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Grants.gov provides information on more than 1,000 grant opportunities for 26 federal grantmaking agencies. youth.gov has developed a customized search of Grants.gov to help you find open grant announcements for programs that serve youth and their families.

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Opportunity Name

Research Experiences for Teachers (RET) in Engineering and Computer Science

Competition Opens

07/11/2020

Competition Closes

09/30/2020

Description

NSF's Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE) have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) in-service and pre-service teachers, full-time community college faculty, university faculty and students, and industry partners to enhance the scientific disciplinary knowledge and capacity of the STEM teachers and/or community college faculty through participation in authentic summer research experiences with engineering and computer science faculty researchers. The research projects and experiences all revolve around a focused research area related to engineering and/or computer science that will provide a common cohort experience to the participating educators. The K-12 STEM teachers and/or full-time community college faculty also translate their research experiences and new scientific knowledge into their classroom activities and curricula. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. As part of the long-term partnership arrangements, involvement of undergraduate/graduate students with the integration of the RET curricular materials into classroom activities is particularly encouraged. Partnerships with inner city, rural, or other high-needs schools are especially encouraged. Proposals emphasizing broadening participation of underrepresented groups in Engineering and Computer Science, including women, persons with disabilities, veterans, African Americans, Hispanics, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders, are also encouraged. These proposals could focus on participation of teachers who are themselves underrepresented, or teachers who serve large populations of underrepresented students. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and full-time community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed ENG and CISE grants or as supplements to ongoing ENG- and CISE-funded projects. RET in Engineering and Computer Science Sites, through this solicitation, are based on independent proposals from engineering and/or computer and/or information science departments, schools or colleges to initiate and conduct research participation projects for K-12 STEM teachers and/or full-time community college faculty.

Funding Number

20-584

CFDA Number

47.041

Opportunity Name

Louis Stokes Alliances for Minority Participation

Competition Opens

07/29/2020

Competition Closes

11/20/2020

Description

The Louis Stokes Alliances for Minority Participation (LSAMP) program is an alliance-based program. The program's theory isbased on the Tinto model for student retention referenced in the 2005 LSAMP program evaluation.1 Theoverall goal of the program is to assist universities and collegesin diversifying the nation's science, technology, engineering and mathematics (STEM) workforce by increasing the number of STEM baccalaureate and graduate degrees awarded to populationshistorically underrepresented in these disciplines: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders. LSAMP's efforts to increase diversity in STEM are aligned with the goals of the Federal Government's five-year strategic plan for STEM education, Charting a Course for Success: America’s Strategy for STEM Education. The LSAMP program takes a comprehensive approach to student development and retention.Particular emphasis is placed on transforming undergraduate STEM education through innovative, evidence-based recruitment and retention strategies, and relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines. TheLSAMP programalsosupports knowledge generation, knowledge utilization, assessment of program impacts anddissemination activities.The program seeks new learning and immediate diffusion of scholarly research into the field. Under this program, funding for STEM educational and broadeningparticipationresearch activities could include research to develop new models in STEM engagement, recruitment and retention practices for all critical pathways to STEM careers orresearch on interventions such as mentoring, successful learning practices and environments, STEM efficacy studies, and use of technology to improve learning or student engagement. Overall, the LSAMP program provides funding to alliances that implement comprehensive, evidence-based, innovative, and sustained strategies that ultimately result in the graduation of well-prepared, highly-qualified students from underrepresented minoritygroups who pursue graduate studies or careers in STEM. Project types under this program include: 1. Alliances. Alliances are consortia of multiple degree-granting institutions. Organizations from other sectors, including informal science organizations,may be participants. Projects focus on pre-college and undergraduate recruitment and retention activities. Types of LSAMP alliances are described as follows: a. STEM Pathways Implementation-Only Alliance projectsare mainly focused on a particular STEM pathway or transition, e.g., entry into college, first two years, or preparation for entry into graduate studies. Additionally, the project may focus onactivities dedicated to diversifyinga particular STEM discipline. These projects aretargeted to newly-created alliances, reconstitutedalliancesor alliances that have receivedsupport by the program for 10 years or less. Initial institutionalization and sustainability planning for the alliance should be addressed in the project description. Projects are five years in duration. b. STEM Pathways and Research Alliancesare projects that focus on the full STEM pathway and provide direct support for undergraduate studentsbut also serve as a hub for the production of scholarly STEM research and evaluation to increase the knowledge-base and utilization in broadening participation. Projects are required to address the current state of its institutionalization and sustainability efforts and address these areas in evaluation planning. All required components must be addressed to be competitive for this project type. These are five-year projects. c. Bridge to the Baccalaureate (B2B) Alliancesinvolve associate degree producing institutionsfor whichthe lead institution must be a community college.These projects focus on activities that provide effective educational preparation of community college students from underrepresented minority populationsfor successful transfer to four-year institutions in STEM degree programs. Initial institutionalization and sustainability planning for the alliance should be addressed in the project description. These are three-year projects. 2.Bridge to the Doctorate (BD)Activity:BD projects are projects that focus on providing post-baccalaureate fellowship support to a cohort of 12 LSAMP students for the first two years of their STEM graduate studies and provides the necessary academic and research skills that will enable them to successfully earn STEMdoctoral degrees and transition into the STEM workforce.Only institutions in well-established alliancesfunded 10or moreconsecutive years are eligible for this funding opportunity. These are two-year projects. ------------1Clewell, B.C., Cosentino de Cohen, C. , Tsui, L. and Deterding, N. (2006). Revitalizing the Nation's Talent Pool in STEM. Urban Institute. Washington, D.C.

Funding Number

20-590

CFDA Number

47.076

Opportunity Name

International Research Experiences for Students

Competition Opens

08/11/2020

Competition Closes

11/12/2020

Description

The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate and/or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas. The overarching, long-term goal of the IRES program is to enhance U.S. leadership in science and engineering research and education and to strengthen economic competitiveness through training the next generation of research leaders. This solicitation features two mechanisms; proposers are required to select one of the following tracks to submit their proposal. Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Student participants supported by IRES funds must be citizens, nationals, or permanent residents of the United States. Students do not apply directly to NSF to participate in IRES activities. Students apply to NSF-funded investigators who receive IRES awards. To identify appropriate IRES projects, students should consult the directory of active IRES awards. All PIs, co-PIs and Senior Personnel on IRES proposals must be from U.S. based organizations. International partners should be listed as "unfunded collaborators." 1.IRES - Track I: IRES Sites (IS) projects engage a group of undergraduate and/or graduate students in active high-quality collaborative research, in principle at an international site with mentorship from researchers at a host lab. IRES Sites must be organized around a coherent intellectual theme that may involve a single discipline or multiple disciplines funded by NSF. 2.IRES - Track II: Advanced Studies Institutes (ASI) are intensive short courses with related activities that engage advanced graduate students in active learning and research at the frontiers of knowledge. ASIs typically range in length from ten to twenty-one days and, in principle, must be held outside the United States. ASIs must have a compelling rationale for their international location and should involve distinguished active researchers in the target field from the U.S. and abroad. ASIs should enable students to develop skills and broaden professional networks, leveraging international participation and complementary resources (expertise, facilities, data, field site, etc.) for mutual benefit. For all IRES proposals, PIs are strongly encouraged to outline virtual, hybrid or other alternative approaches to strengthen and maintain international collaboration in the event travel is not undertaken, and/or in addition to travel. It is expected that these approaches will extend collaboration beyond the actual international trip and strengthen IRES proposals overall.

Funding Number

20-598

CFDA Number

47.041

Opportunity Name

End-of-Life and Palliative Needs of Adolescents and Young Adults (AYA) with Serious Illnesses (R01 Clinical Trial Optional)

Competition Opens

12/21/2018

Competition Closes

01/07/2022

Description

The purpose of this funding opportunity announcement (FOA) is to foster research on the unique perspectives, needs, wishes, and decision-making processes of adolescents and young adults (AYA; defined by the World Health Organization and the Centers for Disease Control and Prevention as youth between 1224 years of age) with serious, advanced illnesses; and research focused on specific end-of-life/palliative care (EOLPC) models that support the physical, psychological, spiritual, and social needs of AYA with serious illness, their families and caregivers.

Funding Number

PAR-19-136

CFDA Number

93.361

Opportunity Name

End-of-Life and Palliative Needs of Adolescents and Young Adults (AYA) with Serious Illnesses (R21 Clinical Trial Optional)

Competition Opens

01/08/2019

Competition Closes

01/07/2022

Description

The purpose of this funding opportunity announcement (FOA) is to foster research on the unique perspectives, needs, wishes, and decision-making processes of adolescents and young adults (AYA; defined by the World Health Organization and the Centers for Disease Control and Prevention as youth between 1224 years of age) with serious, advanced illnesses; and research focused on specific end-of-life/palliative care (EOLPC) models that support the physical, psychological, spiritual, and social needs of AYA with serious illness, their families and caregivers.

Funding Number

PAR-19-153

CFDA Number

93.361

Opportunity Name

Healthy Habits: Timing for Developing Sustainable Healthy Behaviors in Children and Adolescents (R21 Clinical Trial Optional)

Competition Opens

11/22/2017

Competition Closes

01/07/2021

Description

This Funding Opportunity Announcement (FOA), issued by the National Institute of Nursing Research (NINR), is to encourage Exploratory/Developmental Research Grant (R21) applications that employ innovative research to identify mechanisms of influence and/or promote positive sustainable health behavior(s) in children and youth (birth to age 18). Positive health behaviors may include: developing healthy sleep patterns, developing effective self-regulation strategies, adaptive decision-making in risk situations, practicing proper dental hygiene, eating a balanced and nutritious diet, engaging in age-appropriate physical activity and/or participating in healthy relationships. Applications to promote positive health behavior(s) should target social and cultural contexts, including, but not limited to: schools, families, communities, population, food industry, age-appropriate learning tools and games, social media, social networking, technology and mass media. Topics to be addressed in this announcement include: effective, sustainable processes for influencing young people to make healthy behavior choices; identification of the appropriate stage of influence for learning sustainable lifelong health behaviors; the role of technology and new media in promoting healthy behavior; identification of factors that support healthy behavior development in vulnerable populations; and, identification of mechanisms and mediators that are common to the development of a range of habitual health behaviors. Given the many factors involved in developing sustainable health behaviors, applications from multidisciplinary team that include nurse scientists are strongly encouraged. The goal of this FOA is to promote research that identifies and enhances processes that promote sustainable positive behavior or changes social and cultural norms that influence health and future health behaviors.

Funding Number

PA-18-354

CFDA Number

93.361

Opportunity Name

Healthy Habits: Timing for Developing Sustainable Healthy Behaviors in Children and Adolescents (R01 Clinical Trial Optional)

Competition Opens

11/22/2017

Competition Closes

01/07/2021

Description

This Funding Opportunity Announcement (FOA), issued by the National Institute of Nursing Research (NINR), is intended to encourage Research Project Grant (R01) applications that employ innovative research to identify mechanisms of influence and/or promote positive sustainable health behavior(s) in children and youth (birth to age 18). Positive health behaviors may include: developing healthy sleep patterns, developing effective self-regulation strategies, adaptive decision-making in risk situations, practicing proper dental hygiene, eating a balanced and nutritious diet, engaging in age-appropriate physical activity and/or participating in healthy relationships. Applications to promote positive health behavior(s) should target social and cultural contexts, including, but not limited to: schools, families, communities, population, food industry, age-appropriate learning tools and games, social media, social networking, technology and mass media. Topics to be addressed in this announcement include: effective, sustainable processes for influencing young people to make healthy behavior choices; identification of the appropriate stage of influence for learning sustainable lifelong health behaviors; the role of technology and new media in promoting healthy behavior; identification of factors that support healthy behavior development in vulnerable populations; and, identification of mechanisms and mediators that are common to the development of a range of habitual health behaviors. Given the many factors involved in developing sustainable health behaviors, applications from multidisciplinary team that include nurse scientists are strongly encouraged. The goal of this FOA is to promote research that identifies and enhances processes that promote sustainable positive behavior or changes social and cultural norms that influence health and future health behaviors.

Funding Number

PA-18-355

CFDA Number

93.361

Opportunity Name

Historically Black Colleges and Universities - Undergraduate Program

Competition Opens

03/14/2020

Competition Closes

10/06/2020

Description

HBCU-UP provides awardsto strengthen STEM undergraduate education and research at HBCUs.Support is available through thefollowing tracks: Targeted Infusion Projects (TIP), which provide support to achieve a short-term, well-defined goal for improving the quality of undergraduate STEM education at HBCUs. Broadening Participation Research (BPR) in STEM Education projects, which provide support for researchthat seeks to create and study new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. Research Initiation Awards (RIA), which provide support for STEM faculty with no prior or recent research funding to pursue research at the home institution, a NSF-funded research center, a research intensive institution, or a national laboratory. Implementation Projects (IMP), which provide support to design, implement, study, and assess comprehensive institutional efforts for increasing the number of students receiving undergraduate degrees in STEM and enhancing the quality of their preparation by strengthening STEM education and research. Within this track, Achieving Competitive Excellence (ACE) Implementation Projects are intended for HBCUs with exemplary achievements and established institutionalized foundations from previous Implementation Project grants. Broadening Participation Research Centers (BPRC), which provide support to conduct broadening participation research at institutions that have held three rounds of Implementation or ACE Implementation Projects and with demonstrated capability to conduct broadening participation research. Broadening Participation Research Centers are expected to represent the collective intelligence of HBCU STEM higher education, and serve as national hubs for the rigorous study and broad dissemination of the critical pedagogies and culturally sensitive interventions that contribute to the success of HBCUs in educating African American STEM undergraduates. Centers are expected to conduct research on STEM education and broadening participation in STEM; perform outreach to HBCUs in order to build capacity for conducting this type of research; and work to disseminate promising broadening participation research in order to enhance STEM education and research outcomes for African American undergraduates across the country. Other Funding Opportunities include EArly-Concept Grants for Exploratory Research (EAGER), Rapid Response Research (RAPID), conference, and planning grants.

Funding Number

20-559

CFDA Number

47.076

Opportunity Name

Cancer Research Education Grants Program - Curriculum or Methods Development (R25)

Competition Opens

12/05/2017

Competition Closes

01/07/2021

Description

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NCI R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Curriculum or Methods Development. Applications are encouraged that propose innovative, state-of-the-art programs that address the cause, diagnosis, prevention, and treatment of cancer, rehabilitation from cancer, and the continuing care of cancer patients and the families of cancer patients, in accordance with the overall mission of the NCI.

Funding Number

PAR-18-476

CFDA Number

93.398

Opportunity Name

Pilot Studies to Test the Initiation of a Mental Health, Family Navigator Model to Promote Early Access, Engagement and Coordination of needed Mental Health Services for Children and Adolescents (R34-Clinical Trial Required)

Competition Opens

12/05/2017

Competition Closes

01/07/2021

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and pilot test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and pilot test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion FOA, PAR-18-428 which uses the R01 funding mechanism.

Funding Number

PAR-18-429

CFDA Number

93.242

Opportunity Name

Initiation of a Mental Health Family Navigator Model to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents (R01- Clinical Trial Required)

Competition Opens

12/05/2017

Competition Closes

01/07/2021

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion R34 FOA PAR-18-429 supporting pilot studies in preparation for the larger-scale studies described here.

Funding Number

PAR-18-428

CFDA Number

93.242

Opportunity Name

Improving Undergraduate STEM Education: Hispanic-Serving Institutions

Competition Opens

08/13/2020

Competition Closes

02/10/2021

Description

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. All tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences. Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities. Each faculty member receiving funds to conduct research must include a four-page Faculty Research Plan in which one to two pages are used to describe the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. "Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions." American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs 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.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.

Funding Number

20-599

CFDA Number

47.076

Opportunity Name

Developmentally Tailored HIV Prevention and Care Research for Adolescents and Young Adults (R34 Clinical Trial Optional)

Competition Opens

02/12/2018

Competition Closes

01/07/2021

Description

This Funding Opportunity Announcement encourages developmentally tailored research focused on adolescents and emerging adults as it relates to HIV prevention and treatment. Research is encouraged to incorporate recent advances in adolescent and young adult developmental research to optimize outcomes in HIV prevention and care research for this heterogeneous population. PA-FY-NNN uses the R01 grant mechanism, PA-FY-NNN uses the R21 mechanism, while PA-FY-NNN uses the R34 mechanism. High risk/high payoff projects that lack preliminary data or utilize existing data may be most appropriate for the R21 mechanism. Applicants with preliminary data and/or planning to include longitudinal analysis may wish to apply using the R01 mechanism. Applicants wanting to develop and pilot test an intervention may wish to apply using the R34 mechanism.

Funding Number

PA-18-653

CFDA Number

93.242

Opportunity Name

Developmentally Tailored HIV Prevention and Care Research for Adolescents and Young Adults (R21 Clinical Trial Not Allowed)

Competition Opens

02/12/2018

Competition Closes

01/07/2021

Description

This Funding Opportunity Announcement encourages developmentally tailored research focused on adolescents and emerging adults as it relates to HIV prevention and treatment. Exploratory research is encouraged to incorporate recent advances in adolescent and young adult developmental research to better understand HIV prevention and care of this heterogeneous population. PA-FY-NNN uses the R01 grant mechanism, PA-FY-NNN uses the R21 mechanism, while PA-FY-NNN uses the R34 mechanism. High risk/high payoff projects that lack preliminary data or utilize existing data may be most appropriate for the R21 mechanism. Applicants with preliminary data and/or planning to include longitudinal analysis may wish to apply using the R01 mechanism. Applicants wanting to develop and pilot test an intervention may wish to apply using the R34 mechanism

Funding Number

PA-18-652

CFDA Number

93.242

Opportunity Name

Developmentally Tailored HIV Prevention and Care Research for Adolescents and Young Adults (R01 Clinical Trial Optional)

Competition Opens

02/12/2018

Competition Closes

01/07/2021

Description

This Funding Opportunity Announcement encourages developmentally tailored research focused on adolescents and emerging adults as it relates to HIV prevention and treatment. Research is encouraged to incorporate recent advances in adolescent and young adult developmental research to optimize outcomes in HIV prevention and care research for this heterogeneous population. PA-FY-NNN uses the R01 grant mechanism, PA-FY-NNN uses the R21 mechanism, while PA-FY-NNN uses the R34 mechanism. High risk/high payoff projects that lack preliminary data or utilize existing data may be most appropriate for the R21 mechanism. Applicants with preliminary data and/or planning to include longitudinal analysis may wish to apply using the R01 mechanism. Applicants wanting to develop and pilot test an intervention may wish to apply using the R34 mechanism.

Funding Number

PA-18-651

CFDA Number

93.242

Opportunity Name

Healthy Habits: Timing for Developing Sustainable Healthy Behaviors in Children and Adolescents (R01 Clinical Trial Optional)

Competition Opens

11/22/2017

Competition Closes

01/07/2021

Description

This Funding Opportunity Announcement (FOA), issued by the National Institute of Nursing Research (NINR), is intended to encourage Research Project Grant (R01) applications that employ innovative research to identify mechanisms of influence and/or promote positive sustainable health behavior(s) in children and youth (birth to age 18). Positive health behaviors may include: developing healthy sleep patterns, developing effective self-regulation strategies, adaptive decision-making in risk situations, practicing proper dental hygiene, eating a balanced and nutritious diet, engaging in age-appropriate physical activity and/or participating in healthy relationships. Applications to promote positive health behavior(s) should target social and cultural contexts, including, but not limited to: schools, families, communities, population, food industry, age-appropriate learning tools and games, social media, social networking, technology and mass media. Topics to be addressed in this announcement include: effective, sustainable processes for influencing young people to make healthy behavior choices; identification of the appropriate stage of influence for learning sustainable lifelong health behaviors; the role of technology and new media in promoting healthy behavior; identification of factors that support healthy behavior development in vulnerable populations; and, identification of mechanisms and mediators that are common to the development of a range of habitual health behaviors. Given the many factors involved in developing sustainable health behaviors, applications from multidisciplinary team that include nurse scientists are strongly encouraged. The goal of this FOA is to promote research that identifies and enhances processes that promote sustainable positive behavior or changes social and cultural norms that influence health and future health behaviors.

Funding Number

PA-18-355

CFDA Number

93.361

Opportunity Name

Science, Technology, Innovation, and Partnerships in Higher Education Program

Competition Opens

02/05/2020

Competition Closes

03/04/2021

Description

The U.S. Agency for International Development (USAID) and its partners have been working to tackle the world’s toughest development challenges for more than 50 years. Our mission is to partner to end extreme poverty and promote resilient, democratic societies while advancing our security and prosperity. We have long invested in science, technology, innovation, and partnership (STIP) to achieve progress across many of USAID’s goals. Today’s global development landscape is rapidly evolving. Driven by scientific breakthroughs, disruptive innovation, and rapid advancements in information and communication technologies, coupled with growing contributions by the private sector, these changes offer unprecedented opportunities to leverage the world’s best thinking to solve critical global challenges.

Funding Number

7200AA20APS00006

CFDA Number

98.012

Opportunity Name

Healthy Tomorrows Partnership for Children Program (HTPCP)

Competition Opens

07/01/2020

Competition Closes

10/06/2020

Description

This notice announces the opportunity to apply for funding under the Healthy Tomorrows Partnership for Children Program (HTPCP). The purpose of this program is to support innovative, community-based initiatives to improve the health status of infants, children, adolescents, and families in rural and other underserved communities by increasing their access to preventive care and services. This program supports the Health Resources and Services Administration’s (HRSA) goals to improve access to quality health services, achieve health equity, and enhance population health. Recipients will implement community-based programs and evidence-based models of care that build on existing community resources and evaluate to demonstrate program impact. The HTPCP builds on past program success facilitating the development of partnerships between pediatric providers and community partners that bring important health care services to rural and other underserved populations in a coordinated way. HTPCP will support projects related to a range of topical areas including, but not limited to, medical home or care coordination, mental and behavioral health services, child development and school readiness services, and promotion of healthy weight and physical activity. Definitions of some of these topical areas are included in Appendix B. HTPCP funding supports projects that provide clinical or public health services, and does not support research projects. Successful HTPCP applications are expected to represent either a new initiative (i.e., project that was not previously in existence) within the community, or an innovative new component that builds upon an existing community-based program or initiative. HTPCP recipients are strongly encouraged to accomplish the following activities during the 5-year period of performance: • Identify and develop innovative community-based programs/interventions based on a review of state and community maternal and child health (MCH) priorities and needs assessment data. o Programs/interventions are strongly encouraged to have family, youth, and community involvement and to be culturally and linguistically competent. • Implement clinical and public health interventions in community-based settings primarily in the following topical areas (Definitions of some of these topical areas are included in Appendix B): o Behavioral health (including the integration of substance use services for children and youth at-risk for or have substance use disorders (SUD), or assessing for substance use and SUD during pre-natal and well-child visits), o Care coordination and case management, o Developmental/behavioral pediatrics, o Early child development/school readiness, o Medical home (including enhanced family and youth engagement), o Mental health, o Nutrition and physical activities to promote healthy weight. o Oral health, and o School-based health • Form collaborative partnerships between pediatric providers, community organizations, families, community members, State Title V Maternal and Child Health (MCH) agencies and other MCH-related programs, and businesses to create self-sustaining programs. • Develop and periodically reassess the program logic model and evaluation plan in order to: o Monitor ongoing processes and progress toward achieving goals and objectives, o Utilize evaluation data to document impacts on child health and health care access in communities, o Leverage evaluation data to support the on-going need for the program in the community, and o Assess whether the dissemination of program innovations has facilitated changes in practice, service delivery, program development, and/or policy-making in ways that affect the target population. • Develop tools, trainings, and resources for pediatric professionals, community members, families, state Title V agencies, and other MCH-related programs. • Disseminate program results and findings to the target population, partners, and other stakeholders who might be interested in using program results.

Funding Number

HRSA-21-031

CFDA Number

93.110

Opportunity Name

Research Enhancement Award Program (REAP) for Health Professional Schools and Graduate Schools (R15 Clinical Trial Required)

Competition Opens

12/21/2018

Competition Closes

01/07/2022

Description

The purpose of the Research Enhancement Award Program (REAP) for Health Professional Schools and Graduates Schools of Arts and Sciences is to stimulate basic and clinical research in educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation's research scientists, but that have not been major recipients of NIH support. REAP grants create opportunities for scientists and health professional institutions otherwise unlikely to participate extensively in NIH research programs to contribute to the Nation's biomedical and behavioral research effort. REAP grants are intended to support small-scale research projects proposed by faculty members of eligible, domestic institutions, to expose undergraduate and/or graduate students at health professional schools or graduate schools of arts and sciences to meritorious research projects, and to strengthen the research environment of the applicant institution. Eligible institutions must award NIH-relevant baccalaureate or advanced degrees and have received less than 6 million dollars per year of NIH support (total costs) in 4 of the last 7 fiscal years. This funding opportunity announcement (FOA) supports investigator-initiated mechanistic and/or minimal risk clinical trials addressing the mission and research interests of the participating NIH institutes. Minimal risk clinical trials are defined as those that do not require FDA oversight, do not intend to formally establish efficacy, and have low risks to potentially cause physical or psychological harm.

Funding Number

PAR-19-135

CFDA Number

93.173

Opportunity Name

Research Enhancement Award Program (REAP) for Health Professional Schools and Graduate Schools (R15 Clinical Trial Not Allowed)

Competition Opens

12/21/2018

Competition Closes

01/07/2022

Description

The purpose of the Research Enhancement Award Program (REAP) for Health Professional Schools and Graduate Schools of Arts and Sciences is to stimulate basic and clinical research in educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation's research scientists, but that have not been major recipients of NIH support. REAP grants create opportunities for scientists and institutions otherwise unlikely to participate extensively in NIH research programs to contribute to the Nation's biomedical and behavioral research effort. REAP grants are intended to support small-scale research projects proposed by faculty members of eligible, domestic institutions, to expose undergraduate and/or graduate students at health professional schools or graduate schools of arts and sciences to meritorious research projects, and to strengthen the research environment of the applicant institution. Eligible institutions must award NIH-relevant baccalaureate or advanced degrees and have received less than 6 million dollars per year of NIH support (total costs) in 4 of the last 7 fiscal years.

Funding Number

PAR-19-134

CFDA Number

93.113

Opportunity Name

Undergraduate Research Training Initiative for Student Enhancement (U-RISE) (T34)

Competition Opens

03/12/2019

Competition Closes

05/21/2021

Description

The goal of the Undergraduate Research Training Initiative for Student Enhancement (U-RISE) program is to develop a diverse pool of undergraduates who complete their baccalaureate degree, and transition into and complete biomedical, research-focused higher degree programs (e.g., Ph.D. or M.D./Ph.D). This funding opportunity announcement (FOA) provides support to eligible, domestic institutions to develop and implement effective, evidence-based approaches to biomedical training and mentoring that will keep pace with the rapid evolution of the research enterprise. NIGMS expects that the proposed research training programs will incorporate didactic, research, mentoring, and career development elements to prepare trainees for the completion of research-focused higher degree programs in biomedical fields. This program is limited to applications from training programs at research-active institutions (i.e., those with a 3-year average of NIH Research Project Grant funding less than $7.5 million total costs).

Funding Number

PAR-19-218

CFDA Number

93.859

Opportunity Name

Initiation of a Mental Health Family Navigator Model to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents (R01- Clincal Trial Required)

Competition Opens

12/05/2017

Competition Closes

01/07/2021

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion R34 FOA PAR-18-429 supporting pilot studies in preparation for the larger-scale studies described here.

Funding Number

PAR-18-428

CFDA Number

93.242

Opportunity Name

International Research Ethics Education and Curriculum Development Award (R25 Clinical Trial Not Allowed)

Competition Opens

04/09/2019

Competition Closes

06/04/2021

Description

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The goal of this FIC R25 program is to support educational activities that foster a better understanding of biomedical, behavioral and clinical research and its implications, by strengthening research ethics capacity in low- and middle-income countries (LMICs) through increasing the number of LMIC research intensive institutions that can provide advanced education in research ethics.

Funding Number

PAR-19-244

CFDA Number

93.172

Opportunity Name

MOMENTUM (Moving Integrated, Quality Maternal, Newborn, and Child Health and Family Planning and Reproductive Health Services to Scale)

Competition Opens

04/22/2019

Competition Closes

09/30/2025

Description

This Annual Program Statement (APS) publicizes the intention of the United States Government (USG), as represented by the United States Agency for International Development (USAID), Bureau for Global Health (GH), to fund one or multiple awards to address the overarching APS program purpose. The purpose is to accelerate reductions in maternal,newborn, and child mortality and morbidity in high-burden, USAID-supported countries by increasing the capacity of host country institutions and local organizations to introduce, deliver, scale up, and sustain the use of evidence-based, quality maternal, newborn, and child health (MNCH), voluntary family planning (FP) and reproductive health (RH) services. This main APS document (located under the "Related Documents" tab in this posting) outlines the goal, purpose, expected results, and priorities of MOMENTUM (Moving Integrated, Quality Maternal, Newborn, and Child Health and Family Planning and Reproductive Health [MNCH/FP/RH] Services to Scale), and may result in multiple awards issued under subsequent APS Rounds. Note: When referencing MOMENTUM in this document, it is referring to the full portfolio of possible awards under this overall purpose. This specific document is an umbrella APS and will not be accepting concept papers or applications. Prospective applicants will be provided a fair opportunity to develop and submit competitive concept papers to USAID for potential funding via discrete Rounds under this APS. For the purposes of the MOMENTUM APS, a “Round” is defined as a specific program description that falls under the larger MOMENTUM APS goal,purpose, and results but is tailored to a certain focus. Under each Round,applicants will first submit a short concept paper that will be reviewed for responsiveness to the overall MOMENTUM purpose, selected results, and Round’s focus and then scored according to the evaluation criteria provided in the Round document. If an applicant is successful in the concept paper stage, applicant representatives may be invited to join a co-creation workshop. Following the co-creation process, selected applicants (individual organizations and/or consortia developed at concept paper stage or during co-creation) will be requested to submit a Full Application, the content and format of which will be provided in greater detail by the Agreement Officer. Publishing this APS does not commit USAID to make any awards. USAID also reserves the right to not conduct a co-creation workshop and request Full Applications from successful applicants at concept paper stage. Pending funding availability, there may be multiple Rounds for this APS that will all aim to meet the Purpose and Results mentioned above. The financial range for award(s) will be specified in each Round. Issuance of this APS does not constitute an award or commitment on the part of the USG, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept paper or an application. USAID reserves the right to close or amend the APS on or before the closing date of September 30, 2025. Therefore, for each issued Round, organizations are encouraged to apply as soon as possible to be considered for review to maximize the possibility of receiving available funding. As Rounds occur, notifications will be posted on Grants.gov. Please refer to the specific Round documents for detailed information on the concept paper submission guidance including Round points of contact, concept paper requirements, and evaluation criteria for the specific Round. These Round documents should be located under the "Related Documents" tab in this posting. For questions on this APS document, please submit all questions to Mrs. Samantha Pierre via email at spierre@usaid.gov by April 29, 2019 at 12:00 pm ET. For a USAID Mission or USAID/Washington Office wishing to issue a Round under this APS, the program description must fit within Section I of this document. Please contact Samantha Pierre(spierre@usaid.gov) for review of the Round document - it must be reviewed before being posted publicly under this APS.

Funding Number

7200AA19APS00002

CFDA Number

98.001

Opportunity Name

Department of Defense Research and Education Program for Historically Black Colleges and Universities and Minority-Serving Institutions (HBCU/MSI)

Competition Opens

05/30/2019

Competition Closes

04/30/2024

Description

The CCDC ARL invites applications/proposals from covered educational institutions for research and education programs that will meet the following objectives: a. Enhance research and engineering capabilities in areas important to national defense; b. Increase the number of graduates in STEM disciplines; and c. Encourage research and education collaborations with other institutions of higher education and with defense organizations. Support for research, development, testing, evaluation, or educational enhancements will be through the competitive awarding of grants or cooperative agreements.

Funding Number

W911NF-19-S-0013

Agencies

Dept. of Defense

CFDA Number

12.630

Opportunity Name

University Student Research Challenge

Competition Opens

09/22/2020

Competition Closes

11/12/2020

Description

Amendment 1 to the NASA ARMD Research Opportunities in Aeronautics (ROA–2020) NRA has been posted on the NSPIRES site. University Student Research Challenge (solicitation NNH20ZEA001N-USRC) seeks to challenge students to propose new aeronautics ideas/concepts that are relevant to NASA Aeronautics. USRC will provide students, from accredited U.S. colleges or universities, with grants for their projects and it includes the challenge of raising a modest amount of cost share funds through crowdfunding platform. The process of creating and preparing a crowdfunding campaign acts as a teaching accelerator - requiring students to act like entrepreneurs and taking action. Crowdfunding also raises awareness about students’ research among the public. The solicitation goal can be accomplished through project ideas such as advancing the design, developing technology or capabilities in support of aviation, by demonstrating a novel concept, or enabling advancement of aeronautics-related technologies. Notices of Intent (NOIs) are not required for this solicitation. Three-page proposals for the next USRC cycle are due November 12, 2020. Proposals can also be submitted later and will be evaluated in two additional cycles with due dates: February 25, 2021 and June 24, 2021.

Funding Number

NNH20ZEA001N-USRC

CFDA Number

43.002

Opportunity Name

Office of Tribal Self-Governance Negotiation Cooperative Agreement

Competition Opens

07/30/2020

Competition Closes

10/28/2020

Description

The purpose of this Negotiation Cooperative Agreement is to provide Tribes with resources to help defray the costs associated with preparing for and engaging in Tribal Self-Governance Program (TSGP) negotiations. TSGP negotiations are a dynamic, evolving, and Tribally-driven process that requires careful planning, preparation and sharing of precise, up-to-date information by both Tribal and Federal parties. Because each Tribal situation is unique, a Tribe’s successful transition into the TSGP, or expansion of their current program, requires focused discussions between the Federal and Tribal negotiation teams about the Tribe’s specific health care concerns and plans. One of the hallmarks of the TSGP is the collaborative nature of the negotiations process, which is designed to: 1) enable a Tribe to set its own priorities when assuming responsibility for Indian Health Service (IHS) Programs, Services Functions, and Activities (PSFAs); 2) observe and respect the government-to-government relationship between the U.S. and each Tribe; and 3) involve the active participation of both Tribal and IHS representatives, including the Office of Tribal Self-Governance (OTSG). Negotiations are a method of determining and agreeing upon the terms and provisions of a Tribe’s Compact and FA, the implementation documents required for the Tribe to enter into the TSGP. The Compact sets forth the general terms of the government-to-government relationship between the Tribe and the Secretary of the U.S. Department of Health and Human Services (HHS). The FA: 1) describes the length of the agreement (whether it will be annual or multi-year); 2) identifies the PSFAs, or portions thereof, the Tribe will assume; 3) specifies the amount of funding associated with the Tribal assumption; and 4) includes terms required by Federal statutes and other terms agreed to by the parties. Both documents are required to participate in the TSGP and they are mutually negotiated agreements that become legally binding and mutually enforceable after both parties sign the documents. Either document can be renegotiated at the request of the Tribe.The negotiation process has four major stages, including: 1) planning; 2) pre-negotiations; 3) negotiations; and 4) post-negotiations. Title V of the Indian Self-Determination and Education Assistance Act (ISDEAA) requires that a Tribe or Tribal organization complete a planning phase to the satisfaction of the Tribe. The planning phase must include legal and budgetary research and internal Tribal government planning and organizational preparation relating to the administration of health care programs. See 25 U.S.C. 5383(d). The planning phase is critical to the negotiation process and assists Tribes with making informed decisions about which PSFAs to assume and what organizational changes or modifications are necessary to support those PSFAs. A thorough planning phase improves timeliness and efficient negotiations and ensures that the Tribe is fully prepared to assume the transfer of IHS PSFAs to the Tribal health program.

Funding Number

HHS-2020-IHS-TSGN-0001

CFDA Number

93.444

Opportunity Name

Preschool Development Grant Birth through Five (PDG B-5) Renewal Grant

Competition Opens

09/18/2020

Competition Closes

11/17/2020

Description

The Administration for Children and Families (ACF) at the Department of Health and Human Services (HHS) jointly with the Department of Education (ED) will be soliciting applications from eligible States and Territories to carry out the renewal grant activities of the Preschool Development Grant Birth through Five (PDG B-5). The PDG B-5 Renewal Grants seek to empower state governments to lead the way in leveraging federal, state and local early care and education investments. These Renewal Grants seek to assist states in helping low-income and disadvantaged children enter kindergarten prepared and ready to succeed. In addition, these grants will help improve the transitions between early care and education settings and elementary schools. The overall responsibility of the PDG B-5 Renewal Grant is to assist states in the coordination of existing early childhood funding streams resulting in services being provided to more children birth through five in a mixed delivery system. States awarded a renewal grant may use a certain portion of grant funds to award subgrants to programs in a mixed delivery system across the state.

Funding Number

HHS-2020-ACF-OCC-TP-1855

CFDA Number

93.434

Opportunity Name

Research to Reduce Morbidity and Improve Care for Pediatric, and Adolescent and Young Adult (AYA) Cancer Survivors (R01 Clinical Trial Optional)

Competition Opens

03/16/2020

Competition Closes

07/30/2021

Description

Through this Funding Opportunity Announcement (FOA), the National Cancer Institute (NCI) invites applications describing research focused on improving care and health-related quality of life for childhood, and adolescent and young adult (AYA) cancer survivors. Specifically, this FOA solicits mechanistic, observational, and intervention applications that focus on six key domains: (1) disparities in survivor outcomes; (2) barriers to follow-up care (e.g. access, adherence); (3) impact of familial, socioeconomic, and other environmental factors on survivor outcomes; (4) indicators for long-term follow-up needs related to risk for late effects, recurrence, and subsequent cancers; (5) risk factors and predictors of late/long-term effects of cancer treatment; and (6) development of targeted interventions to reduce the burden of cancer for pediatric/AYA survivors.

Funding Number

RFA-CA-20-027

CFDA Number

93.393

Opportunity Name

Research to Reduce Morbidity and Improve Care for Pediatric, and Adolescent and Young Adult (AYA) Cancer Survivors (R21 Clinical Trial Optional)

Competition Opens

03/16/2020

Competition Closes

07/30/2021

Description

Through this Funding Opportunity Announcement (FOA), the National Cancer Institute (NCI) invites applications describing research focused on improving care and health-related quality of life for childhood, and adolescent and young adult (AYA) cancer survivors. Specifically, this FOA solicits mechanistic, observational, and intervention applications that focus on six key domains: (1) disparities in survivor outcomes; (2) barriers to follow-up care (e.g. access, adherence); (3) impact of familial, socioeconomic, and other environmental factors on survivor outcomes; (4) indicators for long-term follow-up needs related to risk for late effects, recurrence, and subsequent cancers; (5) risk factors and predictors of late/long-term effects of cancer treatment; and (6) development of targeted interventions to reduce the burden of cancer for pediatric/AYA survivors.

Funding Number

RFA-CA-20-028

CFDA Number

93.393

Opportunity Name

Higher Education Emergency Relief Fund – IHEs

Competition Opens

04/10/2020

Competition Closes

09/30/2020

Description

CARES Act: Higher Education Emergency Relief Fund

Funding Number

ED-GRANTS-041020-003

CFDA Number

84.425

Opportunity Name

Higher Education Emergency Relief Fund-IHE/Institution

Competition Opens

04/21/2020

Competition Closes

09/30/2020

Description

CARES Act: Higher Education Emergency Relief Fund. Funding Opportunity Number ED-GRANTS-042120-004 is for the Higher Education Emergency Relief Fund-IHE/Institution (84.425F) program.

Funding Number

ED-GRANTS-042120-004

CFDA Number

84.425

Opportunity Name

Interactive Digital Media STEM Resources for Pre-College and Informal Science Education Audiences (SBIR) (R43/R44 Clinical Trial Not Allowed)

Competition Opens

06/25/2020

Competition Closes

09/02/2022

Description

The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit NIH Small Business Innovation Research (SBIR) grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students, and pre- and in-service teachers and famlies ("Teachers") or (2) Informal science education (ISE), i.e., outside the classroom resources for the general public. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.

Funding Number

PAR-20-244

CFDA Number

93.859

Opportunity Name

Interactive Digital Media STEM Resources for Pre-College and Informal Science Education Audiences (STTR) (R41/R42 Clinical Trial Not Allowed)

Competition Opens

06/25/2020

Competition Closes

09/02/2022

Description

The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit NIH Small Business Innovation Research (SBIR) grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students and pre- and in-service teachers and famlies or (2) Informal science education (ISE), i.e., outside the classroom resources for the general public. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.

Funding Number

PAR-20-239

CFDA Number

93.859

Opportunity Name

Funding Opportunity Announcement FY2021 Department of the Navy (DON) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program

Competition Opens

08/04/2020

Competition Closes

12/08/2020

Description

The Department of Navy (DON) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program aims to increase the quantity and quality of minority professionals in science, technology, engineering, and mathematics (STEM) in the defense community. Research conducted at Minority-Serving Institutions (MSIs) for the DON HBCU/MI Program: Enhances the research and educational capabilities of HBCU/MIs in scientific and engineering disciplines critical to the defense mission of the U.S. Navy and U.S. Marine Corps; Encourages cross-institutional, collaborative efforts that explore innovative solutions to naval science and technology (S&T) challenges; and Increases the engagement of students, including underrepresented minorities, in STEM fields important to the U.S. Navy and U.S. Marine Corps. This FOA is executed under policy and guidance of the DON HBCU/MI Program and is administered by the Office of Naval Research (ONR). Competitive white papers and full invited proposals submitted to this FOA must clearly and succinctly describe efforts that advance basic naval-relevant S&T, engage faculty and students in STEM discovery, and expand the research capacity of participant institutions. The technical content of any proposed effort must contribute to the S&T mission and vision of the Department of the Navy and must align with the Naval Research Development Framework.

Funding Number

N00014-20-S-F007

Agencies

Dept. of Defense

CFDA Number

12.300

Opportunity Name

Office of Postsecondary Education (OPE): Fund for the Improvement of Postsecondary Education (FIPSE): Institutional Resilience and Expanded Postsecondary Opportunity (IREPO) Grants Program CFDA Number 84.425P

Competition Opens

08/21/2020

Competition Closes

10/20/2020

Description

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of the IREPO Grants, offered under section 18004(a)(3) of the CARES Act and the Fund for the Improvement of Postsecondary Education (FIPSE), is to provide financial support to institutions of higher education (IHEs) with the greatest unmet needs related to coronavirus to enable them to resume operations, serve the needs of students, reduce disease transmission, and develop more resilient instructional delivery models, such as distance learning, to continue educating students who cannot or choose not to attend classroom-based instruction due to coronavirus. Catalog of Federal Domestic Assistance (CFDA) number 84.425P.

Funding Number

ED-GRANTS-082120-001

CFDA Number

84.425

Opportunity Name

FY2021 EducationUSA Opportunity Funds Program

Competition Opens

09/02/2020

Competition Closes

10/30/2020

Description

PROGRAM DESCRIPTIONThe Public Affairs Section of the U.S. Embassy Kenya of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project focused on promoting U.S. higher education opportunities for high-achieving, financially disadvantaged Kenyan students. Please carefully follow all instructions below.Priority Region: Project activities must take place in Kenya and the United States and be directed at Kenyan audiences/participants.Program Objectives: The grantee will work in coordination with the Public Affairs Sections in Nairobi in support of the EducationUSA Opportunity Funds program. This program assists highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs of required standardized admission tests, application fees, international and domestic airfare, visa fees, SEVIS fees, and settling-in allowance. The U.S. Embassy in Nairobi will select and the EducationUSA adviser will advise the Opportunity Funds students. This program supports the U.S. Embassy objectives to achieve inclusive, market-driven, environmentally sustainable economic growth, strengthen health and human capacity, and advance new activities that promote trade, economic cooperation, and legitimate travel.Individuals and institutions interested in bidding on this cooperative agreement are asked to submit a proposal to administer the Opportunity Funds program, EducationUSA student assistant stipend disbursement, and coordination of the Phase I College Application Boot Camp to take place in June 2021 and the Phase II Graduation and Pre-Departure Orientation to take place in July 2021. The successful grantee will demonstrate an ability to effectively handle funds, coordinate logistics, and finalize payments in a timely manner.Key Program Components:Opportunity Funds Program Phase IIn the first phase, the Opportunity Funds scholarship will pay for about 20 students to take the SAT, SAT subject tests, and/or the ACT. The grantee will arrange payment and registration for these tests. The estimated scholarship amount for phase one is $240 per student. The institution will manage the logistics of test registration for each student and will oversee that students take the test on various test dates at various testing centers in Kenya. It is expected that students will take the tests between May and July 2021.Opportunity Funds Program Phase II In the second phase, the Opportunity Funds scholarship will pay for about 12 students to travel to the United States to matriculate at a U.S. institution of higher education. The scholarship will pay for visa and SEVIS fees, required immunizations, international airfare, domestic airfare (if required), and a settling-in allowance (if required). The estimated scholarship amount for phase two is $2,200 per student. The institution will communicate with the students and EducationUSA adviser, coordinate visa appointments, make travel arrangements for domestic and international travel, and coordinate payment to the students of settling-in and other related allowances. Phase II students will receive admission decisions between December and March 2021 and will need to be ready to start classes in the United States with start dates from July to September 2021.Student StipendThe grantee will manage monthly stipend payments to students who will assist the EducationUSA adviser in the implementation of the programmatic aspects of EducationUSA. The EducationUSA adviser will select two qualified students who have previously participated in the EducationUSA scholars program to help administer the required training for new scholars. The grantee will disburse a monthly stipend of $200 per month per student to offset travel expenses.Boot Camp and Pre-Departure OrientationThe grantee will manage the logistics of a College Application Boot Camp to take place in June 2021 for approximately 40 students. This will be five consecutive days of activities for students preparing their college applications to study in the United States. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the boot camp must be held virtually instead of in-person.The grantee will also manage the logistics of a Pre-Departure Orientation to take place in July 2021 in Nairobi, for three consecutive days for approximately 20 students. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the orientation must be held virtually instead of in-person.Participants and Audiences:The participants are Kenyan EducationUSA scholars, selected by the EducationUSA adviser. EducationUSA scholars are highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs.

Funding Number

DOS-NBO-PAS-FY20-005

Agencies

Dept. of State

CFDA Number

19.022

Opportunity Name

USAID IMPROVED LEARNING OUTCOMES IN PRIMARY EDUCATION (USAID SABER)”

Competition Opens

09/22/2020

Competition Closes

10/06/2020

Description

Dear Potential Offeror/Applicants, Thank you for your interest in USAID/Mozambique’s “USAID IMPROVED LEARNING OUTCOMES IN PRIMARY EDUCATION (USAID SABER)” activity. The purpose of this communication is to obtain industry comment on the attached DRAFT Statement of Objective (SOO). To that end, information obtained through this RFI will be held in confidence and will not be disclosed to the public unless specifically requested by responding sources. This Request for Information (RFI) relates to an activity design with the preliminary title of “USAID SABER”. The purpose of this RFI is to: Obtain details concerning interest in USAID’s anticipated requirements; and Obtain public comments on the Questions to inform the design process. This Request for Information (RFI) is issued solely for planning and information seeking purposes. This RFI is open for comments from any interested US and Non-US Organizations. This is not a solicitation/funding opportunity or a call for proposals/applications. Please do not submit proposals, resumes or promotional materials, as they will be discarded. In accordance with Federal Acquisition Regulation 15.209(c), the following clause is incorporated into this RFI: “FAR 52.215-3 REQUEST FOR INFORMATION OR SOLICITATION FOR PLANNING PURPOSES (OCT 1997) (a) The Government does not intend to award a contract on the basis of this solicitation or to otherwise pay for the information solicited except as an allowable cost under other contracts as provided in subsection 31.205-18, Bid and proposal costs, of the Federal Acquisition Regulation. (b) Although “proposal” and “offeror” are used in this Request for Information, your response will be treated as information only. It shall not be used as a proposal. (c) This solicitation is issued for the purpose of gathering information and comments to the SOO Draft attached to this document. NOTICE: THIS IS A REQUEST FOR INFORMATION (RFI) ONLY. The RFI is solely issued to gather information for planning purposes as an attempt to identify capabilities of potential contractors and to gain feedback on the draft Statement of Objectives (SOO). Therefore, respondents are advised that any information submitted may be used to inform the development of the anticipated Statement of Objectives (SOO). All submissions shall be made by the closing date and time noted on page 1 of this notice. Only submission via email is required; no hard copy delivery will be accepted. E-mail submissions shall be sent to Mr. Jean-Jacques Badiane, at jbadiane@usaid.gov and Ms. Judite Caetano, at jcaetano@usaid.gov. Interested parties shall prepare their submission in English and shall address the information requested below. All submissions must include Section I “Cover Page”, Section II “Comments/Questions” and Section III “Capability Statements” (applicable to U.S. Small Businesses only). Submissions shall use only 8.5 inch by 11-inch paper, single-spaced pages for all narrative documents and each page numbered consecutively. Interested parties must use Times New Roman font 11 or a similar size typeset and should be provided in MS Word or PDF format. I. Cover Page with Business Information (1 page) Organization/firm: name, address, contact information. Point of Contact(s): name, title, phone number, address, e-mail address. Statement of self-certification of business size and socio-economic status of the Organization/firm. II. Comments/Questions (4 Page Limit) Comments and Questions not to exceed four (4) pages will be accepted from all interested parties regarding the Draft Statement of Objectives and possible forthcoming solicitation. This is not a formal solicitation Q&A period; therefore, the government will not be providing responses. All comments and questions will merely serve to inform the government on current market trends and further refine the Statement of Objectives. Comments may include but are not limited to feedback on the Draft Statement of Objectives requirements, recommendations on instrument type (Acquisition or Assistance), anticipated demand in beneficiary geographic areas, NAICS code designation, other market considerations, etc. In order to maximize potential, USAID is seeking to receive feedback on the project approach, including opportunities and potential pitfalls, and individual or institutional perspectives on programs, policies, research, data, activities, and/or development approaches that might be useful for the project design, including past successes and failures, opportunities to leverage existing efforts and resources, gaps that need to be addressed, and sectoral and geographic focus. Please ensure that comments are concise and specific to the information within this RFI. While we welcome any comments you may have, we ask that if you choose to respond, that you answer the following questions to assist USAID: A. Classroom Instruction Improved Some LIC (Lower Income Countries) have limited resources to deliver quality education services, including the roll out of effective bilingual programs. What approaches have proven to be cost effective in improving early grade reading skills in poor learning conditions settings? 2. Teacher absenteeism in Mozambique is among the highest in the region. The 2019 midline EGRA findings indicate that high rates of school director and teacher absenteeism seems to be associated with student absenteeism. In one study, teachers were always on time in class and were present throughout the class, but student tardiness hampered lesson plan implementation. Delays of 30–40 minutes were frequent. In addition, between 10 percent and 46 percent of enrolled students did not attend classes on the day an assessment was conducted. These absences will require remediation activities later, with consequences for lesson plan compliance. How can teacher and school director absenteeism rates be minimized? What remediation activities do you recommend that show positive results where students are able to make up the number of days they missed in school? 3.A 2019 Assessment concluded that “teachers have some knowledge of gender and inclusion issues and have been given general guidelines to promote them. However, these guidelines focus on promoting equal class participation of boys and girls and distributing students appropriately throughout the classroom.” The evaluation found that aspects of gender equality are not addressed and that teachers have limited ability to put gender equality and inclusion processes into practice. The low proportion of female teachers also counteracts efforts toward gender equality. How can bilingual education training and monitoring pay attention to operationalizing gender approaches (what to do and how to do it)? B. Student Learning Outcomes Improved In our context children do not get to see scripts of their first language until the first day they go to school. How can interventions be best structured to ensure that children can learn to read in their own language making the best use of the knowledge they bring from home? 2.The 2019 midline EGRA report revealed that a majority of the variance in student scores is explained by factors outside of school-providing clear indication that programming needs to consider home/community interventions that may support student reading skill development and supplement teacher instruction in the classroom. What suggestions do you have for providing support to homes/communities and parents on how to engage in reading related activities at home? C. Teacher Professional Development Strengthened The 2019 EGRA data indicates that teachers need help reading in the L1 spoken by students. The mean Oral Reading Fluency (ORF) data for teachers in all 3 languages is extremely low for adult readers. Teacher ORF in reading grade 3 text in national languages ranged between 40 and 50 words per minute (wpm) (90 wpm is a good score) and indicates that their own reading skills are too poor to be able to teach reading well to their students. Teacher training and language differences may inhibit supervisors/coaches from providing support to teachers. What innovative approaches can provide continued support and coaching to teachers in a cost-effective way? 2. Many teachers are teaching in multi grade classrooms where they must teach students of different ages, grades, and abilities in the same group. What bilingual pedagogical approaches and materials are necessary to handle this classroom situation? 3. A large number of teachers do not speak the L1 of students. The 2019 EGRA student results were so low that it concluded that “having a teacher that is not a native L1 speaker is not a major factor.” The fact that there is a linguistic mismatch impact on student achievement. What innovative approaches and teacher incentives can be done to help students learn to read and write? The page limitation includes any attachments. The Government will not review any information, including attachments, more than the five (5) pages, unless otherwise stated in this section. We look forward to your responses to this Request for Information. Sincerely,

Funding Number

RFI-72065620

CFDA Number

98.001

Opportunity Name

Pediatric and Reproductive Environmental Health Scholars (PREHS): Strengthening the Pipeline (K12 Clinical Trial Not Allowed)

Competition Opens

09/22/2020

Competition Closes

01/15/2021

Description

The goal of the Pediatric and Reproductive Environmental Health Scholars (PREHS) program is to create of a strong network of healthcare professionals who possess the skills and knowledge to address the complexities of pediatric and reproductive environmental health. The PREHS program is envisioned as a strategy to bridge clinical training with a career in environmental health research relevant to pediatrics and reproductive health. As such, the PREHS program will provide training in clinical practice in environmental health, community-level advocacy, and teaching to pediatric healthcare providers, obstetricians/gynecologists, nurses, and other interested healthcare professionals, to be known as PREH Scholars. These K12 grant awards will generate well-qualified pediatric and reproductive environmental health leaders.

Funding Number

RFA-ES-20-007

CFDA Number

93.113
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