible citizens who can make a profound positive impact on this world. In addition, NEA supported research has shown that students from low socioeconomic backgrounds who have arts rich experiences are more likely to achieve key positive outcomes academically, socially, and civically compared with their peers who lack access to arts experiences. Our arts education funding is focused on students. Projects are for pre K 12 students, the educators and civic leaders who support them, and the schools and communities that serve them. All students are served when each level of the system is supported. Applicants should consider what role their proposed project plays within this system, and the impact their project has on students. We support three types of projects: Direct Learning Grants to increase student knowledge and skills in the arts. Projects must provide extended participatory learning that engages students with accomplished artists and arts educators, align with either national or state arts education standards, and rigorously assess student learning. Professional Development Grants to deepen knowledge and strengthen the practice of educators and/or civic leaders who engage students in arts learning. Projects must provide meaningful opportunities for participants to experience the arts, provide in depth learning over a sustained period of time, and measure the impact of the professional development experience. Collective Impact Grants to ensure that all students across entire schools, school districts, and/or states in communities of all sizes participate in the arts over time. Projects must be either for emerging new work or for sustaining and growing established networks that are proven to increase arts education for all students. Projects will also have significant potential to be shared and customized in communities across the country. Longer project periods are encouraged, and larger grant amounts may be awarded for these projects. Funded projects across all three project types will utilize and test innovative strategies, or scale up proven methodologies, for increasing access to arts education for more students. Applicants should

56 describe the national, regional, or field wide significance of the project, including local projects that can have significant effects within communities or are likely to demonstrate best practices for the field. For Direct Learning and Professional Development grants, we are particularly interested in projects that combine arts with science and/or technology, and projects that connect youth with the national park system. Competition is rigorous. You should consider carefully whether your project will be competitive at the national level. NOTE: Arts Education projects may be in any artistic discipline. Projects for short term arts exposure, arts appreciation, or intergenerational activity should not be submitted under Arts Education; rather, they should be submitted under the appropriate artistic discipline. If you have questions about whether you should apply under Arts Education or some other discipline, read "Choosing the Right Discipline for Youth Projects." Choosing the Right Discipline for Youth Projects Projects funded under Arts Education actively involve youth in standards based learning activities that: require a substantial and sustained investment of time; have significant curricular impact; and involve sequential and comprehensive arts learning. If the target audience is intergenerational, then the organization should consider submitting its application directly to one of the artistic disciplines rather than to Arts Education. For more information on national or state arts education standards, see here. Applications for projects for youth where the focus is exposure to or appreciation of the arts whether activities take place in school, after school, during the summer, or in community settings should be submitted directly to the appropriate artistic discipline in the Art Works category. Such projects may include performances by or exhibitions of professional artists. Arts events may be accompanied by ancillary learning activities (e.g., study guides for teachers and students, artists visits prior to or following the event, workshops, lecture demonstrations, or master classes). Objectives All Arts Education applicants must choose the Learning Objective (Americans of All Ages Acquire Knowledge or Skills in the Arts). Each applicant must be as specific as possible in describing how their project will achieve and demonstrate the objective selected. Project goals, activities, and objectives must be clearly defined. Deadlines Art Works applications will be accepted under two deadlines: February 19, 2015, and July 23, Applications in all artistic disciplines are accepted at both deadlines. Apply under the deadline with the project example that most closely corresponds to the primary focus of your proposed project. Community Based Direct Learning and Professional Development Grants include activities and training in the arts that occur outside of the school system. Activities must occur outside of the regular school day, and may take place in a variety of settings. These activities may be offered by arts organizations or by other community based, non arts organizations or agencies in partnership with artists and/or arts

57 groups. Projects could take place in locations such as arts organizations, community centers, faith based organizations, public housing, tribal community centers, juvenile facilities, or school buildings. School Based Direct Learning and Professional Development Grants must be directly connected to the school curriculum and instructional program. Activities may take place in or outside of the school building at any time of the day, including after school and summer enrichment programs formally connected to school curricula. Collective Impact Grants are intended to support systemic change and may be submitted at either the February or July deadline. February 19, 2015, Application Deadline January 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance Community Based Direct Learning Grants Projects support arts instruction for students, pre K through 12th grade, that result in increased knowledge and skills in the arts. Projects should engage students in direct learning over an extended period to increase their proficiency in and understanding of an artistic discipline, genre, or form. Activities must occur outside of the regular school day, and may take place in a variety of settings. These projects must include all of the following elements: Experience: Participants experience exemplary works of art in live form where possible to gain increased knowledge and skills in the art form. Create: Informed by their experience in an art form, participants will create or perform art. Assess: Student learning is measured and assessed according to either national or state arts education standards. At the conclusion of the project, grantees will be required to describe the assessment methods used to assess learning, and may submit tools used to assess learning with their Final Report. Before applying, please review the reporting requirements for Learning. Community Based Professional Development Grants Projects support opportunities for classroom teachers, arts specialists, teaching artists, school/district administrators, other educators, and civic leaders to learn how to engage students in high quality arts learning and improve instruction. These projects must include all of the following elements: Experience: Participants have an experience in or through the arts. Study: Participants are engaged in a sustained, in depth course of study. Evaluate: Participant learning is evaluated and the impact of the professional development on practice is measured. Before applying, please review the reporting requirements for Learning. Collective Impact Grants Projects increase student access to arts education through collective, systematic approaches. John Kania and Mark Kramer have shown how collective efforts have a greater impact on social change than individual efforts in their "Collective Impact" article in the Stanford Social Innovation Review. We anticipate making a limited number of grants at higher award levels for longer term, large scale projects that use a collective, systematic approach to provide arts education to students throughout a community, school, school district, and/or state.

58 These projects should embrace the following principles, which may be ongoing and occur at any point during the project: Partnership: Cross-sector partners work to determine a common vision, define goals, develop strategies, and identify measurable objectives for arts education. Partners may include arts organizations, units of government, school systems, funders, community organizations, or institutions of higher education. Priority will be given to projects that include a managing partner that is the coordinating entity, and involve at least three cross-sector organizations, one of which is an arts/cultural organization. Data: Data informs decision making. This may include asset mapping of community resources, collecting student data, or creating new data collection tools. Planning:A plan outlines system-wide arts education implementation. This should include a description of each partner's role in achieving the common vision, as well as plans for communication among the partners and sustainability. Programming: Activities support the plan. Programming may include services to students, professional development, curriculum design, or convening stakeholders. Evaluation: A shared measurement system assesses the impact of planning and programming and is disseminated. Systematic projects are often multi-year, large-scale initiatives. Please specify in your application which phase(s) of your project are included in your request for NEA funding. All phases of a project - building partnerships, data collection, planning, programming, and evaluating - are eligible for support. All project costs included in your Project Budget must be incurred within your period of performance. You must identify your project as either Emerging or Sustaining. Emerging projects are in the initial phase of work to establish an arts education plan. Projects may include cultivation of partners, convenings, collection of data, or creation of an arts education plan. Sustaining projects have an arts education plan in place. These projects may continue work from the emerging phase, be in the programming and evaluation stage, or scaling up proven efforts to increase arts education access. These projects must demonstrate how they are disseminating project information to the fields of arts education, public education, and beyond. (NOTE: If any partner in the project has been a past participant in the Arts Endowment's Education Leaders Institute (ELI), indicate that in your application. Describe if and how the proposed project supports or is aligned to efforts made as a result of participation in ELI.) July 23, 2015, Application Deadline June 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance School Based Direct Learning Grants

59 Projects support arts instruction for students, pre K through 12th grade, that result in increased knowledge and skills in the arts. Projects should engage students in direct learning over an extended period to increase their proficiency in and understanding of an artistic discipline, genre, or form. Activities may take place in or outside of the school building at any time of the day, including afterschool and summer enrichment programs formally connected to school curricula. These projects must include all of the following elements: Experience: Participants experience exemplary works of art in live form where possible to gain increased knowledge and skills in the art form. Create: Informed by their experience in an art form, participants will create or perform art. Assess: Student learning is measured and assessed according to either national or state arts education standards. At the conclusion of the project, grantees will be required to describe the assessment methods used to assess learning, and may submit tools used to assess learning with their Final Report. Before applying, please review the reporting requirements for Learning. School Based Professional Development Grants Projects support opportunities for classroom teachers, arts specialists, teaching artists, school/district administrators, other educators, and civic leaders to learn how to engage students in high quality arts learning and improve instruction. These projects must include all of the following elements: Experience: Participants have an experience in or through the arts. Study: Participants are engaged in a sustained, in depth course of study. Evaluate: Participant learning is evaluated and the impact of the professional development on practice is measured. Before applying, please review the reporting requirements for Learning. Collective Impact Grants Projects increase student access to arts education through collective, systematic approaches. John Kania and Mark Kramer have shown how collective efforts have a greater impact on social change than individual efforts in their "Collective Impact" article in the Stanford Social Innovation Review. We anticipate making a limited number of grants at higher award levels for longer term, large scale projects that use a collective, systematic approach to provide arts education to students throughout a neighborhood, school, school district, and/or state. These projects should embrace the following principles, which may be ongoing and occur at any point during the project:

60 Partnership: Cross sector partners work to determine a common vision, define goals, develop strategies, and identify measurable objectives for arts education. Partners may include arts organizations, units of government, school systems, funders, community organizations, or institutions of higher education. Priority will be given to projects that include a managing partner that is the coordinating entity, and involve at least three cross sector organizations, one of which is an arts/cultural organization. Data: Data informs decision making. This may include asset mapping of community resources, collecting student data, or creating new data collection tools. Planning: A plan outlines system wide arts education implementation. This should include a description of each partner's role in achieving the common vision, as well as plans for communication among the partners and sustainability. Programming: Activities support the plan. Programming may include services to students, professional development, curriculum design, or convening stakeholders. Evaluation: A shared measurement system assesses the impact of planning and programming and is disseminated. Systematic projects are often multi year, large scale initiatives. Please specify in your application which phase(s) of your project are included in your request for NEA funding. All phases of a project building partnerships, data collection, planning, programming, and evaluating are eligible for support. All project costs included in your Project Budget must be incurred within your period of performance. You must identify your project as either Emerging or Sustaining. Emerging projects are in the initial phase of work to establish an arts education plan. Projects activities may include cultivation of partners, convenings, collection of data, or creation of an arts education plan. Sustaining projects have an arts education plan in place. These projects may continue work from the emerging phase, be in the programming and evaluation stage, or scaling up proven efforts to increase arts education access. These projects must demonstrate how they are disseminating project information to the fields of arts education, public education, and beyond. (NOTE: If any partner in the project has been a past participant in the Arts Endowment's Education Leaders Institute (ELI), indicate that in your application. Describe if and how the proposed project supports or is aligned to efforts made as a result of participation in ELI.) See more at: organizations/art works/artseducation#sthash.yjvhu4bl.dpuf ART WORKS Guidelines: Folk & Traditional Arts The folk and traditional arts are rooted in and reflective of the cultural life of a community. Community members may share a common ethnic heritage, cultural mores, language, religion, occupation, or geographic region. These vital and constantly reinvigorated artistic traditions are shaped by values and standards of excellence that are passed from generation to generation, most often within family and community, through demonstration, conversation, and practice. Genres of artistic activity include, but are not limited to, music, dance, crafts, and oral expression.

61 Deadlines Art Works applications will be accepted under two deadlines: February 19, 2015, and July 23, Apply under the deadline with the NEA objective (in bold below) and project example that most closely corresponds to the primary focus of your proposed project. You will be asked to indicate the objective that is most relevant to your project in your application and on the application form. February 19, 2015, Application Deadline January 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance Creation The creation of new work based on tradition. Engagement Public performances. Exhibitions. Festivals. Workshops and demonstrations. Touring. Media projects (such as film, video, radio, and the Internet). Innovative uses of new models, technology/science, or new media to present and/or foster appreciation of folk and traditional arts. Festivals and other events in a national park or adjacent community (this may include performances, lecture demonstrations, and workshops). Livability Folk and traditional arts festivals, performances, and other activities in public spaces that are intended to foster community interaction and/or enhance the unique characteristics of a community. (Applicants are strongly encouraged to contact staff if they are considering Livability as an objective.) July 23, 2015, Application Deadline June 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance See more at: organizations/art works/folk traditionalarts#sthash.iqpkj4lx.dpuf ART WORKS Guidelines: Literature Through its literature, a nation tells its stories to its citizens and to the world. The National Endowment for the Arts is committed to providing opportunities for Americans to make literature a more important part of their daily lives. The Arts Endowment seeks to sustain and nurture a multiplicity of American literary traditions, including, but not limited to:

62 Ensuring that literary presses and magazines, community based centers, and national literary organizations complement the trade publishing sector in the shaping of contemporary American letters. Supporting organizations that nurture emerging and mid career writers and providing assistance to nascent literary organizations. Supporting endeavors to provide America's readers with direct access to contemporary writers. Supporting the use of new technology and innovative projects. NOTE: Literary publishing projects must focus primarily on contemporary literature and/or writers. In addition, the Arts Endowment offers fellowships to published creative writers and translators in the areas of prose and poetry. Deadlines Art Works applications will be accepted under two deadlines: February 19, 2015, and July 23, Apply under the deadline with the NEA objective (in bold below) and project example that most closely corresponds to the primary focus of your proposed project. You will be asked to indicate the objective that is most relevant to your project in your application and on the application form. February 19, 2015, Application Deadline January 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance Creation Literary publications about national parks or art in national parks. Engagement Literary publishing projects that support print and online literary magazines and independent and university presses to publish, distribute, and promote poetry, fiction, drama, translation, and creative nonfiction by contemporary writers. Projects may include but are not limited to: o Publication, production, promotion, and distribution of books and magazine issues. o Payments to writers (e.g., royalties, honoraria). o Efforts to increase book sales or magazine circulation and expand readership. o Efforts to maintain the availability of contemporary works of literary merit. o Digitization of publishers backlists and other endeavors to make work available in new and emerging markets. o Online and electronic endeavors that provide readers with greater access to literature. o Creative writing that explores other fields, including science, technology, and the natural world. July 23, 2015, Application Deadline June 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance Creation Opportunities for writers and translators to create and refine their work. Engagement Audience development projects that encourage national and regional activities that promote and develop audiences for literature. Projects may include but are not limited to: o Residencies, readings, author tours, and literary festivals. o Distribution of works of literary value.

63 o Innovative uses of technology, media, or new models to provide readers with access to writers and literature though creative platforms such as ebooks, mobile device apps, and web born journals; Livestream readings; and social networking sites. o Efforts to provide increased community access and exposure to the craft of writing. Projects that maintain America's literary infrastructure and provide assistance to writers, translators, and literary organizations. Projects may include but are not limited to: o Services for writers. o Technical support for literary organizations. o Workshops, conferences, and publications that provide professional and artistic development, networks, and other services to writers and literary organizations. Festivals and other events in a national park or adjacent community (this may include readings, writing workshops, and panel discussions). Learning Mentorship opportunities for emerging writers and literary professionals. Education and related activities for youth, adults, intergenerational groups, and schools. (If your project is for youth, see " Choosing the Right Discipline for Youth Projects" to help you in your discipline selection.) Livability Projects that provide a gathering place/venue for the arts to enrich community cultural life and foster community interaction. Projects may include but are not limited to: o Literary arts festivals, performances, and other activities in public spaces that are intended to foster community interaction and/or enhance the unique characteristics of a community. o The development of writer live/work spaces. o The enhancement of public spaces through commissioning and/or installation of literary works. o Community based partnerships that integrate the literary arts with livability efforts. See more at: organizations/art works/literature#sthash.ryb4dgds.dpuf ART WORKS Guidelines: Music The National Endowment for the Arts recognizes and supports a wide range of music, from classical to contemporary to America's indigenous jazz. It supports both performing ensembles and music

64 presenting institutions including chamber music ensembles, choruses, early music programs, jazz ensembles, music festivals, and symphony orchestras. Organizations of all types and sizes may apply for a variety of music production, presentation, and service projects. The Arts Endowment is particularly interested in innovative presentation methods and the development of skills that can help organizations attract new audiences for music. In addition to projects that focus on the standard repertoire, the Arts Endowment encourages the commissioning and performance of new American works. Deadlines Art Works applications will be accepted under two deadlines: February 19, 2015, and July 23, Apply under the deadline with the NEA objective (in bold below) and project example that most closely corresponds to the primary focus of your proposed project. You will be asked to indicate the objective that is most relevant to your project in your application and on the application form. February 19, 2015, Application Deadline January 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance See more at: organizations/art works/music#sthash.ja4nnilm.dpuf CHALLENGE AMERICA: Grant Program Description The Challenge America category offers support primarily to small and mid sized organizations for projects that extend the reach of the arts to underserved populations those whose opportunities to experience the arts are limited by geography, ethnicity, economics, or disability. Age alone (e.g., youth, seniors) does not qualify a group as underserved; at least one of the underserved characteristics noted above also must be present. Grants are available for professional arts programming and for projects that emphasize the potential of the arts in community development. This category encourages and supports the following two objectives: Engagement: Engaging the public with diverse and excellent art. Livability: The strengthening of communities through the arts.

65 You will be asked to select the objective that is most relevant to your project. When making selections, you should identify the objective(s) that reflect the results expected to be achieved by your project. If you receive a grant, you also will be asked to provide evidence of those results. Challenge America grants: Extend the reach of the arts to underserved populations. Are limited to the specific types of projects outlined below. Are for a fixed amount of $10,000 and require a minimum $10,000 match. Partnerships can be valuable to the success of these projects. While not required, applicants are encouraged to consider partnerships among organizations, both in and outside of the arts, as appropriate to their project. To ensure that Challenge America funding reaches new organizations and communities, the NEA has implemented a policy to limit consecutive year funding. Starting with grants that were awarded in FY 2012 (as indicated by a grant letter dated on or after October 1, 2011, and a grant number beginning with "12 78"), an organization that receives Challenge America grants for three years in a row is not eligible to apply to the category for the following one year period. Therefore, an organization that has received grants in FY 2013, 2014, and 2015 may not apply under these FY 2016 guidelines. That organization may apply for FY 2016 support under other Arts Endowment funding opportunities includingart Works. The organization would be able to apply to the Challenge America category again in FY Deadline April 16, 2015, Application Deadline January 1, 2016, Earliest Beginning Date for Arts Endowment Period of Performance See more at: organizations/challenge america/grant programdescription#sthash.9rj85ohz.dpuf OUR TOWN: Introduction The Our Town grant program supports creative placemaking projects that help to transform communities into lively, beautiful, and resilient places with the arts at their core. Creative placemaking is when artists, arts organizations, and community development practitioners deliberately integrate arts and culture into community revitalization work placing arts at the table with land use, transportation, economic development, education, housing, infrastructure, and public safety strategies. This funding supports local efforts to enhance quality of life and opportunity for existing residents, increase creative activity, and create a distinct sense of place. Through Our Town, subject to the availability of funding, the National Endowment for the Arts will provide a limited number of grants for creative placemaking. Our Town requires partnerships between arts organizations and government, other nonprofit organizations, and private entities to achieve livability goals for communities.

66 Our Town offers support for projects in two areas: Arts Engagement, Cultural Planning, and Design Projects. These projects represent the distinct character and quality of their communities. These projects require a partnership between a nonprofit organization and a local government entity, with one of the partners being a cultural organization. Matching grants range from $25,000 to $200,000. Projects that Build Knowledge About Creative Placemaking. These projects are available to arts and design service organizations, and industry or university organizations that provide technical assistance to those doing place based work. Matching grants range from $25,000 to $100,000. Through Our Town projects, the NEA intends to achieve the following objective: Livability: American communities are strengthened through the arts. See "Intended NEA Objective" for more details. See more at: organizations/ourtown/introduction#sthash.ywmdo3xs.dpuf

67 Searching for funding with NIH must be done using specific areas of research interest, grant program (FOA, PA, RFA, RFP) and funding mechanisms (RO3, R15, R21, R34, etc.) Research Grants The following represent frequently used research grant programs. A comprehensive list of all activity codes is also available. R03 NIH Small Grant Program (R03): Provides limited funding for a short period of time to support a variety of types of projects, including: pilot or feasibility studies, collection of preliminary data, secondary analysis of existing data, small, self contained research projects, development of new research technology, etc. Limited to two years of funding Direct costs generally up to $50,000 per year Not renewable Utilized by more than half of the NIH ICs See parent FOA: PA R15 NIH Academic Research Enhancement Award (AREA) Support small research projects in the biomedical and behavioral sciences conducted by students and faculty in health professional schools and other academic components that have not been major recipients of NIH research grant funds Eligibility limited (seehttp://grants.nih.gov//grants/funding/area.htm) Direct cost limited to $300,000 over entire project period Project period limited to up to 3 years All NIH ICs utilize except FIC an NCMHD See parent FOA: PA