• Preservation and/or acquisition of high style, classic, handcrafted furniture from the 18th and 19th centuries as well as supporting their placement with charitable and educational institutions, and/or the US government.
• Career development support for curatorial and conservation internships within major institutions and universities.
• Restoration projects for heritage buildings and cultural landscapes that are listed or eligible for listing in the National Register of historic places.

The Trust makes grant awards twice a year to nonprofit organizations in the city of Boston and contiguous communities, as well as to organizations in which Cabot family members maintain philanthropic interest. Awards are put to work in the areas of arts and culture, education and youth development, environment and conservation, health and human services, and for civic and public benefit. Within these fields, as appropriate, the trustees prefer programs mainly serving youth and young adults, with a special interest in programs focused on insuring the healthy growth and development of infants and young children, as a foundation for their future success. Applications recommended for review meet the following criteria:

• Reflect Cabot family interests and provide benefits to communities and organizations that have been supported by family philanthropy;
• Extend important services to individuals and groups not served adequately through other programs and institutions;
• Manage change by assessing community needs and developing programs to meet emerging needs;
• Promote productive cooperation and full use of resources by nonprofit organizations and community groups; and
• Test new approaches to problems or adapt solutions that have been successful elsewhere.

• History, Language & Culture
• The interdisciplinary field "Image-Sound-Language"
• State, Economy and Society
• Medicine and the Natural Sciences

The German Historical Institute in Washington, DC (GHI) is now accepting applications for its long-term visiting fellow program. The fellowships will be granted for a period of 6 to 12 months in the following thematic areas:

• History of Family and Kinship
• History of Knowledge
• History of Migration
• History of Race & Ethnicity
• History of Religion and Religiosity
• History of the Americas

The award is structured to free the time of junior faculty who have passed their midpoint tenure review—including those from underrepresented groups and others committed to eradicating disparities in their fields—so that they can both engage in and build support systems, networks, and affinity groups that make their fields and campuses more inclusive. Emerging Faculty Leaders may be working in any field of the humanities or social sciences—including, for example, history, sociology, anthropology, literature, art, gender studies, ethnic/diaspora studies, and related fields—with an emphasis on scholarly topics that relate to or provide context for the study of culture, equity, inclusion, civil rights, and education in the Americas. Examples might include (but are certainly not limited to) changing perspectives on civil rights; legal, social, and organizational responses to social change (such as affirmative action or community organizing); women in leadership; intersectionality within larger social movements; social justice issues in education; historic precursors of contemporary constructions of race and ethnicity; and the evolution of social institutions and movements in the 20th and 21st century. The Mellon Emerging Faculty Leaders Award will recognize junior faculty candidates who not only balance research, teaching, and service but in fact give great weight to the creation of an inclusive campus community for underrepresented students and scholars. The selectors will focus on and privilege service and leadership activities that address and ameliorate underrepresentation on campus, and give preference to candidates who embody a high standard of excellence. 

During the first year, the artist or scholar in residence will be required to submit quarterly project updates, and to participate in meetings and events at the Library. Before the second year of the grant, the artist or scholar in residence will produce a fully revised and expanded work plan and budget to reflect the developments in the first year for approval by Library staff. During the second year, the artist or scholar in residence will be expected to visit the Library for at least 20 days in person to engage more deeply in the scholarly and artistic life of the Library. In addition, the technical, artistic, and/or scholarly product should be created and shared during this year, resulting in a public-facing research or artistic publication, project, exhibition, or event.

The Mahindra Humanities Center invites applications for one-year postdoctoral fellowships on the topic of the environmental humanities, drawn from any humanistic discipline. The Center interprets the environmental humanities in the broadest terms, to include all parts of the world and historical eras. Topics may include (but are not limited to) humanistic approaches to climate change, biodiversity, social justice, environmental justice, food justice, regenerative practices, gardening, landscape, urban foraging, health, and animal studies. The Center welcomes applications from scholars in all fields whose work innovatively engages with the environment and the humanities. In addition to pursuing their own research projects, fellows will be core participants in the bi-weekly seminar meetings for both academic semesters of the fellowship. Other participants will include faculty and graduate students from Harvard and other universities in the region, and occasional visiting speakers. Fellows will also be encouraged to engage with the Center’s existing Environment Forum and the Center’s new initiative, the Intergenerational Humanities (I-HUM) Project on the theme of “Place and Planet.” Fellows are expected to be in residence at Harvard for the term of the fellowship.

The Collaborative Research program aims to advance humanistic knowledge through sustained collaboration between two or more scholars. Collaborators may be drawn from a single institution or several institutions across the United States; up to half of the collaborators may be based outside of the U.S. The program encourages projects that propose diverse approaches to topics, incorporate multiple points of view, and explore new avenues of inquiry in the humanities. The program allows projects that propose research in a single field of study, as well as interdisciplinary work. Projects that include partnerships with researchers from the natural and social sciences are encouraged but must employ a humanistic research agenda. Proposed projects must aim to result in tangible and sustainable outcomes, for example, co-authored or multi-authored books; born-digital publications; themed issues of peer-reviewed journals; a series of peer-reviewed articles; and open-access scholarly digital resources. All project outcomes must incorporate interpretive work and collaboration to address significant humanities research questions.

NEH Institutes are professional development programs that convene higher education faculty from across the nation in order to deepen and enrich their understanding of a variety of topics in the humanities and enrich their capacity for effective scholarship and teaching. Most fundamentally, institutes:  

• allow immersive study of topics of significance to the humanities  
• foster new fields of study and/or revitalize existing areas of inquiry  
• reinvigorate teaching and increase intellectual impact in the classroom  
• build lasting communities that foster participants’ intellectual and professional collaboration  

They should:  

• ground the study in significant humanities texts and related resources  
• explore multiple approaches to the topic in a manner that is both rigorous and collegial  
• provide opportunities for deep and collaborative engagement with the topic  
• model excellent scholarship and teaching  
• consider how the topic engages recent developments in the scholarship, teaching, and curriculum of participants’ professional settings  
• reach the widest possible audience for whom the topic is relevant  

NEH Institutes are professional development programs that convene K-12 educators from across the nation in order to deepen and enrich their understanding of a variety of topics in the humanities and enrich their capacity for effective scholarship and teaching.  

Most fundamentally, institutes:  

• allow immersive study of topics of significance to the humanities  
• foster new fields of study and/or revitalize existing areas of inquiry  
• reinvigorate teaching and increase intellectual impact in the classroom  
• build lasting communities that foster participants’ intellectual and professional collaboration  

They should:  

• ground the study in significant humanities texts and related resources  
• explore multiple approaches to the topic in a manner that is both rigorous and collegial  
• provide opportunities for deep and collaborative engagement with the topic  
• model excellent scholarship and teaching  
• consider how the topic engages recent developments in the scholarship, teaching, and curriculum of participants’ professional settings  
• reach the widest possible audience for whom the topic is relevant  

The Landmarks of American History and Culture program supports a series of one-week workshops for K-12 educators across the nation to enhance and strengthen humanities teaching at the K-12 level. The program defines a landmark as a site of historic importance within the United States and its territories.  Landmarks could include historic homes, museums, presidential libraries, and sites memorializing literary, artistic, or architectural achievements.  Projects could take place in public spaces and neighborhoods, major waterways, national parks, or other locations of historic importance.

Projects employ a place-based approach and are designed to offer educators a unique and compelling opportunity to deepen and expand their knowledge of the diverse histories, cultures, traditions, languages, and perspectives of the American people.  Applicants are encouraged to think creatively about place-based learning strategies, experiential learning methodologies, and other professional development goals. Projects explore central themes in American history and culture, including government, literature, the arts, architecture, archaeology, and related humanities subjects.

The Linguistics Program supports basic science in the domain of human language, encompassing investigations of the grammatical properties of individual human languages, and of natural language in general. Research areas include syntax, semantics, morphology, phonetics, and phonology. The program encourages projects that are interdisciplinary in methodological or theoretical perspective, and that address questions that cross disciplinary boundaries, such as (but not limited to):

• What are the psychological processes involved in the production, perception, and comprehension of language?
• What are the computational properties of language and/or the language processor that make fluent production, incremental comprehension or rapid learning possible?
• How do the acoustic and physiological properties of speech inform our theories of natural language and/or language processing?
• What role does human neurobiology play in shaping the various grammatical properties of language? 
• How does language develop in natural learning contexts across the life-span?
• What social and cultural factors underlie language variation and change?

Because NSF's mandate is to support basic research, the Linguistics Program does not fund research that takes as its primary goal improved clinical practice or applied policy, nor does it support work to develop or assess pedagogical methods or tools for language instruction. Support is provided for research and conferences.

1. Studies of societal aspects of an emerging technology such as artificial intelligence, robotics, big data analysis, neuroscience, synthetic biology, nanotechnology, and quantum technologies (computers, sensors, and encryption).
2. Research on the social organization of scientific work (e.g., organizations, groups, and collaborations) and how this shapes the knowledge that gets produced and its intellectual and social impacts.
3. Issues relating science and engineering to broader societal concerns including ethics, policy, governance, equity, race and gender, inclusion, trust, reliability, risk and uncertainty, sustainability, user-centeredness, and globalization.
4. Research on the historical and conceptual foundations of any of the natural, social, or formal sciences including its nature and fundamentals, its origins, or its place in modern politics, culture, and society.
5. Mixed methods (qualitative and quantitative) approaches, and approaches that integrate traditional STS perspectives (historical, philosophical, social scientific) with each other or with innovative perspectives from the arts or humanities.
6. Interdisciplinary projects on topics of broad societal concern that engage in integrative collaborative research involving at least one STS expert and one in some other STEM field with prospective outcomes that serve to advance both fields.

Grants subsidize the publication of scholarly book or books on European civilization before 1700 in the areas of music, theater, cultural studies, or French or Italian literature. Applicants must document that their projects have been accepted for publication and provide detailed information regarding the publication and the subvention request. The purpose of this award is to enable the publication of works of the highest quality either:

• by making it possible to publish a work in a particularly appropriate way (with special typography plates, or appendices, for example) that would otherwise be prohibitively expensive; or
• by significantly reducing the cover price, allowing the publication to reach a wider audience.

Once these criteria are met, preference will be given to publications that:

• are unique, unusual in concept or execution, or that represent a departure from the normal habits of a given publishing house or entity; or
• bring into print previously unpublished source materials; or
• promise to reach the broadest possible audience for the type of book envisioned.