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

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Grants.gov provides information on more than 1,000 grant opportunities for 26 federal grantmaking agencies. youth.gov has developed a customized search of Grants.gov to help you find **open grant announcements** for **programs that serve youth and their families**.
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##   National Park Service 21st Century Conservation Service Corps & Civilian Climate Corps Program - National Youth Cooperative Agreements

09/27/2023

09/30/2028

The 21st Century Conservation Service Corps and Civilian Climate Corps ProgramsOverview: NPS Youth and Veteran Development Programs represent the future of the NPS and encompasses a full range of 21CSC/CCC oriented developmental programs and projects conducted in and around national park units, NPS support offices, as well as in local communities and with partner organizations. NPS Youth Development Programs are committed to evolving and advancing vibrant and relevant youth and young adult programming that emphasize the mission of the NPS. NPS Youth Development Programs are designed to provide employment, education, experiential learning, and public service opportunities to U.S. citizens and legal residents who are between the ages of 16 and 30, and veterans up to 35 years of age.The 21CSC/CCC is a collaborative effort between federal government agencies and non-profit service organizations to put America’s youth and veterans to work protecting, restoring and enhancing America’s great outdoors. Through the 21CSC/CCC, young people and veterans will accomplish meaningful work, and gain important personal and professional skills while building a lifelong connection to the outdoors. The 21CSC/CCC strives to achieve the following public purpose goals and objectives:1) Put Americans to Work: The 21CSC/CCC will provide service, training, education and employment opportunities for thousands of young Americans and veterans, including low income and disadvantaged youth.2) Preserve, Protect, and Promote America's Greatest Gifts: The 21CSC/CCC will protect, restore, and enhance public and tribal lands and waters as well as natural, cultural, and historical resources and treasures. By producing high-quality, cost-effective project work from the 21CSC/CCC will also increase public access and use while spurring economic development and outdoor recreation.3) Build America's Future: Through service to the United States of America, the 21CSC/CCC will help develop a generation of skilled workers, educated and active citizens, future leaders, and stewards of natural and cultural resources, communities, and the nation.4) Provide a Living Wage: A reasonable living wage which is at the minimum equivalent to the minimum wage for the area. A continuum of benefits to support a corps members whole person can include compensation, housing, and other benefits.5) Provide a Pathway to Employment: Build a pipeline of talent and skilled labor of individuals inspired to enter public service or set them up for good-paying careers through intentional labor partnerships, pre-apprenticeship programs, and more.6) Represent America: Corps members should reflect the rich diversity of America, including hiring people from underserved communities, individuals with disabilities, Native Tribes, returning veterans, and unskilled young adults seeking vocational, internship, and educational opportunities.7) Tackle Climate Change: Tackle climate change from all angles by expanding the scope of climate solutions projects eligible for federal government support.8) Appropriate conservation projects and other appropriate projects to be carried out on federal, state, local, or private land as part of a federal disaster prevention or relief effort.Purpose: The NPS Youth Development Programs Division seeks to develop collaborative partnerships with non-profit youth-serving organizations who have the expertise to develop and administrator 21CSC programs that focus on providing employment, education, and engagement opportunities for U.S. citizens and legal residents in NPS units and affiliated sites such as National Register of Historic Places, National Heritage Areas, National Wild and Scenic Rivers, National Historic Landmarks, National Trails, and adjacent gateway communities. The primary purpose of the funds is for the benefit of the interns participating in the program.Participant Requirements: U.S. citizens and legal residents between the ages of 16 and 30 years of age, and veterans up to 35 years of age.Types of Projects: Natural and cultural resource conservation projects that are developed in collaboration with NPS officials with an emphasis on public purpose for the benefit of the American public, as well as, for providing employment and educational opportunities to young people and veterans. These projects will provide the participants with job skills training, education, and/or professional development. The employment focused projects are organized in either: 1) a crew-based format where the participants work collectively and intensely together and are directly supervised by trained and experienced crew leaders or conservation professionals; or 2) a individual or small team-based format where participants work individually or in coordinated teams under the direction of conservation professionals on initiatives that require specific skills and dedicated attention. The work projects include significant outdoor activity and/or helps young people and veterans connect with “America’s Great Outdoors”. Some projects may include work primarily indoors (i.e., research, policy, web development, visitor services, or administration) but also has a clear and direct connection to natural and cultural resource conservation.Project Examples:Climate change mitigation and resilienceCyclic maintenanceDevelopment of educational resource materials for visitorsEcosystem restorationEnhancing recreational opportunitiesField-based service such as trail building/restoration, removing invasive species and habitat restoration.GIS and mapping resourcesInterpretation of natural and cultural resourcesMuseum curationPreserving historic structuresProtecting of wildlife and preserving lands and structuresResearch such as scientific, historic, archival, archaeological digs, oral histories, historic preservation, and habitat surveys etc.Restoration and rehabilitation of facilitiesSupport management of natural and cultural resources such as developing and implementing resource stewardship plans, developing educational and informational materials for park visitorsTechnologically based natural and cultural resource educational programs and communication outreachVisitor educationEducation Projects: The National Park Service is committed to providing educational opportunities to 21CSC qualified individuals that help them to learn about American values, civic engagement, and citizenship stewardship. These projects utilize various educational techniques to convey and teach the NPS mission of natural and resource conservation.Education Project Examples:Projects that target 21CSC qualified participants and provide place-based learning opportunities with a focus on natural and/or cultural resource stewardship.Seminars that provide training opportunities for 21CSC qualified participants that promote natural and cultural resource stewardship and gateway community collaboration.Applicant Organizational RequirementsThe applicant organization should be able to clearly demonstrate their ability to design natural and cultural resource conservation projects that accomplish needed and important work on public lands while at the same time providing their 21CSC participants with educational, technical, life, and leadership skills. Each participant should develop a sense of community and purpose from their work on these projects. NPS may give preference to qualified youth or conservation corps organizations (see definition below) located in a specific area that have a substantial portion of members who are economically, physically, or educationally disadvantaged to carry out projects within the area. Park asset acquisition or personal services are not allowable.Public Land Corps Law DefinitionQualified Youth or Conservation Corps means any program established and administered by a State or local government, by the governing body of any Indian tribe, or a nonprofit organization that: 1) Carries out appropriate conservation projects on or related to eligible service land; 2) Is capable of offering meaningful, full-time, productive work for individuals between the ages of 16 and 30, inclusive, or veterans age 35 or younger, in a natural or cultural resource setting; 3) Engages participants in a variety of work experience, basic and life skills, education, training, and support services; 4) Provides participants with the opportunity to develop citizenship values and skills through service to their community and the United States; and 5) Provides the individual with a living allowance, stipend, or wages.

350363

15.931

##   FY2024 Farm to School Grants

10/11/2023

01/12/2024

The Patrick Leahy Farm to School Grant Program is designed to increase the availability of local foods in schools and help connect students to the sources of their food through education, taste tests, school gardens, field trips, and local food sourcing for school meals. Grants can launch new farm to school programs or expand existing efforts. The Fiscal Year (FY) 2024 Farm to School Grant awards projects of 24 months in length for funding up to $500,000. Applicants are required to provide matching support of at least 25 percent of the total project budget in the form of cash or in-kind contributions. The RFA offers three tracks - Implementation, State Agency, and Turnkey - to support a variety of projects and implementation stages. Eligible applicants may include schools and other institutions that operate Child Nutrition Programs, Indian Tribal Organizations, agricultural producers or groups of agricultural producers, nonprofit entities, and State and local agencies.

350548

10.575

##   Linking the Provider Recommendation to Adolescent HPV Vaccine Uptake (R01 Clinical Trial Optional)

08/29/2019

09/07/2022

This Funding Opportunity Announcement (FOA) encourages research on how the healthcare delivery system enhances or inhibits the effectiveness of a provider's recommendation of the adolescent human papillomavirus (HPV) vaccine. Characteristics of the provider, parent/patient, and clinical setting, can all affect whether a provider makes a recommendation, and whether that recommendation results in uptake of the HPV vaccine. This research requires expertise in cancer prevention, adult and childhood behavior, immunization promotion, and healthcare delivery.

320078

93.393

##   Linking the Provider Recommendation to Adolescent HPV Vaccine Uptake (R21 Clinical Trial Optional)

08/29/2019

09/07/2022

This Funding Opportunity Announcement (FOA) encourages research on how the healthcare delivery system enhances or inhibits the effectiveness of a provider's recommendation of the adolescent human papillomavirus (HPV) vaccine. Characteristics of the provider, parent/patient, and clinical setting, can all affect whether a provider makes a recommendation, and whether that recommendation results in uptake of the HPV vaccine. This research requires expertise in cancer prevention, adult and childhood behavior, immunization promotion, and healthcare delivery.

320079

93.393

##   Linking the Provider Recommendation to Adolescent HPV Vaccine Uptake (R03 Clinical Trial Optional)

08/29/2019

07/16/2022

This Funding Opportunity Announcement (FOA) encourages research on how the healthcare delivery system enhances or inhibits the effectiveness of a provider's recommendation of the adolescent human papillomavirus (HPV) vaccine. Characteristics of the provider, parent/patient, and clinical setting, can all affect whether a provider makes a recommendation, and whether that recommendation results in uptake of the HPV vaccine. This research requires expertise in cancer prevention, adult and childhood behavior, immunization promotion, and healthcare delivery.

320094

93.393

##   Office of Postsecondary Education (OPE): Under the Higher Education Emergency Relief Fund (HEERF), Section 2003 of the American Rescue Plan Act, 2021 (ARP) Assistance Listing Number 84.425Q

05/13/2021

09/10/2021

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. On March 11, 2021, the President signed into law the ARP (Pub. L. 117-2). This new law makes available approximately $39.6 billion for institutions of higher education under the HEERF grant program, with funding appropriated through existing programs previously authorized under the CRRSAA (Pub. L. 116-260). With this notice, the Secretary is announcing that proprietary institutions of higher education, as defined in section 102(b) of the Higher Education Act of 1965, as amended, 20 U.S.C. 1002(b) (HEA), that did not previously receive funding under section 314(a)(4) of CRRSAA may apply for HEERF III grant funds under the ARP (a)(4) program, Proprietary Institution Grant Funds for Students ALN 84.425Q. The estimated available funds for this program is approximately $396 million. Allocations for eligible proprietary institutions of higher education will be calculated on the basis of the formula specified under section 314(a)(1)(A)-(F) of CRRSAA, with the total amount of funding allocated to the (a)(4) funding stream determined under ARP section 2003(4). Under CRRSAA section 314(d)(7), which continues to apply to ARP (a)(4) funds, awards from the Proprietary Institution Grant Funds for Students program may only be used to provide emergency financial aid grants to students (including students exclusively enrolled in distance education), which may be used for any component of the student’s cost of attendance or for emergency costs that arise due to coronavirus, such as tuition, food, housing, health care (including mental health care), or childcare. In making such emergency financial aid grants to students, grantees must prioritize grants to students with exceptional need, such as students who receive Pell Grants. Please note that drawing down any amount of these supplemental funds constitutes an institution’s acceptance of the terms and conditions under the ARP and Supplemental Agreement, which are included as appendices to this notice for reference. Assistance Listing Number (ALN): 84.425Q.

333506

84.425

##   Child Nutrition School Breakfast Program Expansion Grant for U.S. States and the District of Columbia

07/01/2021

08/29/2021

The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies. Eight million dollars has been appropriated for State agencies to expand the School Breakfast Program (SBP). The purpose of the SBP expansion grants is to provide sub-grants, to local educational agencies (LEAs), not to exceed $10,000 per year for each school or group of qualifying schools, to establish, maintain, or expand the SBP. As defined in Section 4(d)(1) of the Act, the term “qualifying school” means a school in severe need. These include only schools (having an SBP or desiring to initiate a SBP) in which 40 percent or more of the National School Lunch Program (NSLP) lunches served to students at the school were served free or at a reduced price.

334502

10.579

##   School Breakfast Program Expansion Grant for U.S. Territories

07/01/2021

08/29/2021

The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies and U.S. Territories. Three million dollars has been appropriated for the U.S. Territories (Commonwealth of Puerto Rico, the Commonwealth of the Northern Mariana Islands, the United States Virgin Islands, Guam, and American Samoa) to expand the School Breakfast Program (SBP) or any other school breakfast provided to students by the school or U.S. Territory. The purpose of the SBP expansion grants is to provide grants, not to exceed $10,000 per school year, to qualifying schools to establish, maintain, or expand the SBP or other school breakfast program provided by the school or U.S. Territory. As defined in Section 4(d)(1) of the Act, the term “qualifying school” means a school in severe need. These include only schools (having a breakfast program or desiring to initiate a breakfast program) in which 40 percent or more of the lunches served to students at the school were served free or at a reduced-price during school year 2019-2020.

334519

10.579

##   Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): American Rescue Plan (ARP)-American Indian Resilience in Education (ARP-AIRE) Assistance Listing Number 84.299C

07/13/2021

09/13/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of the ARP-AIRE program is to support Tribal educational agencies (TEAs) in the provision of direct services to Indian children and youth. Projects must include one or more of the activities authorized under section 6121(c) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Background: ARP-AIRE is a one-time discretionary grant competition authorized under Section 11006(1) of the American Rescue Plan Act of 2021 (ARP) to provide awards to TEAs for activities authorized under section 6121(c) of the ESEA in order to meet the urgent needs of students in response to the Coronavirus 2019 (COVID-19) pandemic. Those activities include a broad range of direct services to Indian children and youth, their teachers, and families. In accordance with the Department’s commitment to engage in regular and meaningful consultation and collaboration with Indian Tribes, the Office of Elementary and Secondary Education’s (OESE) Office of Indian Education (OIE) and the White House Initiative on American Indian and Alaska Native Education (WHIAIANE) conducted a virtual Tribal consultation session regarding the ARP-AIRE program on April 26, 2021. Consistent with the Department’s trust responsibility to Tribes and its Tribal consultation Policy, the Department consulted with elected officials of federally recognized Tribes to ensure that their views inform the Department’s policy decisions related to the priorities, requirements, and definitions that govern this competition. In addition to the virtual Tribal consultation, Tribal leaders and others had an opportunity to submit written comments to the Department by email. We solicited feedback on specific questions related to the design of this grant program during this Tribal consultation opportunity. Assistance Listing Number 84.299C.

334647

84.299

##   Quincy Virtual U.S. Higher Education Fairs

07/25/2021

08/23/2021

U.S. DEPARTMENT OF STATE U.S. Mission to Saudi Arabia – Embassy Riyadh Notice of Funding Opportunity Funding Opportunity Title: Quincy Virtual U.S. Higher Education Fairs Funding Opportunity Number: DOS-SAU-PD-04 Announcement Type: Cooperative Agreement Deadline for Applications: August 23, 2021 at 12:00 a.m. (EDT) Assistance Listing Number: 19.432 Award Ceiling: U.S. $50,000 Award Floor: U.S. $30,000 Federal Agency Contact: Mario Crifo, Grants Officer Email: RiyadhGrants@state.gov A. PROGRAM DESCRIPTION The U.S. Department of State’s Mission to Saudi Arabia announces an open competition for organizations to submit applications to carry out a program to conduct three virtual U.S. higher education fairs for students and other education stakeholders in Saudi Arabia. Please follow all instructions below. Program Objectives: Maintaining Saudi student mobility and access to the U.S. higher education system is a primary strategy for promoting long-term mutual understanding between the people of Saudi Arabia and the United States. It is also a key contributor to Saudi Arabia’s ambitions for economic transformation including youth and women’s workforce development. These policies promote regional stability and greater bilateral economic opportunities. During the COVID-19 pandemic, opportunities for Saudi students, parents, and education professionals to engage in-person with officials from U.S. higher education institutions (HEIs) have been severely restricted. The “Quincy Virtual U.S. Higher Education Fairs” program proposes to fill this gap by offering three virtual events that will allow Saudi students and other stakeholders to engage directly and individually with U.S. HEI representatives. This engagement is intended to provide education and career advising, and promote information exchange on undergraduate, graduate, and training programs available at individual institutions. The events also aim to provide virtual networking opportunities for U.S. HEIs with the leadership of Saudi government and private scholarship programs to learn about program requirements and promote diverse U.S. study opportunities for Saudi scholarship recipients. This program aims to offer three engagement opportunities in a virtual format during Fall 2021 and Spring 2022 with thematic focus on fields of study related to Saudi Arabia’s Vision2030 initiatives. A successful proposal will include the following activities: Program Elements · The grantee will offer three (3) college fairs for U.S. HEIs and Saudi students/education stakeholders scheduled in the Fall 2021 and Spring 2022 to include: o A general fair for approximately 75 U.S. HEIs offering programs in diverse fields of study scheduled in conjunction with International Education Week in November. o A sector specific fair for approximately 50 U.S. HEIs offering programs in fields of study related to tourism, hospitality management, culture and cultural preservation, arts management, and visual and performing arts practice. o A sector specific fair for approximately 50 U.S. HEIs offering programs in allied health sciences including nursing, dentistry, physical and occupational therapy, respiratory therapy, nuclear medicine, etc. · The grantee will offer a pre-fair program of workshops and panel discussions for each of three fairs. Topics may include: o The 5 steps to U.S study, o Financial aid opportunities for international students o Making the most of a virtual college fair; navigating the online fair platform, o Visa requirements and process, o Roundtable discussion for HEI representatives with Saudi scholarship program managers, and o Other topics proposed by the grantee or by HEI participants. · The grantee should identify speakers for the proposed workshops from among the conference HEI participants or from other sources as appropriate. Some speakers may be provided by the U.S. Mission. Technology Elements · The grantee will maintain a system for registering participants, including U.S. HEI representatives, Saudi students and other Saudi education stakeholders, and other participants. · The grantee will maintain a system for collecting registration fees by U.S. HEI representatives. · The grantee will maintain and manage a conference platform(s) that allows for restricted access by registered participants; moderated group meetings and workshops; and individual interaction between HEI representatives and Saudi participants. The platform will allow HEI participants to make data files available for download to conference participants. · Prior to each event, the grantee will schedule and manage a technical walk-through and test with conference speakers. · The grantee will record workshops and roundtable discussions and make these available for public review on a website or other publicly accessible platform for at least three (3) months following the last fair. Communications Elements · The grantee will design and draft promotional announcements for each of the fairs to solicit registrations by U.S. HEIs and Saudi stakeholders. These announcements may be distributed by the grantee, the U.S. Mission to Saudi Arabia, the Department of State, a/o the EducationUSA program of the Bureau of Education and Cultural Affairs. · The grantee will design a social media and email communications campaign to generate interest leading up to each fair and maximize participation by Saudi stakeholders. The grantee will provide draft communications materials to the U.S. Mission for distribution through their channels. Reporting Elements · Through the registration data and post conference surveys, the grantee will collect data for use in reporting on the outcomes and effectiveness of the activity. · The grantee will provide short summary reports on participation following each event, and a fuller analysis report at the conclusion of the grant period. · The grantee will provide raw data collected to the U.S. Mission, including participant contact information. Plan for Disposition of Registration Fees · The primary purpose of the activity is not to generate revenue. However, fees to HEI registrants are appropriate to ensure selection of a limited number of participants most committed to recruitment of Saudi students. With this in mind, the proposal should recommend a fee structure for HEI participants and indicate approximately how much in fee revenue is expected. · Applicants may indicate brief outline ideas for how those funds may be used if they are not returned to the U.S. government. Participants and Audiences: · Prospective Saudi Arabian undergraduate and graduate students · Parents of prospective students · College counselors and advisors · Saudi Arabian education officials B. FEDERAL AWARD INFORMATION This notice is subject to availability of funding. Length of performance period: 9 – 12 months Number of awards anticipated: 1 award (dependent on amounts) Award amounts: awards may range from a minimum of $30,000 to a maximum of $50,000 Type of Funding: FY2021 Fulbright-Hays Anticipated program start date: August 1, 2021 Funding Instrument Type: Cooperative agreement. Substantial Involvement: The U.S. Mission to Saudi Arabia will be substantially involved in the execution of this program in the following ways: · Coordination and approval on the timing of the three fairs and the pre-conference workshops. · Coordination with Saudi institutional stakeholders and conference co-sponsors. · Approval of workshop session topics and speakers. · Approval of promotional materials and communications prior to release, including logos and branding. · Approval of fees assessed to HEI participants. · Coordination on participant data to be collected and reported through registration and surveys. Additional information is available in the Notice of Funding Opportunity in the Files section of this announcement.

334877

19.432

##   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.

334905

12.006

##   OPE: Higher Education Emergency Relief Fund (HEERF), Section 2003 of the American Rescue Plan (ARP) for Institutions of Higher Education (IHE) that meet the criteria as a Strengthening Institutions Program (SIP), Assistance Listing Number 84.425M

08/02/2021

10/01/2021

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. Background: On March 11, 2021, the President signed the ARP into law (Pub. L. 117-2). This law makes available approximately $39.6 billion for IHEs under HEERF, with funding appropriated through existing programs previously authorized under the CRRSAA. With this notice, the Secretary is announcing the availability of HEERF grant funds under the ARP (a)(2) SIP program (ALN 84.425M). Eligible institutions are institutions of higher education, as defined in sections 101 and 102(c) of the Higher Education Act of 1965, as amended (HEA), 20 U.S.C. 1001 and 1002(c). Allocations for these eligible IHEs will be calculated according to the formulas in ARP section 2003(2) and CRRSAA section 314(a)(2). Under ARP section 2003, grant awards under this program may be used to (1) defray expenses associated with the coronavirus, including lost revenue, reimbursement for expenses already incurred, technology costs associated with transitioning to distance education, faculty and staff training, and payroll; and (2) provide financial aid grants to students (including students exclusively enrolled in distance education), which may be used for any component of the student’s cost of attendance or emergency costs due to the coronavirus, such as tuition, food, housing, health care, mental health care, or child care. In making financial aid grants to students, an institution must prioritize grants to students with exceptional need, such as Pell recipient students. IHEs are urged to make financial aid grants to students to the maximum extent possible. Additionally, under ARP section 2003(5), IHEs must use a portion of their funds under ALN 84.425M to (1) implement evidence-based practices to monitor and suppress coronavirus in accordance with the public health guidelines; and (2) conduct direct outreach to financial aid applicants about the opportunity to receive a financial aid adjustment due to recent unemployment status or other changes in financial circumstances as described in section 479A of the HEA (20 U.S.C. 1087tt). The Department will award supplemental funds to eligible IHEs that received a section 314(a)(2) award under the CRRSAA, ALN 84.425M (identified by a Grant Award beginning with P425Mxx). No action is required by eligible institutions to receive these supplemental awards. The project director identified on the most current Grant Award Notification (GAN) will automatically receive an email indicating a supplemental award has been made to your institution. Please note that drawing down any amount of these supplemental funds constitutes an institution’s acceptance of the new ARP terms and conditions and a new Supplemental Agreement, which are attached to this notice for reference. IHEs that have not yet complied with the reporting requirements of the HEERF may receive delayed supplemental ARP (a)(2) awards and/or may receive awards with a restriction on the ability to drawdown those awarded funds (route payment status) until the institution has satisfied its HEERF reporting obligations. IHEs that did not receive a CRRSAA section 314(a)(2) award but are on the Department’s section 2003(2) ARP SIP Allocation Table may apply for and receive an ARP (a)(2) SIP grant award. The Department must receive applications from such institutions within 60 days of the publication of this notice. Assistance Listing Number 84.425M.

334923

84.425

##   Strengthening Care and Support Services for Highly Vulnerable Populations, Orphans and Vulnerable Children and their Families, plus HIV Prevention for Youth in the Republic of Cote d'Ivoire under PEPFAR

07/29/2021

//

The Award Ceiling for Year 1 is 0 (none). CDC anticipates an Approximate Total Fiscal Year Funding amount of $8,000,000 for Year 1, subject to the availability of funds. This notice of funding opportunity (NOFO) will support implementation and expansion of comprehensive HIV prevention, care, and treatment programs; establish systems for quality assurance and improvement; and support strengthening of districts or regional systems for sustainable HIV services delivery in prioritized health districts with a high HIV burden, prevalence, and incidence in Côte d’Ivoire (CI). These programs include: HIV Testing counseling (HTC); Pediatric HIV Care and Support (PDCS) and Adult Care and Support (HBHC); Orphans and Vulnerable Children (HKID: OVC); HIV Prevention for Priority Populations (HVAB); Prevention of mother-to-child transmission (PMTCT); and Strategic Information (SI) activities. All activities should have strong community linkages to ensure the continuum of care and prevention services in collaboration with facility-based actors. Expected outcomes include improved coverage and quality of HIV services aligned with the objectives and priorities of the UNAIDS Fast-Track strategy to end the AIDS epidemic by 2030; reduced morbidity and mortality among people living with HIV (PLHIV), including those with TB, reduced new HIV infections among adults, and strengthened health districts or regional systems as evidenced by increased financial resource allocation and enhanced evidence-driven planning of the HIV program.

334957

93.067

##   OPE: Higher Education Emergency Relief Fund (HEERF), Section 2003 of the American Rescue Plan (ARP) for Institutions of Higher Education (IHE) that meet the criteria for the Minority Serving Institutions (MSIs) Program Assistance Listing Number 84.425L

08/02/2021

10/01/2021

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. Background: On March 11, 2021, the President signed the ARP into law (Pub. L. 117-2). This law makes available approximately $39.6 billion for IHEs under HEERF, with funding appropriated through existing programs authorized under the CRRSAA. With this notice, the Secretary is announcing the availability of HEERF grant funds under the ARP (a)(2) MSI program (ALN 84.425L). Eligible institutions are IHEs, as defined in sections 101 and 102(c) of the HEA, 20 U.S.C. 1001 and 1002(c). Allocations for eligible IHEs will be calculated according to the formulas found in ARP section 2003(2) and section 314(a)(2) of the CRRSAA. Under ARP section 2003, grant awards under this program may be used to (1) defray expenses associated with the coronavirus, including lost revenue, reimbursement for expenses already incurred, technology costs associated with a transition to distance education, faculty and staff training, and payroll; and (2) provide financial aid grants to students (including students exclusively enrolled in distance education), which may be used for any component of the student’s cost of attendance or for emergency costs that arise due to the coronavirus, such as tuition, food, housing, health care, mental health care, or childcare. In making financial aid grants to students, an IHE must prioritize grants to students with exceptional need, such as Pell recipient students. IHEs are urged to devote the maximum amount of funds possible to student financial aid grants. Additionally, under ARP section 2003(5), institutions must use a portion of their funds under ALN 84.425L to (1) implement evidence-based practices to monitor and suppress coronavirus in accordance with the public health guidelines; and (2) conduct direct outreach to financial aid applicants about the opportunity to receive a financial aid adjustment due to recent unemployment status or other changes in financial circumstances as described in section 479A of the HEA (20 U.S.C. 1087tt). The Department is not requiring IHEs that received grants under section 314(a)(2) of the CRRSAA to submit a new or revised application to receive funding under the ARP (a)(2) MSI program. As a result, the Department will award supplemental funds to eligible IHEs that received a section 314(a)(2) award under the CRRSAA, ALN 84.425L (identified by a Grant Award beginning with P425Lxx). No action is required by eligible IHEs to receive these supplemental awards. The project director identified on the most current Grant Award Notification (GAN) will automatically receive an email indicating a supplemental award has been made to your institution. Please note that drawing down any amount of these supplemental funds constitutes an institution’s acceptance of the new ARP terms and conditions and a new Supplemental Agreement, which are attached to this notice for reference. IHEs that have not yet complied with the reporting requirements of the HEERF grant program may receive delayed supplemental ARP (a)(2) awards and/or may receive awards with a restriction on the ability to draw down those awarded funds (route payment status) until the institution has satisfied its HEERF reporting obligations. IHEs that did not receive a CRRSAA section 314(a)(2) MSI award but that are on the Department’s section 2003(2) ARP MSI Allocation Table may apply for and receive an ARP (a)(2) MSI grant award. The Department must receive an application from such institutions within 60 days of the publication of this notice. Assistance Listing Number 84.425L.

334964

84.425

##   Strengthening Access to High Quality and Comprehensive Services Targeting Adolescent and Young People in Malawi through Determined, Resilient, AIDS-Free Mentored and Safe (DREAMS) Program under the President's Emergency Plan for AIDS Relief (PEPFAR)

08/03/2021

//

The Award Ceiling for Year 1 is 0 (none). CDC anticipates an Approximate Total Fiscal Year Funding amount of $4,000,000 for Year 1, subject to the availability of funds. The Determined, Resilient, Empowered, AIDS-free, Mentored and Safe (DREAMS) initiative implemented in 15 countries including Malawi aims at reducing new HIV infections among adolescent girls and young women (AGYW) aged 10-24 years. AGYW face an increased vulnerability for HIV acquisition when compared to their peers, globally, young women aged 15-24 are two to 14 times as likely to acquire HIV than males of the same age. In Malawi, HIV incidences are eight times higher among females aged 15-24 years than their male counterparts. DREAMS is delivered through a comprehensive package of evidence-based strategies that go beyond the health sector, addressing structural drivers that fuel AGYW’s HIV risk, including poverty, gender inequality, sexual violence, social isolation, and limited schooling. DREAMS is based on evidence-based interventions and builds on the premise that multiple interventions targeting AGYW are more impactful than providing a single intervention when multiple factors of vulnerability are present. In addition to focusing on interventions to empower AGYW to reduce their risk of HIV, the DREAMS package also aims to strengthen families, prevent violence, reduce HIV risk for male sexual partners and mobilize communities for change. The DREAMS program in Malawi is implemented in three districts: Zomba, Machinga and Blantyre. The recipient will provide a comprehensive package of DREAMS in Blantyre district and any additional districts based on COP scale up plans.

335099

93.067

##   Targeting Prioirty Populations and Areas with Replication of Effective Programs for Teen Pregnancy Prevention

08/06/2021

//

The Office of Population Affairs (OPA) anticipates the availability of FY2022 funds to support cooperative agreements for eligible entities to replicate programs that have been proven effective through rigorous evaluation to reduce teenage pregnancy, behavioral risk factors underlying teenage pregnancy, or other associated risk factors. Anticipated funds will be used to target specific populations and/or priority areas with effective programs and supports to complement and enhance replication of effective programs in order to have the greatest impact on reducing teen pregnancy and sexually transmitted infections (STIs).

335164

93.297

##   Grants to Support New Investigators in Conducting Research Related to Preventing Interpersonal Violence Impacting Children and Youth

08/09/2021

//

The purpose of the Centers for Disease Control and Prevention National Center for Injury Prevention and Control (NCIPC) Mentored Research Scientist Development Award (K01) is to provide support for an intensive, supervised (mentored) career development experience in violence prevention research leading to research independence. NCIPC supports K01 grants to help ensure the availability of an adequate number of trained scientists to address critical public health research questions to prevent violence and injury. Applicants must propose a research project that addresses at least one of the research priorities in the interpersonal violence prevention section of the NCIPC Research Priorities (www.cdc.gov/injury/researchpriorities/index.html) as they relate to violence impacting children or youth (from birth through age 17). These research priorities include: Cross-cutting violence prevention Child abuse and neglect Youth violence Intimate partner violence (teen dating violence) Sexual violence Applicants are also encouraged to address the following: Multiple forms of violence impacting children or youth Firearm-related behavior, crime, injuries and deaths among children and youth Other adverse childhood experiences and related constructs as secondary outcomes The social or structural conditions that contribute to violence and health inequities across population groups

335217

93.136

##   Office of Elementary and Secondary Education (OESE): Impact Aid Discretionary Construction Grant Program Assistance Listing Number 84.041C

08/12/2021

09/13/2021

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 Impact Aid Discretionary Construction Grant Program provides grants for emergency repairs and modernization of school facilities to certain local educational agencies (LEAs) that receive Impact Aid formula funds. Background: The Impact Aid Discretionary Construction Program provides grants to eligible Impact Aid school districts to assist in addressing their school facility emergency and modernization needs. The eligible Impact Aid school districts have a limited ability to raise revenues for capital improvements because they have large areas of Federal land within their boundaries. As a result, these districts find it difficult to respond when their school facilities are in need of emergency repairs. The Department recognizes that students, and the school districts that support them, need safe facilities to learn and to prevent the spread of COVID-19 and mitigate its impact. School facility emergencies that are consistent with 34 CFR 222.172(a) and 222.173 may be proposed. Funded Impact Aid emergency repair grants will be used to repair, renovate, or alter a public elementary or secondary school facility to ensure the health, safety, and well-being of students and school personnel. Assistance Listing Number (ALN): 84.031C

335228

84.041

##   Safe Access for Victims’ Economic Security (SAVES) Center

08/26/2021

//

The Office of Child Support Enforcement (OCSE) issues this Forecast to announce available funding for eligible applicants to submit applications for the Safe Access for Victims’ Economic Security (SAVES) Center grant. The grant recipient will be responsible for establishing a national technical assistance, training, and research center to increase safe access to child support, paternity, and parenting time services for victims of domestic violence. The SAVES Center will conduct research to establish baseline data on victims’ needs and barriers to accessing child support services, gather information on promising practices for safe access to child support and parenting time, and build the capacity of state and tribal child support agencies to integrate comprehensive domestic violence safety procedures into child support program services. Additionally, it will develop and refine training materials and practice guides for child support case managers and legal staff, test and evaluate impacts of domestic violence safety procedures on victim access to child support and parenting time services, and develop and disseminate model domestic violence policies for child support agencies. It will accomplish this by leading cross-system collaborations with assistance agencies, the courts, legal services providers, and domestic violence service providers and coalitions. The grant project should identify national, regional, state, and tribal domestic violence experts who will partner with the applicant in developing and disseminating technical assistance and training resources to child support agency staff, court staff, and community based domestic violence program staff. Grantees are expected to engage a research partner or partners to: conduct primary data collection on incidence of DV with child support program participants, identify barriers to safe access to child support and parenting time services for victims, and assess model domestic violence procedures implemented by state and tribal child support agencies. The SAVES Center will provide training, technical assistance, and research services to OCSE funded SAVES implementation grantee sites (see companion Forecast), to additional State and Tribal Title IV-D child support agencies, to Title IV-D Judicial officers, and to national, state, tribal, and local domestic violence service providers.

335445

93.564

##   Safe Access for Victims’ Economic Security (SAVES) Demonstration

08/26/2021

//

The Office of Child Support Enforcement (OCSE) issues this forecast to announce available funding for eligible applicants to submit applications to the Safe Access for Victims’ Economic Security (SAVES) demonstration program. SAVES will implement comprehensive domestic violence safety policies, procedures, and outreach activities to enhance safety for victims of domestic violence in the child support program. Additionally, SAVES will increase access to child support services for parents not currently receiving child support due to safety concerns. SAVES grantees will develop, test, and implement model practices for safe access to child support and parenting time services. State and tribal child support agencies selected as implementation sites will receive technical assistance, training, and research support from the SAVES Center grantee (see companion forecast HHS-2022-ACF-OCSE-FD-0018) in addition to participating in peer to peer technical assistance and learning opportunities. Grant projects will include public/victim education and outreach strategies, staff and partner training, development of responsive good cause protections for victims accessing public benefits with child support cooperation requirements, implementation of comprehensive domestic violence expert informed case processing policies and protocols for victims and perpetrators, and establishment and assessment of specialized domestic violence triage teams. State and tribal child support agencies applying for this funding will be expected to engage with public assistance agencies, courts, and state and local domestic violence service providers to develop and implement a cross-systems, coordinated response to victims’ need for economic supports and access to public safety net program resources.

335465

93.564

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