Grants.gov

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 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

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

The Employment and Training Administration (ETA), U.S. Department of Labor (DOL, or the Department, or we), announces the availability of approximately $89 million in grant funds authorized by the Workforce Innovation and Opportunity Act (WIOA) (Pub. L. 113-128) for YouthBuild. Under this Funding Opportunity Announcement (FOA), DOL will award grants through a competitive process to organizations providing pre-apprenticeship services that support education, occupational skills training, and employment services to at-risk youth, ages 16 to 24, while performing meaningful work and service to their communities. In addition to construction skills training, YouthBuild applicants may include occupational skills training in other in-demand industries. This expansion into additional in-demand industries is the Construction Plus component, a priority in this grant competition. The YouthBuild model balances project-based academic learning and occupational skills training to prepare at-risk youth for career placement. The academic component assists youth who are often significantly behind in basic skill development in obtaining a high school diploma or state high school equivalency credential. The occupational skills training component prepares at-risk youth for apprenticeship and other career pathways and/or further education or training. It also supports the goal of increasing affordable housing within communities by teaching youth construction skills learned by building or significantly renovating homes for sale or rent to low-income families or transitional housing for homeless families or individuals.

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.

Description

DE-FOA-0002398 titled, University Training and Research for Fossil Energy ApplicationsThis funding opportunity will encompass two separate university programs, each with its own requirements and each with restricted eligibility. The two programs are the University Coal Research (UCR) Program and the Historically Black Colleges and Universities and Other Minority Institutions (HBCU-OMI) Program. Each section of this document will be subdivided into a UCR section and an HBCU-OMI section to clearly address the requirements for each program. University Coal Research (UCR) Through this FOA, the UCR Program supports the Department of Energy’s (DOE) Office of Fossil Energy and the National Energy Technology Laboratory (NETL) mission by supporting long-term, high-risk meritorious fundamental research that advances the science of coal technologies at U.S. colleges and universities. Since its inception in FY1979, the UCR Program has maintained three objectives, to be achieved simultaneously, which are: (1) sustain a national university program of research in energy and environmental science and engineering related to coal through innovative and fundamental investigations pertinent to coal conversion and utilization; (2) to maintain and upgrade the coal research capabilities and facilities of U.S. colleges and universities; and (3) to support the education and training of our next generation of scientists and engineers. The FOA will offer areas of research that address specific problems for overcoming barriers in technology development for Fossil Energy in an environmentally acceptable manner. Historically, the involvement of professors and students has been an essential element in the success of the UCR Program. The participation of students is valuable because it serves to promote the influx of fresh ideas, and it ensures continued training of future scientists and engineers. This emphasis on U.S. college and university professors and students will be continued in FY2021 for all applications. To develop and sustain a national program of university research that advances the previous stated objectives, the DOE is interested in innovative and fundamental research pertinent to coal conversion and utilization. Historically Black Colleges and Universities and Other Minority Institutions (HBCU-OMI) To sustain a healthy economy and remain competitive internationally, the United States will need a highly-skilled workforce, which includes competent and dedicated scientists, engineers, and managers in technical fields. It will need not only advanced technology markets, but also knowledge of and sensitivity for culturally diverse customers and business partners. This theme is consistent with the Department of Energy Science Education Enhancement Act (42 U.S.C. § 7381) as amended by Sections 1102 and 1105 of the Energy Policy Act of 2005, which provides the statutory authority for U.S. Department of Energy’s (DOEs) HBCU-OMI Research and Development Program (HBCU-OMI Program). Implementation of the HBCU-OMI Program is also supported by DOE’s Strategic Plan and Strategic Plan for Minority Education Programs, both of which promote the DOE’s collaboration with HBCU-OMI. The HBCU-OMI Program is, thus, structured to support the mission of DOE. The process for supporting critical key research areas in fossil energy will be continued through this FOA. This program also supports the DOE’s mission by supporting long-term, high-risk meritorious fundamental research that advances the science of coal technologies at eligible U.S. colleges and universities. Work conducted in this program enables segments of the college population, not typically tapped for educational research in these subject areas, to advance technical skills and provide a meaningful contribution to the Fossil Energy Program in Crosscutting Research. Thus, grants awarded under this program are intended to maintain and upgrade educational, training, and research capabilities of HBCUs-OMIs in the fields of science and technology related to fossil energy resources. The key purpose of this program is to involve professors and students. Essential to the success of this program are (1) the collaborative involvement of HBCU-OMI professors and students along with the commercial sector; and (2) the establishment of linkages between the HBCU-OMI and private sector fossil energy community in the development and execution of fresh new research ideas.

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 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).

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.

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.

Description

The purpose of this program is strengthen the capacity of Institutions of Higher Education in Insular Areas to carry out resident instruction, curriculum, and teaching programs in the food and agricultural sciences through distance education technology. The Distance Education Grants Program for Institutions of Higher Education in Insular Areas (DEG) is a NIFA-administered competitive grants program focused on improving formal, postsecondary agricultural sciences education.

Description

Projects supported by the Higher Education Challenge Grants Program will: (1) address a state, regional, national, or international educational need; (2) involve a creative or non-traditional approach toward addressing that need that can serve as a model to others; (3) encourage and facilitate better working relationships in the university science and education community, as well as between universities and the private sector, to enhance program quality and supplement available resources; and (4) result in benefits that will likely transcend the project duration and USDA support.

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

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 purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children.

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

This notice announces the opportunity to apply for funding under the Maternal and Child Health (MCH) Leadership, Education, and Advancement in Undergraduate Pathways (LEAP) Training Program (formerly called MCH Pipeline Training Program). The purpose of the LEAP Program is to promote the development of a diverse and representative public health and health care workforce by recruiting undergraduate students from underserved or underrepresented backgrounds into MCH public health and MCH-related health professions in order to improve levels of representation, reduce health disparities, and increase access to health care for vulnerable and underserved MCH populations, including those from racially/ethnically diverse backgrounds. Few training programs currently focus on recruiting undergraduate students into MCH professions. The LEAP Program’s unique focus on recruiting diverse undergraduate student cohorts fills a critical gap by building and maintaining a diversified workforce that is reflective of and prepared to address the distinct needs of MCH populations. The specific objectives of the LEAP Program are to: (1) Recruit and support undergraduate trainees from diverse, underserved, and/or underrepresented backgrounds to: • Increase the number of undergraduate students from underrepresented backgrounds exposed to learning opportunities in MCH; • Promote development and interest in careers in MCH; and, • Increase their cultural responsiveness and skills in addressing health disparities in underserved communities. (2) Foster development of interdisciplinary leadership and research skills training at the undergraduate level in MCH public health and MCH-related health professions in preparation for careers in MCH. (3) Provide mentorship and internship opportunities to undergraduate students through preceptorships with MCH professionals, graduate students, and MCH/Title V organizations in preparation for graduate/post-graduate education/training in MCH. (4) Increase access to MCH undergraduate education and training through innovative and alternative methods, such as telehealth, virtual instruction, or distance-learning modalities.

Description

The Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants (SPECA) program seeks to: (a) promote and strengthen secondary education and two-year postsecondary education in the food, agriculture, natural resources and human (FANH) sciences in order to help ensure the existence of a workforce in the United States that's qualified to serve the FANH sciences system; and (b) promote complementary and synergistic linkages among secondary, two-year postsecondary, and higher education programs in the FANH sciences in order to advance excellence in education and encourage more young Americans to pursue and complete a baccalaureate or higher degree in the FANH sciences.

Description

This notice announces the opportunity to apply for funding under the UT5 Developmental Behavioral Pediatrics Research Network (DBPNet) Program. The purpose of this program is to establish and maintain a national, multi-site, collaborative research network for scientific collaboration and infrastructure building. This Research Network will provide national leadership in research to advance the evidence base in the developmental, behavioral, and psychosocial aspects of pediatric care to improve clinical services and health and related outcomes for children and adolescents with autism spectrum disorder and other developmental disabilities (ASD/DD) across the lifespan. It will work to develop effective interventions1 in clinical services and to improve health and related outcomes for children and adolescents with autism spectrum disorder and other developmental disabilities (ASD/DD). The Research Network will: • Lead, promote, and coordinate national research activities to improve the health and well-being of children and adolescents with ASD/DD, especially those from underserved2 populations who may have limited access to effective ASD/DD treatments;3 • Develop and maintain an infrastructure to support the design of a portfolio of interdisciplinary research that focuses on fostering the implementation of multi-site intervention research studies, translating research to policy and practice that meets the needs of all children (including those traditionally underserved); • Coordinate a plan to enhance the research training and mentorship of diverse emerging investigators from traditionally underserved backgrounds through the use of innovative mentorship/research experiences and manuscript development;4 and • Address, where applicable, U.S. Department of Health and Human Services’ (HHS) and Health Resources and Services Administration’s (HRSA) priorities, namely, mental health and telehealth. For cooperative agreement activities, please see Project Narrative Section III.

Description

This Request for Applications (RFA) is issued pursuant to Section 319(h) of the Clean Water Act (CWA), which authorizes EPA to award grants to eligible tribes and intertribal consortia to implement approved NPS management programs developed pursuant to Section 319(b)(1) “for controlling pollution added from nonpoint sources to the navigable waters” and “improving the quality of such waters.” NPS management programs must identify “best management practices and measures which will be undertaken to reduce pollutant loadings resulting from each category, subcategory, or particular nonpoint source” identified in the tribe’s NPS assessment report developed pursuant to Section 319(a).After allocating Section 319 tribal funds for tribal base grant work plans, EPA allocates the remaining Section 319 tribal funds to eligible entities according to the competitive procedures in this RFA. This competitive funding will support tribal efforts to develop and/or implement watershed-based plans and implement watershed projects that will result in significant steps towards addressing NPS water quality impairments or threats on a watershed-wide basis.

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, or treatment of cancer, rehabilitation from cancer, or the continuing care of cancer patients and the families of cancer patients.

Description

BackgroundThe United States Department of Agriculture Foreign Agricultural Service (USDA/FAS) and the United States Agency for International Development Africa Bureau (USAID/AFR) have partnered to bring this opportunity to fruition. It is anticipated that the findings of this collaborative research activity will inform future design and implementation of USDA McGovern Dole and USAID/AFR agriculture, food security, agriculture, resilience, nutrition and education activities.The McGovern-Dole International Food for Education and Child Nutrition (McGovern-Dole) program was authorized in 2002 with current appropriations of approximately $200 million annually. The program is administered by the U.S. Department of Agriculture’s Foreign Agricultural Service and is named in honor of Ambassador and former Senator George McGovern and former Senator Robert Dole for their tireless efforts to encourage a global commitment to school feeding and child nutrition.The McGovern–Dole program helps support education, child development, and food security for some of the world’s poorest children. It provides for donations of U.S. agricultural commodities, locally and or regionally procured agricultural commodities, as well as financial and technical assistance, for school feeding and maternal and child nutrition projects in low-income, food-deficit countries that are committed to universal education.The key objectives of the McGovern-Dole program are to reduce hunger and improve literacy and primary education, especially for girls. By providing school meals, teacher training, and related support, McGovern-Dole projects help boost school enrollment and academic performance. At the same time, nutrition programs are offered for pregnant and lactating women, infants, and pre-school children to sustain and improve their health and learning capacity before they enter school.In the 2014 Farm Bill, USDA was authorized to implement a new program, the Local and Regional Food Aid Procurement (LRP) Program. The program was officially launched in 2016 awarding three programs that year and three more programs each subsequent year up to 2019. To date, USDA has funded 12 separate LRP programs in 12 countries with a total funding amount of $35 million. Each year the funding allocations increased for the LRP program and in 2018 the Farm Bill announced that USDA’s McGovern-Dole program would allow local and regional purchase under the McGovern-Dole program, no longer as a separate program anymore. This allowed for all projects that applied in FY2020 to have a local and regional component to the program to encourage local, regional and national ownership of school feeding, and build the capacity of small holder farmers using schools as a guaranteed market outlet. The research questions below are derived from the McGovern-Dole School Meals Learning Agenda. Developed in 2016, the Learning Agenda is intended to identify gaps in the knowledge base within the school meals literature that USDA believes should be addressed as a matter of priority.

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: Through the National Center for Education Research (NCER), the Institute of Education Sciences (Institute) provides support for programs of research in areas of demonstrated national need. The Institute’s research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. Through the Research Networks Focused on Critical Problems of Education Policy and Practice grant program, NCER focuses resources and attention on specific education problems or issues that are a high priority for the Nation, and establishes both a structure and process for researchers who are working on these issues to share ideas, build new knowledge, and strengthen their research and dissemination capacity. The Institute is establishing both the Adult Skills Network and the Digital Learning Platforms Network to fulfill the requirements in section 133(c)(1) of the Education Sciences Reform Act of 2002 for national research and development centers. Assistance Listing Number 84.305N.

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 HEP is designed to assist migratory or seasonal farmworkers (or immediate family members of such workers) to obtain the equivalent of a secondary school diploma and subsequently to gain improved employment, enter into military service, or be placed in an institution of higher education (IHE) or other postsecondary education or training. Assistance Listing Number 84.141A.

Description

The US Army Corps of Engineers (USACE), Portland District (NWP) intends to enter into a cooperative agreement with a non-Federal public agency, nonprofit entity, qualified youth service, or conservation corps organization for land stewardship and restoration services on USACE land in the Willamette Valley, Oregon. These cooperative agreements will assist NWP in fulfilling environmental stewardship responsibilities consisting of restoration and management of native prairie landscapes and wildlife habitat primarily at Fern Ridge Lake while providing education and training to at-risk youth from the nearby community. The recipient’s participating students (participants) will gain experience with project planning, development, and implementation. Projects will mainly focus on land stewardship, prairie and habitat restoration, and nursery and greenhouse maintenance. The cooperative agreements will be awarded pursuant to 33 U.S.C. § 2339 Conservation and Recreation Management. The recipients for these cooperative agreement must be a non-Federal public agency, nonprofit entity, or qualified youth service or conservation corps organization that serves at-risk youth in local communities near Fern Ridge and has experience in land stewardship and restoration using small crews supervised by experienced crew leaders so that ecological concepts can be accurately conveyed to crew and leaders.

Description

Executive Summary: The U.S. Study Abroad Branch (ECA/A/S/Q) within the Office of Global Educational Programs in the Bureau of Educational and Cultural Affairs, U.S. Department of State, is pleased to announce an open competition for proposals to administer the FY2021 Increase and Diversify Education Abroad for U.S. Students (IDEAS) Program, formerly known as the Capacity Building Program for U.S. Study Abroad. The IDEAS Program advances the Bureau’s objective of supporting mutual understanding between the people of the United States and other countries by building the institutional capacity of accredited U.S. higher education institutions to increase and/or diversify U.S. student mobility abroad in support of U.S. foreign policy goals. For the purposes of this award, diversification of study abroad programming includes but is not limited to:• Expanding study abroad to new overseas destinations, particularly those that are less common study abroad destinations;• Increasing the number of study abroad students from groups that are currently underrepresented in study abroad, which may include but are not limited to first-generation students, racial/ethnic minority students, students with disabilities, and/or students from underrepresented academic disciplines; and• Increasing the number of U.S. higher education institutions offering study abroad programs, including but not limited to community colleges, Minority Serving Institutions (MSIs), and institutions in states with traditionally lower study abroad numbers. The FY2021 IDEAS Program aims to increase and diversify study abroad through two main components, the administration of small grants and the implementation of capacity building initiatives. Pending availability of funds, the recipient will work in close consultation with ECA to implement these two components under this award: 1. Administration of Small Grants to Support Capacity Building: The award recipient will execute one national competition for the provision of no fewer than 20 total sub-awards of $35,000 or less to accredited U.S. higher education institutions to create, expand, and/or diversify their study abroad programs in support of U.S. foreign policy goals. Sub-awards should support programs for primarily undergraduate students. Selection criteria for sub-awards should fully reflect the overall goals and criteria for the small grants as stated in Section A of this NOFO. The award recipient will provide programmatic support and guidance to sub-award applicants and recipients and monitor the fiscal and programmatic progress of the recipients and their projects, as well as the final impact of the awards. The award recipient will provide semi-annual reports on results to ECA. Additionally, the recipient is required to alert the Program Office of any impediments to successful implementation as they arise and consult with ECA to resolve programmatic and/or financial challenges. The recipient must provide an evaluation of activities as outlined in the NOFO. 2. Implementation of Other Capacity Building Initiatives: The award recipient will design and implement initiatives for the wider U.S. study abroad community to increase and diversify U.S. student mobility abroad. These initiatives may take the form of in-person and/or virtual workshops, seminars, trainings and/or other creative mechanisms to bolster the capacity and knowledge sharing of and by U.S. higher education staff and faculty to expand American student mobility overseas. Applicants should propose at least six total virtual and/or in-person capacity building activities, which can be of various formats and lengths, for the wider higher education community. For any in-person activities, proposals should include relevant funding to enable broad and diverse participation of U.S. higher education representatives, including those requiring financial support to participate. Applicants proposing in-person activities should provide justification for in-person meeting costs and rationale for why meeting in-person is necessary to the activities’ success. Proposals for this element should not exceed $150,000 in total. Please see the full announcement for details.

Description

This notice announces the opportunity to apply for funding under the Early Childhood Comprehensive Systems: Health Integration Prenatal-to-Three Program (ECCS). The purpose of this program is to build integrated maternal and early childhood systems1 of care that are equitable, sustainable, comprehensive, and inclusive of the health system, and that promote early developmental health and family well-being and increase family-centered access to care and engagement of the prenatal-to-3 (P–3) population. The goals for the ECCS program are to: 1) Increase state2-level infrastructure and capacity to develop and/or strengthen statewide maternal and early childhood systems of care; 2) Increase coordination and alignment between maternal and child health (MCH) and other statewide systems that impact young children and families to advance a common vision for early developmental health and family well-being; 3) Increase the capacity of health systems to deliver and effectively connect families to a continuum of services that promote early developmental health and family well-being, beginning prenatally; 4) Identify and implement policy and financing strategies that support the funding and sustainability of multigenerational, preventive services and systems for the P–3 population; and 5) Increase state-level capacity to advance equitable and improved access to services for underserved P–3 populations. To advance these goals, recipients will pursue the following core objectives: 1) Increase the number of family and professional leaders engaged in state-level maternal and early childhood initiatives; 2) Develop (or strengthen) and implement a cross-sector state-level maternal and early childhood strategic plan that integrates health with other P–3 systems and programs; 3) Increase the participation of health providers (including obstetricians and pediatricians) in coordinated intake and referral systems (CIRS) or other centralized intake and data coordination efforts for the maternal and P–3 population; 4) Demonstrate progress toward critical policy and financing changes, as identified in state maternal and early childhood strategic plans; and 5) Set specific and measurable P–3 health equity goals in the statewide early childhood strategic plan. ECCS goals and objectives aim to increase statewide access to integrated, effective, culturally appropriate, evidence-based early developmental health and family well-being promotion, prevention, and early intervention practices and services during the prenatal and early childhood period. Earlier family engagement in high-quality comprehensive services supports long-term family protective factors, reductions in risks to health and development, and improvements in indicators of health and well-being.3 See Appendix B for the ECCS program logic model and core assumptions underlying the program. For a detailed description of program expectations, see Section IV.