Featured Grant OpportunitySchool Emergency Response to Violence (Project SERV) (Funding Opportunity) 

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##   Family Violence Prevention and Services Discretionary Grants: Capacity Building and Program Technical Assistance for Family Violence Prevention and Services Act Formula Grantees

08/31/2021

//

The Family Violence Prevention and Services Act (FVPSA) Discretionary Grant Program seeks applications to enhance and expand the capacity of FVPSA formula grant recipients – state FVPSA administrators, tribal FVPSA recipients, and state/territory domestic violence coalitions. For this grant program, one awardee will be expected to provide 1) topic-specific training and technical assistance at a national level and 2) intensive training and technical assistance at the tribal, state, or territory level. The national training and technical assistance topics, and the identified formula grant recipients of the intensive technical assistance, will be identified through: formula grant recipient needs assessments; program monitoring by FVPSA staff; and the selected awardee's internal processes for identifying needed topics and selecting formula grant recipients. The training and technical assistance will focus on programmatic and administrative functions to build the capacity of FVPSA formula grant recipients, such as dissemination of FVPSA regulations and guidance, understanding roles and responsibilities of programmatic monitoring of local programs, incorporation of best practices, building the management capacity of organizations, and building partnerships within the state or territory which includes culturally-specific organizations and tribes. The awardee will also actively work to connect FVPSA formula grant recipients with appropriate technical assistance and resources of best practices from FVPSA-funded resource and capacity building centers. The awardee will participate in ongoing coordination and collaboration with the FVPSA-funded resource centers, collectively known as the Domestic Violence Resource Network (DVRN).

335491

93.592

##   Library of Congress - Of the People: Widening the Path: CCDI – Higher Education

09/15/2021

11/15/2021

The Library of Congress will expand the connections between the Library and diverse communities and strengthen the use of Library of Congress digital collections and digital tools. The Library of Congress seeks to award a grant to support the creative and wide-ranging use of Library collections and the connective powers of technology to serve Black, Indigenous, Hispanic or Latino, Asian American and Pacific Islander or other racial and ethnic minority populations within the United States in sharing stories about America’s past, present, and future. Projects funded through this program will use items from across the Library’s digital collections, and may describe, display, and re-mix them, in keeping with copyright and other laws, in whatever ways are most valuable to their own context. For this grant, technology can be used in simple or in complex ways, and successful applicants may develop new technologies or make use of existing platforms, tools, or approaches, such as social media platforms, or multimedia productions. The important factor in a successful project is the connections it enables in communities, and the impact of the project on its creators, users, and audience. See the Notice of Funding Opportunity for further information

335730

42.011

##   OJJDP FY 2022 Victims of Child Abuse Act Tribal Children’s Advocacy Centers Training and Technical Assistance

04/01/2022

05/17/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding to support training and technical assistance (TTA) services to develop, improve, or expand children’s advocacy centers (CACs) and multidisciplinary team responses to child abuse cases in American Indian and Alaska Native (AI/AN) communities.

339116

16.841

##   OJJDP FY 2022 Alaska Native Youth Training and Technical Assistance Project

05/09/2022

06/27/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP seeks a training and technical assistance provider to establish a regional network of partnerships to develop and support strategies that will support Alaska Native youth’s cultural needs. The successful training and technical assistance provider will be required to engage in strategic planning that includes building sustainable capacity within Alaska Native villages and communities to address challenges of Alaska Native youths along the juvenile justice continuum, ranging from prevention to intervention and treatment.

340175

16.731

##   Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Native American-Serving Nontribal Institutions (NASNTI) Program, Assistance Listing Number (ALN) 84.031X

05/10/2022

07/11/2022

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 Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The NASNTI Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Native Americans and low-income individuals. Institutions may use the grants to plan, develop, undertake, and carry out activities to improve and expand their capacity to serve Native American and low-income students. Assistance Listing Number (ALN) 84.031X.

340100

84.031

##   Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE) - Augustus F. Hawkins Center of Educational Excellence (Hawkins) Program, Assistance Listing Number (ALN) 84.116K

08/23/2022

10/07/2022

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 Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Hawkins Program, authorized under Part B of Title II of the Higher Education Act of 1965, as amended (HEA) is designed to support centers of excellence at institutions of higher education (IHEs). The selected centers of excellence must be established at Historically Black Colleges and Universities (HBCUs); Tribal Colleges or Universities (TCUs); or Minority Serving Institutions (MSIs), such as Hispanic-Serving Institutions (HSIs), with a State-accredited teacher preparation program, to help increase and retain the number of well-prepared teachers from diverse backgrounds, resulting in a more diverse teacher workforce prepared to teach in our Nation’s low performing elementary and secondary schools and close achievement gaps.[1] This program focuses on the various aspects of the teacher preparation pipeline, including the recruitment, preparation, support, placement, and retention of teachers for and in high-need local education agencies (LEAs) to support underserved students. Through this program, the Secretary seeks to fund applicants that propose to incorporate evidence-based components and practices into their teacher preparation program. Assistance Listing Number (ALN): 84.116K. [1] Anderson, Meredith, B.L., Brian K. Bridges, Brittany A. Harris and Sekou Biddle. (2020). Imparting Wisdom: HBCU Lessons for K-12 Education. Washington, DC: Frederick D. Patterson Research Institute, UNCF.

343194

84.116

##   Strength in Partnership: Call for Proposals

11/22/2022

04/30/2023

Strengthen the Relationship: The Public Affairs Section (PAS) of the U.S. Mission to South Africa of the U.S. Department of State announces an open competition for Federal financial assistance to support projects that strengthen ties and build relationships between the United States and South Africa. PAS welcomes proposals from South African organizations with a U.S. partner. U.S. organizations may also submit proposals, so long as they have a South African partner. Project Objectives: PAS is seeking proposals that address one or more of the following challenges from a public diplomacy perspective. Public Diplomacy (PD) seeks to promote partnerships and information/knowledge exchange between the Americans and South African publics and institutions to enable more effective, mutually beneficial cooperation with the United States globally, benefitting the U.S. national interest and the national security as well as South Africa. PD aims to identify and fund programs and projects that broaden and deepen dialogue and empower cooperation between American citizens and institutions – including civil society and educational organizations – and their South African counterparts. 1. Adapting to Climate Change and Implementing a Just Green Energy Transition The Challenge: Mitigating and adapting to climate change is a key policy priority for the global community. Climate change is already altering ecosystems, economies, and livelihoods. Floods, drought, and water shortages, driven by climate disruptions, have been severe over the last few years, with parts of the world facing water scarcity issues and others suffering devastating floods. As we move from fossil-fuel based energy production to renewables, livelihoods based on fossil fuels will shift, requiring social safety nets and reskilling to build resilience in these communities. A just transition aims to realize a quality life for those impacted by a transition from fossil fuels to renewables. PAS seeks proposals that will create exchanges of information and experience, as well as partnerships between Americans and South Africans. Projects may generate awareness and promote shared action/collaboration on mitigating and adapting to climate change. Projects may also facilitate the response to the evolving climate crisis with an emphasis on identifying shared challenges and solutions in implementing a just transition to green energy sources. Project proposals should identify a primary audience that the project seeks to influence. An audience related to a just energy transition in South Africa might be, for example: vocational students; secondary school or university educators; start-up entrepreneurs; leadership in community organizations; civil society representatives or government officials working on climate and energy issues. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: fostering economic opportunity and facilitating a green energy transition; sustainable waste management and recycling; urban and peri-urban clean water solutions; climate change adaptation; or urban gardening and greening. 2. Promoting Equity, Social Justice, and Social Cohesion The Challenge: The Black Lives Matter protests in the United States in 2020 quickly grew into mass protests in the United States and around the world, including Africa. Citizens and civil society organizations raised concerns about social injustice that had manifested as racial violence, economic inequality, and non-inclusive historical narratives. The United States has since seen increases in anti-Black, anti-Asian, and anti-Semitic violence but also efforts by government, business, and civil society to address questions of inequity and discrimination within American society. In South Africa, violent social unrest in July 2021, centered predominantly in KwaZulu Natal and Gauteng, led to the loss of two million jobs and a substantial contraction in the South African economy. These events have highlighted continued racial and social cleavages within South Africa, raising important questions around social and economic inequality in the current post-Apartheid era. In response to these events, PAS would like to create safe spaces for dialogue and exchange on topics that address equity, racial justice, and social inclusion in an effort to create greater social and economic security for all citizens. PAS seeks proposals that build on shared American and South African goals to promote respect for human rights and advance racial equity, social justice, and social cohesion. Proposals should align with the U.S. Government’s commitment to acknowledge and protect members of marginalized racial and ethnic communities, including indigenous communities, in keeping with White House Initiatives to advance racial equity and the U.S. Department of State’s Equity Action Plan. Project proposals should complement existing equity efforts, particularly those focused on women and girls, as well as LGBTQI+ persons, persons with disabilities, persons belonging to religious minorities, and members of other marginalized communities. Preference will be given to proposals that engage audiences and help them address the existing disparities and unique circumstances faced by members of marginalized communities, including those who experience compounded discrimination due to multiple and intersecting social identities. Proposals should foster dialogue, encourage civic engagement, and increase understanding about the historical injustices in the United States and South Africa to make concrete connections with contemporary applications of the lessons learned from those histories. Project proposals should identify a primary audience that the project seeks to influence. An audience related to the promotion of equity, social Justice, and social cohesion might be, for example: secondary school or university educators; leadership in community organizations; religious leaders; journalists or editors; civil society representatives; or government officials. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: Outreach to underscore connections between the struggle for equality of marginalized groups in the United States and South Africa’s liberation struggle; Exploration of the literature, culture, and histories of marginalized groups in the United States with South African audiences; or Facilitation of dialogues and exchanges which increase connections between individuals and communities in the United States and South African committed to increasing equity and social inclusion in both countries, sharing challenges and best practices from contemporary scholarship. Proposals may incorporate use of sport or art that addresses the American experience that is relevant to the South African experience. Competitive proposals will outline how the activities will resonate with South African audiences. 3. A Global Crisis: Trafficking in Persons The Challenge: Through force, fraud, and coercion, human traffickers violate the most basic right of people everywhere to freedom. Traffickers’ exploitative practices negatively impact countries like South Africa and the United States by diminishing and destroying communities, a sense of security, and the global economy. How can we use public diplomacy to combat human trafficking in South Africa, especially in the most at-risk communities? PAS seeks proposals that aim to improve the public’s ability to recognize and report TIP, to identify TIP risk factors, and to reduce demand for labor and sexual exploitation. Proposals should facilitate awareness of and generate grass-roots action on TIP-related issues in South Africa. Proposals should address recommendations in the most recent U.S. Department of State’s Trafficking in Persons Report for South Africa with the goal of increased public knowledge, understanding, and calls for action to prevent this abuse of human rights. Project proposals should identify a primary audience that the project seeks to influence. An audience related to the fight against trafficking in persons might be, for example: members of a vulnerable population (children, LGBTQI+ persons, refugees, migrants, or commercial sex workers); university educators; leadership in community organizations; religious leaders; journalists or editors; civil society representatives; or government officials. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. PAS welcomes proposals incorporating South African government entities as partners. Priority project areas include: Increasing the public’s understanding of trafficking in persons; Increasing TIP awareness among populations vulnerable to trafficking and exploitation; Reducing demand for labor and sexual exploitation; or Increasing the public and civil society’s reporting of TIP offenses and official complicity to appropriate South African authorities. 4. Expanding Cooperation in Higher Education and Vocational Training The Challenge: Universities, colleges, community colleges, and vocational schools are important community institutions in both the United States and South Africa. Economically, they have a role to play in identifying and addressing gaps in skills and other needs. Socially, they can effect positive change in relation to pressing political, social, and economic problems – from youth unemployment to countering gender-based violence to climate change and adaptation. Ties between American and South African institutions should enable societies in both countries to look around the corner at the challenges of tomorrow. PAS seeks proposals that strengthen existing ties and foster new collaborations between U.S. and South African higher education institutions under the University Partnership Initiative (UPI). Proposals should address the option to scale up the scope and reach of the project pending funds availability and should address potential significant involvement by PAS. Collaboration with existing U.S. Mission South Africa programs or alumni of USG-funded exchanges is encouraged. Project proposals should identify a primary audience that the project seeks to influence. An audience related to cooperation in higher education might be, for example: South African university and Technical Vocational Education and Training (TVET) students; South African government officials in positions responsible for funding and programmatic decisions linked to South African higher education institutions; Leadership of NGOs working to improve access to higher education and higher education outcomes; Out of school and other historically underserved individuals and groups who can benefit from restored linkages to educational and vocational opportunities; or Administrators of university, TVET, or community education training centers. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: Promoting U.S.- South Africa faculty and student exchanges, particularly the development of dual degree programs that have South Africans complete their studies locally and address South Africa’s shortage of qualified academic staff and that facilitate collaboration on addressing shared challenges in the United States and South Africa; Sharing best practices and expertise in curriculum development and aligning curricula to address job market needs and skills gaps; Developing the use of instructional technology to increase access to educational opportunities, including in the context of challenges like the COVID-19 pandemic; Facilitating early-career training for academics; Joint research, especially in agriculture, food security, health, and STEM; Providing training and transfer skills in all aspects of university and TVET college administration through subject-matter exchange programs; Sharing best practices for student recruitment, retention, and job placement while battling misconceptions about the utility of TVET and community college education; or Exploring public-private partnerships, with an emphasis on commercialization, technology transfer, and job creation as well as post-graduate job placement. Proposals should address how relationships between institutions will be sustained after U.S. government-funded efforts end. Proposals that develop linkages between South African technical universities and their American counterparts are strongly encouraged.

344613

19.040

##   Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Native American-Serving Nontribal Institutions (NASNTI) Program, Assistance Listing Number 84.031X

04/12/2023

06/12/2023

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 Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The NASNTI Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Native Americans and low-income individuals. Institutions may use the grants to plan, develop, undertake, and carry out activities to improve and expand their capacity to serve Native American and low-income students. Assistance Listing Number (ALN) 84.031X.

347417

84.031

##   Tribal Colleges and Universities Head Start Partnership Program Grants

05/03/2023

07/10/2023

The Administration for Children and Families, the Office of Head Start (OHS) announces the availability of $2,000,000 to be competitively awarded to tribal colleges and universities for the purpose of establishing or enhancing partnerships with Head Start programs that effectively increase the number of qualified education staff working in American Indian Alaska Native Head Start and Early Head Start programs. Interested applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.

347554

93.600

##   FY 2023 EDA University Center Competition - AURO

05/04/2023

07/10/2023

This NOFO announces the availability of funding for EDA’s FY 2023 University Center Economic Development Program Competition. This program funds technical assistance provided by an accredited institution of higher education or a consortium of accredited institutions of higher education that is focused on one or more of the following program focus areas: advancing regional commercialization efforts, advancing high-growth entrepreneurship, cultivating innovation, encouraging business expansion in a region’s innovation cluster(s), developing a high-skilled regional workforce, and increasing the resilience of a region. EDA solicits competitive applications from accredited institutions of higher education and from consortia of accredited institutions of higher education that are located in and have programs targeting only geographic areas served by EDA’s Austin and Denver Regional Offices: Austin Regional Office Serves: Arkansas, Louisiana, New Mexico, Oklahoma, Texas Denver Regional Office (separate posting for applicants applying from within the Denver Regional Office) Serves: Colorado, Iowa, Kansas, Missouri, Montana, North Dakota, Nebraska, South Dakota, Utah, Wyoming EDA recognizes that institutions of higher education are critical players in the development of vibrant economic ecosystems. Universities are sources of significant economic development assets—such as faculty, staff, students, research and proof of concept centers, laboratories, and high-speed broadband networks—that can support regional economic growth. In addition, universities create significant knowledge spillovers and possess broader and deeper networks of expertise that can assist innovators and entrepreneurs. Potential university-based support for economic growth includes the commercialization of research, the conversion of intellectual property and ideas into products and services, and the support of regionally-owned strategies that support business expansion and job creation. Universities have also been leaders in addressing impacts of climate change on regional economic ecosystems and helping to facilitate environments conducive to trade and global exports by providing services for businesses to connect to international markets. Through this NOFO EDA intends to advance university-based support for economic development in accordance with EDA’s investment priorities, but also to pursue, where practicable, certain specific priorities related to equity, workforce development, and climate change resiliency so that investments can benefit everyone for decades to come. The purpose of EDA’s University Center Economic Development Program (also referred to in this announcement as the University Center program) is to enable institutions of higher education and consortia of institutions of higher education to establish and operate University Centers specifically focused on using university assets to build regional economic ecosystems that support innovation and high-growth entrepreneurship, resiliency and inclusiveness. University Centers collaborate with other EDA partners, such as Economic Development Districts (EDDs) by providing expertise and technical assistance to develop, implement, and support regional strategies that result in quality job creation, high-skilled regional talent pools, and business expansion in a region’s innovation clusters. Expertise and technical assistance may address, for example, workforce training programs, applied research centers, technology commercialization, feasibility studies, market research, economic impact analyses training, and other technical assistance to help communities foster vibrant economic ecosystems. EDA encourages efforts to reach historically underserved populations and areas, communities of color, women, and other groups facing labor market barriers such as persons with disabilities, disconnected youth, individuals in recovery, individuals with past criminal records, including justice-impacted and reentry participants, individuals participating in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), and Women, Infants and Children (WIC), and veterans and military spouses, and underserved communities within geographies that have been systemically and/or systematically denied a full opportunity to participate in aspects of economic prosperity such as Tribal Lands, Persistent Poverty Counties, and rural areas with demonstrated, historical underservice. Submitting an application: EDA is excited to announce its new grants management platform: the Economic Development Grants Experience (EDGE). EDGE was developed to streamline the application and grants management process by implementing a single platform with increased transparency, improved user experience, higher data quality, and more efficiency throughout the entire grant lifecycle. To apply to this NOFO, please go https://sfgrants.eda.gov/s. More information on how to apply is provided in the full NOFO.

347927

11.303

##   FY 2023 EDA University Center Competition - DRO

05/04/2023

07/10/2023

This NOFO announces the availability of funding for EDA’s FY 2023 University Center Economic Development Program Competition. This program funds technical assistance provided by an accredited institution of higher education or a consortium of accredited institutions of higher education that is focused on one or more of the following program focus areas: advancing regional commercialization efforts, advancing high-growth entrepreneurship, cultivating innovation, encouraging business expansion in a region’s innovation cluster(s), developing a high-skilled regional workforce, and increasing the resilience of a region. EDA solicits competitive applications from accredited institutions of higher education and from consortia of accredited institutions of higher education that are located in and have programs targeting only geographic areas served by EDA’s Austin and Denver Regional Offices: Austin Regional Office (separate posting for applicants applying from within the Austin Regional Office) Serves: Arkansas, Louisiana, New Mexico, Oklahoma, Texas Denver Regional Office Serves: Colorado, Iowa, Kansas, Missouri, Montana, North Dakota, Nebraska, South Dakota, Utah, Wyoming EDA recognizes that institutions of higher education are critical players in the development of vibrant economic ecosystems. Universities are sources of significant economic development assets—such as faculty, staff, students, research and proof of concept centers, laboratories, and high-speed broadband networks—that can support regional economic growth. In addition, universities create significant knowledge spillovers and possess broader and deeper networks of expertise that can assist innovators and entrepreneurs. Potential university-based support for economic growth includes the commercialization of research, the conversion of intellectual property and ideas into products and services, and the support of regionally-owned strategies that support business expansion and job creation. Universities have also been leaders in addressing impacts of climate change on regional economic ecosystems and helping to facilitate environments conducive to trade and global exports by providing services for businesses to connect to international markets. Through this NOFO EDA intends to advance university-based support for economic development in accordance with EDA’s investment priorities, but also to pursue, where practicable, certain specific priorities related to equity, workforce development, and climate change resiliency so that investments can benefit everyone for decades to come. The purpose of EDA’s University Center Economic Development Program (also referred to in this announcement as the University Center program) is to enable institutions of higher education and consortia of institutions of higher education to establish and operate University Centers specifically focused on using university assets to build regional economic ecosystems that support innovation and high-growth entrepreneurship, resiliency and inclusiveness. University Centers collaborate with other EDA partners, such as Economic Development Districts (EDDs) by providing expertise and technical assistance to develop, implement, and support regional strategies that result in quality job creation, high-skilled regional talent pools, and business expansion in a region’s innovation clusters. Expertise and technical assistance may address, for example, workforce training programs, applied research centers, technology commercialization, feasibility studies, market research, economic impact analyses training, and other technical assistance to help communities foster vibrant economic ecosystems. EDA encourages efforts to reach historically underserved populations and areas, communities of color, women, and other groups facing labor market barriers such as persons with disabilities, disconnected youth, individuals in recovery, individuals with past criminal records, including justice-impacted and reentry participants, individuals participating in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), and Women, Infants and Children (WIC), and veterans and military spouses, and underserved communities within geographies that have been systemically and/or systematically denied a full opportunity to participate in aspects of economic prosperity such as Tribal Lands, Persistent Poverty Counties, and rural areas with demonstrated, historical underservice. Submitting an application: EDA is excited to announce its new grants management platform: the Economic Development Grants Experience (EDGE). EDGE was developed to streamline the application and grants management process by implementing a single platform with increased transparency, improved user experience, higher data quality, and more efficiency throughout the entire grant lifecycle. To apply to this NOFO, please go https://sfgrants.eda.gov/s. More information on how to apply is provided in the full NOFO.

347928

11.303

##   Library of Congress - Of the People: Widening the Path: CCDI – Higher Education

05/17/2023

09/07/2023

The Library of Congress is excited to announce a Notice of Funding Opportunity (Notice) to make up to three awards for up to $70,000 each in support of minority-serving higher education institutions. The Library will provide financial support to enable higher education institutions to use Library of Congress digital materials to create projects that center on one or more of the following groups: Black, Indigenous, Hispanic or Latino, Asian American and Pacific Islander, and other communities of color in the United States. For this Notice, the United States includes all 50 U.S. states, the District of Columbia, Puerto Rico, Northern Mariana Islands, Guam, American Samoa, and U.S. Virgin Islands. We welcome projects that explore gender, sexuality, class, color, ability, and more among one or more of the above groups. The Library invites applicants to think creatively and broadly about how they can reuse and remix the Library’s digital materials. See the Notice of Funding Opportunity for further information.

348075

42.012

##   OJJDP FY 2023 Center for Reducing Racial and Ethnic Disparities (R/ED) in Juvenile Justice

05/26/2023

07/11/2023

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in Their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund a new Center for Reducing Racial and Ethnic Disparities (R/ED) in Juvenile Justice to assist states and territories to strengthen their compliance with a core requirement of the Formula Grants Program authorized under the Juvenile Justice and Delinquency Prevention (JJDP) Act. The Center will also more broadly develop and implement comprehensive training and technical assistance that supports state, territorial, Tribal, and community-level efforts to reduce racial and ethnic disparities among youth who come into contact with the juvenile justice system.

348405

16.540

##   The National Child Welfare Workforce Institute

05/26/2023

07/31/2023

This NOFO will establish, by awarding one cooperative agreement, a National Child Welfare Workforce Institute (NCWWI) to advance federal priorities to improve safety, permanency, and well-being outcomes. The NCWWI will work with jurisdictions (states, territories, tribes) to diversify the child welfare workforce at all levels and to improve performance, well-being, and recruitment practices. The NCWWI will work closely with jurisdictions in the development and complete a broad range of technical assistance and training activities that promote innovative, promising, and evidence-informed child welfare workforce practices; support workforce and leadership development; improve agency culture and climate and increase retention, and increase culturally responsive practice. To specifically address the workforce crisis, the NCWWI will play a national leadership role in child welfare workforce development and recruitment to include support of university-agency partnerships and launch of a national awareness campaign to address both recruitment and retention challenges in child welfare that will change public perception.CB intends to continue a multi-pronged approach to building the capacity of the child welfare workforce, building upon the lessons learned through previous CB workforce initiatives, using workforce metrics and best practices to inform and develop optimal technical assistance/training, and implementing evidence-informed or evidence-based strategies to improve overall practice.

343848

93.648

##   Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): Native American Language Resource Centers (NALRC) Program, Assistance Listing Number 84.415C

06/07/2023

07/28/2023

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 Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of this program, which further aligns resources provided by the Department with the policies in the Native American Languages Act (NALA), 25 U.S.C. 2901 et seq., is to support establishing, strengthening, and operating one or more Native American language resource centers. Assistance Listing Number (ALN) 84.415C.

348564

84.415

##   Medical Student Education Program

06/09/2023

07/14/2023

This notice announces the opportunity to apply for funding under the Medical Student Education (MSE) Program. The purpose of the MSE program is to provide support to public medical schools in the top quintile of states with a projected primary care provider shortage in 20252 to expand or support education for medical students preparing to become physicians. This expansion can include funding for pre-entry programs and direct student support which help students be successful in medical school, as well as for infrastructure development, maintenance, equipment, and minor renovations or alterations. The program is designed to prepare and encourage medical students in these schools to choose residencies and careers in primary care and serve tribal, rural, and/or medically underserved communities in those states after they graduate from residency. This will be accomplished by supporting the development of premedical school programs and medical school curricula, clinical training site partnerships, and faculty training programs that encourage students to choose further study in medicine and educate medical students who are likely to choose career paths in primary care, especially for tribal, rural, and/or medically underserved communities. The goal of the program is to increase the number of primary care physicians practicing in the top quintile of states with a projected primary care provider shortage in 2025. Program Objectives 1. Recruit, retain, and graduate medical students from tribal, rural, and/or medically underserved communities who are interested in practicing in these areas following residency training. 2. Increase the number of medical school graduates who select residency programs in family medicine, general internal medicine, general pediatrics, or combination of internal medicine and general pediatrics to increase the primary care physician workforce in tribal, rural, and medically underserved communities. 3. Develop or enhance strategic partnerships, including one or more rotations in primary care such as at a Teaching Health Center or community-based setting, to collaborate on educational and training activities for the medical students. For more details, see Program Requirements and Expectations.

346095

93.680

##   OJJDP FY 2023 Center for Youth Justice Transformation

06/27/2023

08/14/2023

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in Their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund a new Center for Youth Justice Transformation (CYJT) to strengthen state and territory-level compliance with the Formula Grants Program authorized under the Juvenile Justice and Delinquency Prevention (JJDP) Act; to develop and implement training and technical assistance that supports state, territorial, Tribal, and community-level juvenile justice system reform efforts; and to design and implement an online education program for best practices in juvenile justice reform.

348942

16.540

##   Juvenile and Family Court Judiciary Education on Substance Use and Substance Use Disorder

07/17/2023

08/31/2023

ONDCP’s Juvenile and Family Court Judiciary Education on Substance Use and Substance Use Disorder Cooperative Agreement supports training and education that helps educate juvenile and family court judges and the entire justice system about the science of addiction, substance use, and substance use disorder, and how substance use and substance use disorder is impacted by the legal system. The President’s priority is to enhance public safety by providing those who have engaged in criminal activity with greater opportunities to lead productive lives by addressing a range of issues, including mental health, vocational training, job creation, after-school programming, substance use, and mentoring through evidence-based rehabilitation programs. ONDCP seeks to reduce drug use and its consequences through evidence-based practices, and this cooperative agreement will apply these principles to the criminal justice system. The purpose of this cooperative agreement is to: (1) educate and train juvenile and family court judges to improve adherence to best practices, (2) decrease justice costs and recidivism, and (3) increase awareness of the science of addiction, substance use, and substance use disorder among the judiciary. The cooperative agreement recipient shall: • Engage judges and former judges to provide peer-to-peer educational opportunities. • Use expert practitioners in the fields engaged in the science of addiction, criminal justice, and healthcare. • Provide in-person training, online training, and jurisdiction-specific technical assistance to a variety of demographically composed areas at the state, local, and Tribal levels. • Include ONDCP policy priorities in the development and execution of training and educational programs: o Applying a comprehensive approach to addressing substance use and substance use disorders, including prevention, harm reduction, treatment, and recovery. o Diversion programming with evidence-based and comprehensive case management, treatment for substance use disorders, recovery and other necessary services. All portions of the application must reflect these objectives and subject matter areas.

349308

95.005

##   OPE: HEP: FIPSE: Historically Black Colleges or Universities (HBCUs), Tribally Controlled Colleges or Universities (TCCUs), and Minority-Serving Institutions (MSIs) Research and Development Infrastructure Grant Program (RDI), ALN 84.116H

08/02/2023

10/02/2023

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 Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The RDI grant program is designed to provide four-year HBCUs, TCCUs, and MSIs including Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs), Alaska Native and Native Hawaiian Serving Institutions (ANNH), Hispanic Serving Institutions (HSIs), Native American Serving Non-Tribal Institutions (NASNTIs), and/or Predominantly Black Institutions (PBIs), or consortia led by an eligible institution of higher education (institution), with funds to implement transformational investments in research infrastructure, including research productivity, faculty expertise, graduate programs, physical infrastructure, human capital development, and partnerships leading to increases in external funding. For HBCUs and MSIs, the RDI grant program will support institutions in increasing their level of research activity in alignment with the Carnegie Classification designations. Grant funds can be utilized by HBCU and MSI institutions with a Doctoral and Professional Universities (D/PU) classification to move toward the Doctoral Universities with High Research Activity (R2) classification, and by Doctoral Universities with High Research Activity (R2) to move toward a classification of Doctoral Universities with Very High Research Activity (R1). For TCCUs, which have their own Carnegie Classification designation and cannot be classified as R1, R2, or D/PU, this program seeks to support an increase in research activities, undergraduate research opportunities, faculty development, research development, and infrastructure, including physical infrastructure and human capital development. Assistance Listing Number (ALN) 84.116H.

349645

84.116

##   OPE: HEP: FIPSE: Historically Black Colleges or Universities (HBCUs), Tribally Controlled Colleges or Universities (TCCUs), and Minority-Serving Institutions (MSIs) Research and Development Infrastructure Grant Program (RDI), ALN 84.116H

08/02/2023

10/02/2023

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 Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The RDI grant program is designed to provide four-year HBCUs, TCCUs, and MSIs including Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs), Alaska Native and Native Hawaiian Serving Institutions (ANNH), Hispanic Serving Institutions (HSIs), Native American Serving Non-Tribal Institutions (NASNTIs), and/or Predominantly Black Institutions (PBIs), or consortia led by an eligible institution of higher education (institution), with funds to implement transformational investments in research infrastructure, including research productivity, faculty expertise, graduate programs, physical infrastructure, human capital development, and partnerships leading to increases in external funding. For HBCUs and MSIs, the RDI grant program will support institutions in increasing their level of research activity in alignment with the Carnegie Classification designations. Grant funds can be utilized by HBCU and MSI institutions with a Doctoral and Professional Universities (D/PU) classification to move toward the Doctoral Universities with High Research Activity (R2) classification, and by Doctoral Universities with High Research Activity (R2) to move toward a classification of Doctoral Universities with Very High Research Activity (R1). For TCCUs, which have their own Carnegie Classification designation and cannot be classified as R1, R2, or D/PU, this program seeks to support an increase in research activities, undergraduate research opportunities, faculty development, research development, and infrastructure, including physical infrastructure and human capital development. Assistance Listing Number (ALN) 84.116H.

349645

84.116

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