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

05/30/2019

04/30/2024

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; andc. 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.

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##   National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering)

07/27/2021

//

Request for Information Request for Information: R&ENDEPSTEMFY22RFI Agency/Office: Washington Headquarters Services/Acquisition Directorate (WHS/AD) on behalf of the Office of the Under Secretary of Defense (Research & Engineering) Title: National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering) Disclaimer: The Department of Defense (DoD) may use responses to this request for information (RFI) to inform future solicitation / funding opportunity announcement. The purpose of this RFI is to survey industry (to include non-profits, academia, large, and small businesses (e.g., 8(a), service-disabled Veteran-owned small business, HUBZone small business, small disadvantaged business, Veteran-owned small business, and woman-owned small business)) for relevant information. Hence, submitted responses should not be worded as proposals. In accordance with FAR 15.201(e), responses to this notice are not offers and cannot be accepted by the Government to form a binding contract. The Government will not reimburse respondents for any costs associated with submissions of the RFI being requested or reimburse expenses incurred to interested parties for responses. Background/Overview: This RFI consists of two focuses, which are outlined below: (1) Transitioning students from 2-year Community College science, technology, engineering, and mathematics (STEM) programs to a STEM degree at a 4-year institution through a consortium based approach (2) Preparing an agile and diverse workforce through technical training and certificate programs and supporting these programs through collaborative partnerships and consortia The Department of Defense (DoD) STEM mission is to inspire, cultivate, and develop exceptional STEM talent through a continuum of opportunities to enrich the current and future DoD workforce poised to tackle evolving defense technological challenges. Towards this end, DoD invests in the future and current STEM talent pools by fostering pathways that connect to a continuum of enriching DoD programs to meet the unique mission needs of the Department. In accordance with 10 USC §2192, Improvement of education in technical fields: general authority regarding education in science, technology, engineering, and mathematics, NDEP through WHS/AD, is conducting market research to investigate effective approaches at creating STEM education focused consortia or communities of practice at Community Colleges and 2-year colleges. The Federal STEM Strategy states, “The future, more diverse, pool of work-ready, STEM-literate Americans will come through many pathways[1]. About half of students who pursue higher education are likely to start at a community college”[2]. DoD is the largest employer of scientists and engineers in the United States. Therefore, the Department must maintain a robust pipeline of STEM talent by investing in postsecondary STEM activities, specifically in 2-year colleges, to ensure the DoD has enduring access to the best and brightest talent in the near-, mid-, and long-term. This RFI explicitly encourages input from or regarding projects that involve consortia or communities of practices between 2-year institutions, Community Colleges, and relevant partners; improve the capacity of community colleges to create impactful STEM educational experiences for students and teachers; promote the transition from 2 to 4-year degrees; and prepare an agile and diverse 21st century technical workforce. Response(s) to the question(s) below should focus on effective models with specific efforts in at least one of the following: · Reaching and attracting Veterans, their dependents, and military connected students to STEM opportunities[3],[4] · Providing meaningful STEM experiences for students and faculty especially those from underserved populations[5] · Fostering/leveraging partnerships and ecosystems to amplify reach and impact of STEM activity through multi-institution consortia[6] · Promoting transition from 2-year colleges to 4-year degrees in STEM fields · Technical training and certifications through 2-year degree programs, especially in AI, cyber, and advanced manufacturing Questions to address: Respondents can answer any of the questions #1 - #8, but are not required to respond to all questions #1 - #8. 1. What are the biggest needs and challenges that Community Colleges face in regards to STEM education? How could those needs and challenges best be addressed? 2. What educational programs can be developed and implemented at Community Colleges to support DoD science and technology priority areas (https://www.cto.mil/modernization-priorities/)? 3. What are effective ways in preparing 2-year STEM students to transition into 4-year STEM degrees or the STEM workforce? 4. What are effective ways to promote technical training and STEM certificate programs? 5. What partners do Community Colleges and 2-year institutions need to successfully promote certificate programs and/or transitioning students to 4-year institutions? What benefits would come from each type of partner? 6. Whether you are currently part of a consortium-based model or would be interested in participating in one, describe the benefits and drawbacks of such a partnership. What type of consortium structure maximized the creation of effective and lasting relationships between institutions in regards to promoting STEM education? What would the role of the management entity look like, and what partners would be involved? 7. If you are currently part of a local or regional ecosystem[7], either formally or informally, describe the structure and support that the ecosystem provides. Please describe the benefits and drawbacks that you encounter. What efforts support STEM participation by creating accessible, inclusive STEM learning opportunities and promoting STEM careers? 8. What are effective ways in assessing program impact relative to topics mentioned above? Requirement: All qualified, experienced, and capable sources are welcome to respond to this RFI. Large-scale and small-scale examples of programs are of equal interest. Your capabilities should cover any and all areas of focus delineated above. There is no target of years in relevant experience if a program has evidence-based effectiveness and proven results. In addition, please provide the following Point of Contact information for all responses: Company: Address: Point of Contact: Phone Number: Email Address: Business Size and Classification: [example, Large Business, Small Business, 8(a), Woman-Owned/Economically Disadvantaged Woman-Owned, Historically Underutilized Business Zone (HUBZone), Veteran-Owned, Service-Disabled Veteran-Owned)] Security Clearance: No security clearance is required for this requirement NAICS recommendations: • 541713 Research and Development in Nanotechnology • 541714 Research and Development in Biotechnology • 541715 Research and Development in the Physical, Engineering, and Life Sciences; • 541720 Research and Development in the Social Sciences and Humanities; • 611310 Colleges, Universities, and Professional Schools; • 611430 Professional and Management Development Training; • 611519 Other Technical and Trade Schools; • 611691 Exam Preparation and Tutoring; • 611710 Educational Support Services; • 712110 Museums; • 813211 Grantmaking Foundations • 923110 Administration of Education Programs; Submission Requirements: All responses to the RFI should be submitted via e-mail to osd.dodstem@mail.mil following the Schedule of Events below. The government is contemplating holding an informational workshop/webinar after the close of the RFI. If you would like to participate, RSVP to the email address provided and state I, II, and/or III from the areas of interest on page 1. Please no phone calls. Schedule of Events Event: Questions Regarding RFI Date: 23 August, 2021 Time: 17:00 EST Event: FAQ Posting Date: 27 August, 2021 Event: RFI Responses Due Date: 10 September, 2021 Time: 17:00 EST There is a maximum page limitation of six (6) pages: four (4) pages for the responses to questions two (2) pages for the capability statement All responses must be typed, single spaced using 12 point, Times New Roman, font, within an 8.5 by 11-inch page size, in Adobe Acrobat PDF (.pdf) or Microsoft Word files. No hard copy or facsimile submissions will be accepted. Cover letters and extraneous materials (brochures, etc.) will not be considered. All submissions shall be at the UNCLASSIFIED level and shall clearly mark proprietary information. All submissions shall include contact information for the individual and/or organization (as appropriate) making the submission. At the discretion of the Office of the Under Secretary of Defense (Research & Engineering), responders may be contacted for further clarification or additional information; if you do not wish to be contacted please indicate so in your response. [1] Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systematic Change to Support Students’ Diverse Pathways (2016). https://www.nap.edu/catalog/21739/barriers-and-opportunities-for-2-year... [2] Charting a Course for Success: America’s Strategy for STEM Education (2018). https://trumpwhitehouse.archives.gov/wp-content/uploads/2018/12/STEM-Ed... [3] FY2020 National Defense Authorization Act, Section 211, 10 USC §2192b Program on enhancement of preparation of dependents of members of armed forces for careers in science, technology, engineering, and mathematics [4] S. 153 – Supporting Veterans in STEM Careers Act [5] DoD STEM defines Underserved populations as students that are dependents of members of the military, national guard and reserves or military connected; students who are eligible to receive Free and Reduced-price Meals—FARMS; Students belonging to racial and ethnic minorities that are historically underrepresented in STEM (i.e., Alaska Natives, Native Americans, Blacks or African Americans, Latinx/Hispanics, Native Hawaiians and other Pacific Islanders); Students with disabilities; Students who are English language learners (ELLs); First‐generation college bound students:; Students in rural, frontier, or other Federal targeted outreach schools; and Females in certain STEM fields where they remain underrepresented (Gender) (e.g., physical science, computer science, mathematics, or engineering) [6] FY2018 National Defense Authorization Act, Section 217, 10 USC §2358 Mechanisms for Expedited Access to Technical Talent and Expertise at Academic Institutions to Support Department of Defense Missions [7] STEM Ecosystem: STEM education ecosystems consist of multi-sector partners united by a collective vision of supporting participation in STEM through the creation of accessible, inclusive STEM learning opportunities that promote STEM literacy and expose learners to a variety of career paths and facilitate critical transitions from Pre-K through career. A STEM education ecosystem continuously evaluates its activities and adapts as needed to improve outcomes for learners, plans for the long-term, and invests in communicating its work to build broad support and advance best-practices.

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##   FY2022 Department of the Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program

07/30/2021

12/01/2021

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

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##   Cultural Landscape Studies, Willamette Valley Project, USACE: Education and Training for College Students in Archaeology and Cultural Resources Management

08/18/2021

09/17/2021

The US Army Corps of Engineers (USACE), Portland District (NWP) intends to enter into a cooperative agreement with a non-Federal public entity or non-profit entity to accomplish the following: 1) provide training and educational opportunities for college students who are studying archaeology and cultural resources management, and 2) continue cultural resources stewardship through identifying, evaluating, and studying cultural resources managed by the Willamette Valley Project or issues relevant to the cultural resources program, which is part of the Environmental Stewardship Program. The recipient’s participants will benefit from gaining experience and expertise in academic and applied aspects of archaeology and cultural resources management, which will increase their ability to be academically and professionally competitive. The fields of archaeology and cultural resources management will benefit from the production of new professionals who have targeted and useful training. The cooperative agreement will be awarded pursuant to 33 U.S.C. § 2339. The preferred partner for this cooperative agreement must be a non-Federal public entity or non-profit entity that has access to college student populations who live within commuting distance of the Willamette Valley Project. The entity must be able to provide educational and training opportunities in classroom, laboratory, museum, job-shadowing, and/or field settings that are tailored to the level of education of each of the student participants. These opportunities will be within commuting distance of the Willamette Valley Project. The recipient must have knowledge of and experience with academic and applied aspects of archaeology and cultural resources management and be able to undertake and complete projects of varying scope and complexity related to these fields. The recipient must have experience working with college student populations and supporting students through education and training efforts in the fields of archaeology and cultural resources management.

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##   Funding Opportunity Announcement of Science, Mathematics, and Research for Transformation (SMART) Scholarship-for-Service Program

01/05/2022

03/07/2022

The Department of Defense seeks innovative applications to cooperatively partner with eligible entities in the implementation and execution of its Science, Mathematics, and Research for Transformation (SMART) Program. The Department intends to award ONE (1) cooperative agreement award, with a maximum award of up to $450M over a five-year period of performance.SMART is a highly competitive STEM-focused scholarship-for-service program, empowered to make full-tuition awards during any phase of a scholar’s education in a regionally accredited U.S. university or college. The program sponsors undergraduate, graduate, and doctoral study in 21 academic disciplines that the Department has identified as critical to national security and DoD’s future. Established by Congress in 2006, the program has awarded more than 3,700 scholarships, and aims to increase the number of civilian scientists and engineers working at Department of Defense (DoD) laboratories and facilities.“We are very proud of all the 416 recipients of this prestigious scholarship,” said Mr. Louie Lopez, DoD STEM Director. “I look to forward to seeing these next generation of STEM leaders’ contributions to the Department and the Nation.”The DOD develops STEM talent through its K-20 STEM education and talent development efforts called DoD STEM. DoD STEM aims to inspire, cultivate, and develop talent to address the Nation’s technological challenges, now and into the future.The largest program under DoD STEM is the National Defense Education Program (NDEP). It fosters and enhances the DoD’s ability to develop and access high-quality STEM talent vital to national defense.NDEP activities support the DoD STEM effort in providing authentic learning experiences through a variety of education and outreach initiatives in the form of scholarships, internships, enrichment activities, competitions, and mentorships by leveraging partners from industry, academia, and other government organizations with a shared STEM mission. One of the main NDEP efforts in addressing talent development and recruitment is through the SMART Program.SMART is empowered to make full-tuition awards during any phase of a scholar’s education in a regionally accredited U.S. university or college. The program sponsors undergraduate, graduate, and doctoral study in 21 academic disciplines critical to national security and DoD’s future. Upon graduation, students move directly into employment at DoD facilities. Awards can be made during any phase of a scholar’s education and vary in length from a minimum of one to a maximum of five years. The service commitment is one year of DoD employment for each academic year of SMART funding.The funding announcement will be available in early January 2022 on Grants.gov (www.grants.gov), SAM.GOV (https://sam.gov/) and the U.S. Combat Capabilities Development Command’s Army Research Laboratory website.The SMART Program will also hold a virtual Opportunity Day on 09 February 2022 from 1300 to 1600 Eastern Standard Time (EST). To register, email osd.smart@mail.mil. More details will be provided prior to the event. To learn more about the SMART Scholarship-for-Service Program and the participating DoD sponsoring facilities, visit www.smartscholarship.org.

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##   DoD STEM Community College Consortium

01/25/2022

03/29/2022

The Department of Defense (DoD) National Defense Education Program (NDEP) is seeking to strategically fund science, technology, engineering, and mathematics (STEM) education at 2-year institutions and Community Colleges (2YI/CCs) through a consortium approach. The DoD STEM vision is a diverse and sustainable STEM talent pool ready to serve our Nation and extend the Department’s competitive edge. This NOFO aims to enhance the STEM workforce through regional consortia which will develop and encourage STEM ecosystems between 2YI/CCs and 4-Year Institutions (4YIs), industry, local education agencies, and others in STEM education. Each regional DoD STEM Community College Consortium should collaboratively work with members of their geographical area to promote partnerships that enhance STEM education at 2YI/CCs, while aligning to the DoD STEM mission to “inspire, cultivate, and develop exceptional STEM talent through a continuum of opportunities to enrich our current and future DoD workforce poised to tackle evolving defense technological challenges”. These collaborations should foster the development of 2YI/CC STEM ecosystems that have the ability to implement far-reaching sustainable programs, specifically those that promote the completion of certificate training programs aligned to DoD priority areas; increase transitions from 2YI/CC programs to STEM degrees from 4YIs; and meet the vision, roles, and goals outlined in the DoD STEM Strategic Plan.Responses to this funding opportunity should focus on either or both of the below goals:(1) Promote and support the completion of technical training and certificate programs that strengthen the DoD and Defense Industrial Base (DIB) science, technology, and manufacturing workforce.(2) Develop, support, and increase the transition of students, especially those from underserved and underrepresented populations to include veterans and their spouses, from 2-year institutions and/or Community College STEM programs to STEM degrees at 4-year institutions.

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##   Annual Recruitment and Survival of Juvenile Gulf Sturgeon in the Apalachicola River

06/14/2023

08/14/2023

Research supports year class strength of Gulf Sturgeon can be influenced by annual hydrologic patterns. Randall and Sulak (2007) noted that recruitment in the Suwannee River was highly correlated with high monthly mean flows in September and December. High flows during these months were hypothesized to decrease salinity in estuarine zones therefore providing greater foraging area for young sturgeon near river mouths in December and reducing periods of low dissolved oxygen in lower river reaches during September. Assessing annual recruitment patterns in juvenile Gulf Sturgeon is critical in terms of promoting overall recovery objectives (USFWS and NMFS 2009) but requires long-term monitoring efforts coupled with quantified estimates of annual abundance of juvenile sturgeon. Within the Apalachicola River system, the U.S. Fish and Wildlife Service Panama City Fish and Wildlife Conservation Office (USFWS Panama City FWCO) has coordinated juvenile Gulf Sturgeon sampling since 2013 using targeted netting to monitor abundance and year class strength in addition to utilizing acoustic telemetry to address movement patterns of juvenile Gulf Sturgeon within the estuary. For this effort, year class abundance was estimated at Age 1 and cohort abundance has varied from about 50-200 fish per year (Marbury 2016). In 2016, the USFWS issued a Biological Opinion (BO) regarding the USACE update to the Water Control Manual (WCM) for the ACF (Apalachicola-Chattahoochee-Flint system) and determined those operational actions may adversely affect a number of listed species occurring within the basin, including Gulf Sturgeon. One concern that was highlighted was a reduction in the duration and frequency of floodplain inundation following the updated WCM which could potentially impact young of year and juvenile Gulf Sturgeon survival and growth. The BO identified three Reasonable and Prudent Measures (RPMs) to minimize impacts of incidental take of the listed species. RPM 2016-3 requires USACE to monitor the level of take associated with the ACF WCM by monitoring the distribution, abundance, survival, growth, and fecundity of the listed mussels and Gulf Sturgeon in the action area. A primary objective of this project is to use the sampling methodology and analytical approaches outlined by USFWS Panama City FWCO to conduct targeted sampling for juvenile Gulf Sturgeon. These data will be used to address concerns highlighted in the BO issued by USFWS regarding USACE ACF WCM operations at Jim Woodruff Lock and Dam and its potential impact to juvenile sturgeon recruitment. These baseline data will provide insight on the potential influences of USACE ACF Water Control Manual operations as well as annual variability in juvenile Gulf Sturgeon growth and recruitment. A. Program Description/Objective: We propose that juvenile Gulf Sturgeon sampling occur periodically from May through July using anchored monofilament gill nets and targeted sampling conducted in the lower reaches of the Apalachicola River including sections of the Brothers River where netting has been successful in the past (Marbury 2016). Nets should consist of three, 50m panels of 7.6-cm, 8.9-cm, and 10.2-cm monofilament mesh (stretch measure) and effort should include the deployment of six to 12 nets daily during the overall sampling period. Captured sturgeon will be weighed (nearest 0.1 kg) and measured (FL, TL cm), and assessed for previous capture by the presence of external tags and/or internal passive integrated transponder (PIT) tags. New captures will be tagged with T-bar and PIT tags. A genetic tissue sample (e.g., fin clip) will be taken from each processed sturgeon and handled according to Dugo et al. (2004). A section of secondary pectoral fin ray will be removed from near the basal articulating process of the fin and retained for subsequent aging assessments (Baremore and Rosati 2013, 2014; Andres et al. 2018). A subsample of processed fish will be equipped with internal acoustic telemetry tags following standard procedures (USFWS 1993; Kahn & Mohead 2010). Following recovery, fish will be released downstream of the original capture location. In addition, the awardee will construct, deploy, maintain, download, and retrieve an acoustic telemetry array within the lower portion of the Apalachicola River and estuary. Final number of receivers and locations will be decided following consultation with ERDC before the contract has been awarded. The array will be deployed prior to the netting/tagging phase in 2019, downloaded quarterly and maintained in position until the completion of the project. Identified project tasks are: 1. Quantify the recruitment of Age-1 Gulf Sturgeon in the Apalachicola River using a standardized mark-recapture survey. The awardee will evaluate age and size structure of processed Gulf Sturgeon based on annual monitoring efforts to address recruitment dynamics (Peterson et al. 2000; Neumann and Allen 2007; Schueller and Peterson 2010; Paukert and Spurgeon 2017). These data will assist in evaluating environmental and WCM operational influences on Age-1 cohorts and determine if any variations in cohort abundance are in response to existing USACE project operations. 2. Quantify overwinter survival of Age-1 Gulf Sturgeon in Apalachicola Bay. Telemetry tagged fish will be monitored by passively tracking individuals through a deployed acoustic array to evaluate overall movement patterns within the lower river and associated estuary. Understanding the movement of these fish within the estuarine environment and their association with specific habitat and/or zones (e.g., upper, middle, lower bay; nearshore, open water) will provide important information to address the concern on whether WCM operations influences estuarine invertebrate production, which is critical to juvenile sturgeon growth and survival, particularly the Age-1 cohort. Successful applicants should have expert knowledge of Gulf Sturgeon life history and extensive familiarity and experience with netting and handling of endangered fish species. Netting within riverine habitats and tagging will follow the general guidelines recommended by the USFWS and NOAA. The candidates should have sufficient experience with telemetry-based projects and a record that demonstrates research experience with collecting and analyzing these types of data. In addition, the candidates will secure all necessary permits (state and/or federal) required for conducting the proposed research. The candidates will be required to prepare a Statement of Work and Work Plan regarding the research to be conducted. The candidates will also be required to submit status reports to accompany billing invoices (monthly or quarterly) and one (1) annual report each year of the cooperative agreement to provide updates on data collection and analysis. Deliverables will include written products that address the following: 1. Age-1 recruitment estimates for the Apalachicola River Gulf Sturgeon population during the overall project period. 2. An analysis of the effects of flow on Gulf Sturgeon recruitment, based on this study and data collected by previous studies in the river. 3. Timing and duration of juvenile Gulf Sturgeon occurrences within the Apalachicola acoustic telemetry array. 4. Estimates of juvenile Gulf Sturgeon overwinter survival rates.

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