Grants.gov

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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,