SSRC provides support and professional recognition to innovators within fields, and especially to younger researchers whose work and ideas will have longer-term impact on society and scholarship. These programs often target the spaces between disciplines, where new perspectives emerge and struggle for acceptance, thus ensuring the production of knowledge and expertise on key topics, regions, and social challenges. They promote the diversification of knowledge production, strengthening research by ensuring that it remains open to (and challenged by) a range of perspectives, backgrounds, and nationalities. Although most programs target the social sciences, many are also open to applicants from the humanities, the natural sciences, and relevant professional and practitioner communities.  Most support from the Council goes to predissertation, dissertation, and postdoctoral fellowships, offered through annual, peer-reviewed competitions.  Grant programs offer summer institutes, advanced research grants, and grants for professionals and practitioners to conduct research. Most support individual researchers, rather than groups or institutions.   http://www.ssrc.org/

Fellowships are for full-time research, and scholars are expected to reside in Washington and to participate in the activities of the Center throughout the fellowship period. Lectures, colloquia, and informal discussions complement the fellowship program. Each senior fellow is provided with a study. Senior fellows have access to the notable resources represented by the collections, the library, and the photographic archives of the National Gallery of Art, as well as to the Library of Congress and other specialized research libraries and collections in the Washington area.  One Paul Mellon Fellowship and four to six Ailsa Mellon Bruce and Samuel H. Kress Senior Fellowships will be awarded for the academic year, early fall to spring. Applications for a single academic term or quarter are also possible.  The Paul Mellon and Ailsa Mellon Bruce Senior Fellowships are intended to support research in the history, theory, and criticism of the visual arts (painting, sculpture, architecture, landscape architecture, urbanism, prints and drawings, film, photography, decorative arts, industrial design, and other arts) of any geographical area and of any period. The Samuel H. Kress Senior Fellowships are intended primarily to support research on European art before the early nineteenth century. Senior fellowship applications are also solicited from scholars in other disciplines whose work examines artifacts or has implications for the analysis and criticism of form.    http://www.nga.gov/resources/casvasen.shtm#application

The ISE program invests in projects that promote lifelong learning of STEM in a wide variety of informal settings.  Funding is provided for projects that advance understanding of informal STEM learning, that develop and implement innovative strategies and resources for informal STEM education, and that build the national professional capacity for research, development, and practice in the field.  There are five categories of ISE program grants: Research; Pathways; Full-Scale Development; Broad Implementation; and Communicating Research to Public Audiences.
http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5361&org=NSF&sel_org=NSF&from=fund

This FOA solicits Research Project Grant (R01) applications from institutions/organizations proposing exceptionally innovative research on novel hypotheses or difficult problems, solutions to which would have an extremely high impact on biomedical or biobehavioral research that is germane to the mission of one or more of the participating NIH Institutes. This FOA is for support of new projects, not continuation of projects that have already been initiated. It does not support pilot projects, i.e., projects of limited scope that are designed primarily to generate data that will enable the PI to seek other funding.
URL:  http://grants.nih.gov/grants/guide/rfa-files/RFA-GM-10-009.html

The Discovery Research K-12 (DR K-12) program seeks to enable significant advances in preK-12 student and teacher learning of the STEM disciplines through development, study, and implementation of resources, models, and technologies for use by students, teachers, and policymakers. Projects funded under this solicitation begin with a research question or a hypothesis about how to improve preK-12 STEM learning and teaching. Projects create or adapt and study innovative resources, models, or technologies and determine how and why implementation affects STEM learning.URL: www.nsf.gov/publications/pub_summ.jsp?WT.z_pims_id=500047&ods_key=nsf09602

The Course, Curriculum, and Laboratory Improvement (CCLI) program seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all undergraduate students. It especially welcomes proposals that have the potential to transform undergraduate education in science, technology, engineering, and mathematics (STEM) for all students. The program supports efforts to create, adapt, and disseminate new learning materials and teaching strategies to reflect advances both in STEM disciplines and in what is known about teaching and learning.  It funds projects that develop faculty expertise, implement educational innovations, assess learning and evaluate innovations, prepare K-12 teachers, or conduct research on STEM teaching and learning.
URL:  http://www.nsf.gov/publications/pub_summ.jsp?WT.z_pims_id=5741&ods_key=nsf09529

DLS supports fundamental research that increases our understanding of cognitive, linguistic, social, cultural, and biological processes related to children's and adolescents' development and learning.  Research supported by this program will add to our basic knowledge of how people learn and the underlying developmental processes that support learning, with the objective of leading to better educated children and adolescents who grow up to take productive roles as workers and as citizens. Among the many research topics supported by DLS are: developmental cognitive neuroscience; development of higher-order cognitive processes; transfer of knowledge from one domain or situation to another; use of molecular genetics to study continuities and discontinuities in development; development of peer relations and family interactions; multiple influences on development, including the impact of family, school, community, social institutions, and the media; adolescents’ preparation for entry into the workforce; cross-cultural research on development and learning; and the role of cultural influences and demographic characteristics on development. Additional priorities include research that: incorporates multidisciplinary, multi-method, microgenetic, and longitudinal approaches; develops new methods, models, and theories for studying learning and development; and integrates different processes (e.g., learning, memory, emotion), levels of analysis (e.g., behavioral, social, neural), and time scales (e.g. infancy, middle childhood, adolescence).     http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=8671&org=NSF&sel_org=NSF&from=fund

The Decision, Risk and Management Sciences program supports scientific research directed at increasing the understanding and effectiveness of decision making by individuals, groups, organizations, and society. Disciplinary and interdisciplinary research, doctoral dissertation research, and workshops are funded in the areas of judgment and decision making; decision analysis and decision aids; risk analysis, perception, and communication; societal and public policy decision making; management science and organizational design. The program also supports small grants that are time-critical and small grants that are high-risk and of a potentially transformative nature  

URL:  http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5423&org=NSF&sel_org=NSF&from=fund

Supports research on perception, action and cognition including the development of these capacities. Emphasis is on research strongly grounded in theory. Research topics include vision, audition, haptics, attention, memory, reasoning, written and spoken discourse, motor control, and developmental issues in all topic areas. The program encompasses a wide range of theoretical perspectives, such as symbolic computation, connectionism, ecological, nonlinear dynamics, and complex systems, and a variety of methodologies including both experimental studies and modeling. Research involving acquired or developmental deficits is appropriate if the results speak to basic issues of perception, action, and cognition.
URL:  http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5686&org=NSF&sel_org=NSF&from=fund

This solicitation describes International Planning Visit/Workshop awards to support the early phases of developing and coordinating a research and education activity with a foreign partner(s).
URL:  http://www.nsf.gov/publications/pub_summ.jsp?WT.z_pims_id=12815&ods_key=nsf04035

This Funding Opportunity Announcement (FOA) issued by the Office of Behavioral and Social Sciences Research (OBSSR), National Institutes of Health (NIH) solicits R01 grant applications that propose intervention research on health promotion, disease prevention, and health disparities that communities and researchers jointly conduct. -For the purposes of this FOA, intervention research is quasi-experimental research projects that seek to influence preventive behaviors, treatment adherences, complementary behaviors, and related attitudes and beliefs. Natural experiments also may fall under the interventions rubric. Examples include, and are not limited to promotion of physical activity-friendly neighborhoods; tobacco, alcohol and drug abuse prevention among youth; a community-led action plan for cancer, hypertension and cardiovascular disease prevention and control in minority populations; establishing safer work practices among agricultural workers in rural areas; nutrition and reducing childhood obesity; HIV/AIDS and STD prevalence among young adults; promoting infant mental health; and reducing health disparities.
URL:  http://grants.nih.gov/grants/guide/pa-files/PA-08-074.html

This funding opportunity announcement (FOA) issued by the National Institute of Nursing Research (NINR) and the National Cancer Institute (NCI), National Institutes of Health, seeks to stimulate research on the decision-making processes made by persons at risk for and those faced with life-threatening illness. These illnesses are ones that almost always lead to death in a fairly short period of time if left untreated, but may be chronic or even cured if dealt with early in the disease process. An example of a life-threatening illness that may be chronic for some years would be HIV infection when treated. An example of a life-threatening illness that may be cured in its early stages would be breast cancer. Decision-making can occur from the point of adopting preventive behaviors through the end of life. Examples of such decisions could include participating in an HIV vaccine clinical trial, testing for genetic disorder, choosing a treatment intervention vs. watchful waiting (as in early stage prostate cancer), choosing a treatment intervention among several options, joining a therapeutic clinical trial, or making end-of-life care decisions.
URL:  http://grants.nih.gov/grants/guide/pa-files/PA-09-121.html