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##   Integrated Violence Prevention

11/05/2018

//

This is a Request for Information(RFI). This is not a Request forProposal or a Request for Application (RFA) and is not to be construed as acommitment by the U.S. Government to issue any solicitation or Notice of FundingOpportunity, or ultimately to award a contract or assistance agreement on thebasis of this RFI, or to pay for any information voluntarily submitted as aresult of this request. USAID postsits competitive business opportunities on www.fbo.gov or www.grants.gov. It is thepotential offeror’s/applicant’s responsibility to monitor these sites forannouncements of new opportunities. Please note that responding to this RFI will not give any advantage toany organization or individual in any subsequent competition. Responses may beused by USAID without restriction or limitation, therefore proprietaryinformation should not be sent. This RFI is issued pursuant to FAR Part 15.201(c),(d) and (f) and FAR Part 10.002 (b)(2)(iii). The purpose of this RFI is tooffer the opportunity for interested organizations and individuals to provideinformation, opinions and recommendations on approaches for the implementationof the Integrated Violence Prevention Activityto improve the provision of services to high risk populations, strengthen thereferral systems already in place and strengthen organizations and institutionscharged with this type of care and related services, including both state andnon-state actors, as described in the attached Initial Problem Statement. Kindly respond tothis RFI through email directed to Vann D. Rolfson, Contracting Officer,USAID/Honduras at oaahonduras@usaid.gov. Please include the RFI number inthe subject line of the email. Questionsregarding this RFI will not be answered. USAID will review and consider any responses as part of determining whetherand how to proceed with a new activity in this area. Thank you for yourcontinuing partnership in this important development sector. Sincerely, Vann D. Rolfson Contracting Officer RFI: Integrated Violence Prevention USAID/Honduras seeks to gain further insighton challenges facing the identification and provision of both secondaryand tertiary prevention services to at-risk youth and their families, andpotential solutions in Honduras. The input may contribute to upcoming activitydesign(s). INITIAL PROBLEM STATEMENT Despite a relativedecline in the rate of homicides, Honduras continues to have one of the highestmurder rates in the world at 43.6 homicides per 100,000 people in 2017. Violentacts are primarily concentrated in low-income, urban areas and primarilyperpetrated by young males against other young males. This correlation providesthe basis for USAID/Honduras’ Development Objective 1 (“DO 1”): “CitizenSecurity increased for vulnerable populations in urban, high-crime areas.”Toaddress these challenges, USAID’s approach is comprehensive and holistic, withinterventions on the primary, secondary and tertiary spectrum of violenceprevention. USAID activitieswork to identify at risk youth, and provide specific support services tailoredto the need of the individual and their family, and importantly, within theircommunities. Activities include Outreach Centers, family-based counseling andsupport services, workforce development and job training opportunities,addressing violence in schools, small scale community infrastructure, andworking with community committees and community policing. The earlier you canidentify at risk youth and get them the support services they need, the easierit is to stop the progression of risk and, simultaneously, crime and violencethat is endemic to youth in Honduras. There are realchallenges in identifying high risk youth, and further challenges faced inaccessing these youth when and where they most need services. Because servicesmay be needed during non-working hours, require confidentiality, and othercircumstances, these violence prevention services must have a degree ofcommunity embedding or anchoring that is crucial to providing services to youthand their families. Youth and theirfamilies must be referred to the appropriate, linked services, that are integratedto provide a complete model for violence prevention. Strategic linkages must be made with localgovernments, civil society organizations, private sector, and donor‐fundedactivities to increase locally-led services for eligible youth and their families. Service provision must be genderspecific, since men and women experience violence differently. Through a new activity(ies),USAID/Honduras will seek to improve the provision of services to high riskpopulations, strengthen the referral systems already in place and strengthenorganizations and institutions charged with this type of care and relatedservices, including both state and non-state actors. BACKGROUND Crime, violence, and homicide are at or near record highs in thenorthern triangle countries of Central America - Honduras, Guatemala and El Salvador. In the last decade multiple observers haveranked Honduras and El Salvador among the most violent countries in the world.[1] To reverse this trend, USAID adapted bothsociological and public health models of violence prevention in support ofgovernment and civil society efforts. USAID/Honduras further adapted and advocated a public health model ofviolence reduction and prevention, first posited by the U.S. Surgeon General in1979, and taken up by the Department of Health and Human Services and theCenters for Disease Control[2]. This model views violence in epidemiologicalterms, equivalent to communicable diseases, and seeks to interrupt violentbehaviors through targeted interventions that reduce incidence and preventfurther transmission. The public healthviolence prevention approach is predicated on having clearly defined targetpopulations, disaggregated by risk levels, and clearly identified risk andprotective factors. USAID/Honduras hasadapted a fourth component – community policing – to the three “traditional”public health interventions against violence. This is an essential component to sustain the positive results ofprevention and effectively confront crime and violence with the cooperation ofthe community. Questions for Industry Feedback: 1. What type of proven interventions would be the most effective atproviding violence prevention services for higher risk (secondary and tertiary)youth in communities facing gang-related violence? 2. What are some key strategies for identifying higher risk youth incommunities? 3. What are the pros and cons of family-based interventions with higherrisk youth? 4. What are the obstacles to and possible solutions for at-risk youthreceiving integrated violence prevention services, specifically, those who arenot yet in conflict with the law? 5. What are the opportunitiesfor local, non-governmental organizations, the Government of Honduras, andothers to provide integrated violence prevention services to higher risk youthin Honduras? 6. How would you rank(prioritize) the aspects that serve to impede the provision of integratedprevention services to youth and their families? 7. What are key interventions required for violence prevention servicesto higher risk youth and their families? 8. How can migration beintegrated or the linkage of migration be addressed in prevention services? 9. How are higher risk violenceprevention services experienced differently by males and females? Are theredistinctions that should be made which are not currently? 10. How can USAID increasesustainability and increase local ownership of the existing violence preventionservices for higher risk youth? __________ [1] Honduras reached a high of 87 homicides/100,000people in 2011. January – September 2016rate was 45/1000. (Observatorio Nacional de la Violencia, Universidad NacionalAutónoma de Honduras/IUDPAS http://www.iudpas.org/boletines/boletines-nacionales). [2] Dahlberg, et.al. The History of Violence as a Public Health Issue. (2009). American Medical Association. http://virtualmentor.ama-assn.org/2009/02/mhst1-0902

310146

98.001

##   NIDA Mentored Clinical Scientist Development Program Award in Substance Use and Substance Use Disorder Research (K12 Clinical Trial Optional)

07/01/2020

11/15/2023

This funding opportunity announcement (FOA) encourages applications for institutional research career development (K12) programs that propose to support intensive supervised research training and career development experiences for clinician scientists (Scholars) leading to research independence in the area of substance use and substance use disorder research.

327954

93.279

##   International Research Experiences for Students

08/11/2020

09/28/2021

The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate and/or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas. The overarching, long-term goal of the IRES program is to enhance U.S. leadership in science and engineering research and education and to strengthen economic competitiveness through training the next generation of research leaders. This solicitation features two mechanisms; proposers are required to select one of the following tracks to submit their proposal. Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Student participants supported by IRES funds must be citizens, nationals, or permanent residents of the United States. Students do not apply directly to NSF to participate in IRES activities. Students apply to NSF-funded investigators who receive IRES awards. To identify appropriate IRES projects, students should consult the directory of active IRES awards. All PIs, co-PIs and Senior Personnel on IRES proposals must be from U.S. based organizations. International partners should be listed as "unfunded collaborators." 1.IRES - Track I: IRES Sites (IS) projects engage a group of undergraduate and/or graduate students in active high-quality collaborative research, in principle at an international site with mentorship from researchers at a host lab. IRES Sites must be organized around a coherent intellectual theme that may involve a single discipline or multiple disciplines funded by NSF. 2.IRES - Track II: Advanced Studies Institutes (ASI) are intensive short courses with related activities that engage advanced graduate students in active learning and research at the frontiers of knowledge. ASIs typically range in length from ten to twenty-one days and, in principle, must be held outside the United States. ASIs must have a compelling rationale for their international location and should involve distinguished active researchers in the target field from the U.S. and abroad. ASIs should enable students to develop skills and broaden professional networks, leveraging international participation and complementary resources (expertise, facilities, data, field site, etc.) for mutual benefit. For all IRES proposals, PIs are strongly encouraged to outline virtual, hybrid or other alternative approaches to strengthen and maintain international collaboration in the event travel is not undertaken, and/or in addition to travel. It is expected that these approaches will extend collaboration beyond the actual international trip and strengthen IRES proposals overall.

328613

47.041

##   Improving Undergraduate STEM Education: Hispanic-Serving Institutions

08/13/2020

08/25/2021

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. All tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences. Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities. Each faculty member receiving funds to conduct research must include a four-page Faculty Research Plan in which one to two pages are used to describe the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. "Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions." American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are “accredited colleges and universities (including two-year community colleges) that award Associate’s degrees, Bachelor’s degrees, and/or Master’s degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.

328645

47.076

##   NEI Institutional Mentored Physician Scientist Award (K12 Clinical Trial Optional)

12/01/2020

06/09/2023

The purpose of this Funding Opportunity Announcement (FOA) is to encourage institutions to propose creative and innovative institutional research career development programs which prepare clinically-trained vision scientists for independent research careers. This initiative is intended to expand and strengthen the community of investigators engaged in clinical research. Such an increase in the number of well-trained clinical researchers is necessary to achieve a pool of scientists with contemporary, multidisciplinary expertise able to leverage recent advances in ocular genetics, therapeutics, bioengineering, and bio-behavioral research in order to enhance patient treatment and to increase scientific momentum in these fields. This Funding Opportunity Announcement (FOA) allows appointment of Scholars (K12) proposing a separate ancillary study to an existing trial or proposing to gain research experience in a clinical trial led by another investigator, as part of their research and career development. Applications supported by this FOA that meet the NIH definition of a clinical trial (see NOT-OD-15-015) must also fulfill the NIH requirements for either a mechanistic or minimal risk trial. A mechanistic trial is designed to understand a biological or behavioral process, the pathophysiology of a disease, or the mechanism of action of an intervention. A minimal risk trial is one in which the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. A proposed research career development program that includes a clinical trial that is not a mechanistic trial and/or involves a level of risk beyond that defined as minimal, will not be supported. Applicants are strongly advised to consult with NEI program staff prior to submitting an application with human subjects to determine the

330112

93.867

##   Undergraduate Research Training Initiative for Student Enhancement (U-RISE) (T34 - Clinical Trial Not Allowed)

02/18/2021

05/26/2023

The goal of the Undergraduate Research Training Initiative for Student Enhancement (U-RISE) program is to develop a diverse pool of undergraduates who complete their baccalaureate degree, and transition into and complete biomedical, research-focused higher degree programs (e.g., Ph.D. or M.D./Ph.D). This funding opportunity announcement (FOA) provides support to eligible, domestic institutions to develop and implement effective, evidence-based approaches to biomedical training and mentoring that will keep pace with the rapid evolution of the research enterprise. NIGMS expects that the proposed research training programs will incorporate didactic, research, mentoring, and career development elements to prepare trainees for the completion of research-focused higher degree programs in biomedical fields. This program is limited to applications from training programs at research-active institutions (i.e., those with a 3-year average of NIH Research Project Grant funding less than $7.5 million total costs).

331606

93.859

##   Research Experiences for Teachers Sites in Biological Sciences

05/06/2021

08/01/2022

The National Science Foundation's Directorate for Biological Sciences (BIO) will support up to 10 awards annually to enable active research by cohorts of middle school teachers, high school teachers and/or community college faculty. Research Experiences for Teachers Sites (RET Sites; RETS) will be based at institutions of higher learning or other non-profit organizations in the U.S. that conduct educational and research activities. RETS with a focus on Biological Sciences (BIORETS) will include research projects in fields that are supported by the Directorate for Biological Sciences. BIORETS may be based in a single discipline or department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. An important goal of the program is to increase the participation of underrepresented groups in biological research and those from geographically underrepresented areas in science, technology, engineering, and mathematics (STEM). Proposals are strongly encouraged to involve members of these groups both as participants and as mentors. BIORETS awards are expected to leverage the teachers’ research experiences for curriculum development, with the goal of enriching their classroom teaching practices and inspiring a broad swath of students to consider higher education and careers in STEM. Teachers supported with NSF funds in BIORETS projects must be U.S. citizens, U.S. nationals, or permanent residents of the United States.

333319

47.074

##   Institute of Education Sciences (IES): Research to Accelerate Pandemic Recovery in Special Education Assistance Listing Number (ALN) 84.324X-2

06/10/2021

09/09/2021

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: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334082

84.324

##   Institute of Education Sciences (IES): Education Research Assistance Listing Number (ALN) 84.305A

06/10/2021

09/09/2021

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: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334085

84.305

##   Institute of Education Sciences (IES): Research Training Programs in the Education Sciences Assistance Listing Number (ALN) 84.305B

06/10/2021

09/09/2021

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: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305B. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334086

84.305

##   Institute of Education Sciences (IES): Research Grants Focused on Systematic Replication Assistance Listing Number (ALN) 84.305R

06/10/2021

09/09/2021

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: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334087

84.305

##   Children and Youth with Special Health Needs Research Network

06/25/2021

//

The purpose of the Children with Special Health Care Needs Research Network (CSHCN-RN) Program is to improve the health and well-being of children and youth with special health care needs (CYSHCN) by coordinating national research activities, mentoring researchers, and translating research to policy and practice to strengthen the evidence base and improve comprehensive, high quality systems of care for CYSHCN.

334381

93.110

##   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

##   Quincy College Prep Program

08/05/2021

09/04/2021

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 that would (a) select a number of high achieving Saudi Arabian secondary school students from underserved backgrounds, (2) coordinate their participation in the Education USA Connect Academies in the United States during the summer of 2022, and (3) provide an individualized follow-on program of educational advising services to guide participants through the U.S. college admission process in the year following the U.S. visit. Organizations must have a physical presence in Saudi Arabia or a partnership with a Saudi-based organization.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.The Quincy College Prep Program aims to improve opportunities for Saudi Arabian students from disadvantaged backgrounds and traditionally underserved communities to attain higher education in the United States. The program seeks to increase the cultural and academic awareness of a limited number of individuals in these targeted communities and support their U.S. higher education journeys by providing them with a first-hand experience on a U.S. college campus and parallel academic advising and leadership development.A successful proposal will include the following activities:• Recruitment and Selection – The grantee should create a mechanism to announce the program, solicit applications, and screen applicants for program eligibility and academic merit.o The recruitment and selection should conclude with sufficient time to place the students in Connect Academies programs and organize pre-departure activities.o Eligible candidates should be in grade 10 or 11 at the time of the application.o Selection criteria should emphasize academic merit; ability to participate successfully in the Academy program, including English-language skills at the intermediate to advanced level; likelihood of future acceptance to a U.S. college or university; likelihood of successful completion of an undergraduate degree program at a U.S. institution; family support of the applicant’s participation in the program.o The selection process should include participation by Embassy personnel.o The selection process should evaluate parental a/o family support for the applicant’s participation and the likelihood that the applicant, if selected, will ultimately attend and participate in the program through completion.• Placement and Pre-Departure – The grantee should place students in EducationUSA Connect Academies and coordinate logistical arrangements for their travel and participation.• Follow-on Pre-Academic Support and Leadership Development – Following return to Saudi Arabia after the summer U.S. experience, the grantee should engage students in a program of cohort educational advising and leadership development activities with individualized support for each student.o These activities may include educational advising, entrance exam preparation courses, mentoring in college application preparation and submission, or other activities that meet the program objectives.o Pre-Academic Support should include supporting the participants in competing for available Saudi national scholarship programs.• Communications and Public Affairs – The grantee should design social media and email communications campaigns in conjunction with the recruitment and to highlight program outcomes.• Budget Proposal and Scalability – Applicants may present 2-3 budget proposals at different funding levels between $50,000 and $130,000 so that they can be considered depending on the availability of funds. Alternatively, applicants may present a per participant cost along with their detailed budget so that the program can be scaled and a final program cost determined depending on availability of funds.

335122

19.432

##   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

##   Limited Competition: Mentored Research Career Development Program Award in Clinical and Translational Science Awards (CTSA) Program (K12 Clinical Trial Optional)

09/17/2021

09/13/2024

The National Center for Advancing Translational Sciences (NCATS) will award Institutional Research Career Development (K12) programs through the Clinical and Translational Science Awards (CTSA).

335743

93.350

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

01/05/2022

03/07/2022

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

336961

12.631

##   Youth Engagement, Education, and Employment

12/14/2021

09/15/2022

The U.S. Fish and Wildlife Service is the premier government agency dedicated to the conservation, protection, and enhancement of fish, wildlife and plants, and their habitats. We are the only agency in the federal government whose primary responsibility is the conservation and management of these important natural resources for the American public. The Service's origins date back to 1871 when Congress established the U.S. Fish Commission to study the decrease in the nation’s food fishes and recommend ways to reverse that decline. Today, we are a diverse and largely decentralized organization, employing about 8,000 dedicated professionals working out of facilities across the country, including a headquarters office in Falls Church, Virginia, and eight regional offices representing the 12 Unified Interior Regions. A variety of programs within the U.S. Fish and Wildlife Service (FWS, Service) and the National Wildlife Refuge System (NWRS, Refuge System) are focused on engaging diverse youth in wildlife conservation and public land management. The Service enters into cooperative agreements with member organizations of the FWS Youth Corps to engage with youth and veterans in projects under the Authority of the Public Lands Corps Act (PLC). The current list of FWS Youth Corps member organizations, application information for organizations interested in partnering with the FWS Youth Corps, and program contact information is available at: Youth U.S. Fish and Wildlife Service (fws.gov) FWS Public Lands Corps Act Overview The U.S. Fish and Wildlife Service partners with qualified youth and veteran serving organizations or qualified Conservation Corps with the organizational capacity and unique qualifications necessary to work collaboratively with the FWS to develop projects under the Public Lands Corps Act. The purpose of the PLC is to provide work and educational opportunities for youth in the areas of natural and cultural resource conservation, development, and scientific research. Youth perform work on our nation’s public lands that cannot be carried out by Federal agencies at existing personnel levels. The PLC allows the Service to enter into partnerships using a financial assistance/cooperative with partner organizations to employ youth in PLC projects and internships. PLC participants who complete program requirements will be eligible for non-competitive appointment to Federal positions for which they qualify. Eligible partner organizations must: Be a State or local government entity, the governing body of any Indian tribe, a nonprofit organization, or an accredited institution of higher education. Be members of the FWS Youth Corps. Have financial policies and procedures that reflect generally accepted accounting principles Have risk management policies that reflect industry standards and are proactive and thorough in mitigating and managing risk to PLC Participants. Have a contract or financial assistance agreement with the Service that clearly identifies both organization’s roles and responsibilities for implementing the PLC program, or have documentation (e.g. organizational charter or similar documentation) that they have performed conservation work on Federal, State, tribal, local or private lands and utilized young people between the ages of 16 and 30 years of age, and Veterans up to age 32. Provide liability insurance. Provide workers compensation insurance through the partnering organization or the state. (The FECA covers all civilian Federal employees except for non-appropriated fund employees. There is additional special legislation which provides potential coverage to Peace Corps and VISTA volunteers; Federal petit or grand jurors, volunteer members of the Civil Air Patrol, ROTC, Job Corps, YCC, and non-Federal law enforcement officers under certain circumstance involving crimes against the US. And of course, FWS volunteers have certain coverage dependent on VSA's.) Contribute a minimum of 25% of the total costs of the project or internship program either as direct funds or qualified in-kind services unless the project is carried out on Indian or Hawaiian homelands. Additionally, these organizations must have an established program that: Offers meaningful, full-time, productive work for PLC Participants in a natural or cultural resource setting. Provides a mix of work experience, basic and life skills, education training, and support services. Provides PLC Participants with the opportunity to develop citizenship values and skills through service to their community and the United States. Provides PLC Participants with a living allowance, stipend, or wages. Former Public Land Corps participants may be granted non-competitive hiring status for permanent competitive positions within the Department of the Interior, provided both they and the partner organization meet the above requirements. Non-competitive hiring status is granted through an approved FWS process. The former PLC participant also must be selected from a non-competitive selection certificate and appointed within two years of the candidate’s completion of PLC service qualifying him/her for the non-competitive hiring authority. PLC and Workforce Diversity and Inclusion Goals This special hiring authority provides the FWS with an opportunity to help meet the agency's goal of building a diverse and inclusive workforce. The FWS is committed to building and retaining a diverse and inclusive workforce that reflects the ethnic, age, socioeconomic and cultural backgrounds and language diversity of contemporary America. Diversity means having many different elements, ideas and qualities. We define workforce diversity as the differences that influence personal perspectives of individuals in that workforce – not just those differences based on ethnicity, gender, color, age, race, religion, disability, national origin, and sexual orientation, but also differences in communication style, career path, life experience, educational background, geographic location, income level, marital status, military experience, parental status, and other variables that influence personal perspectives. Inclusion is about recognizing, respecting, and valuing differences that influence personal perspectives. These unique perspectives make us react differently, solve problems differently, and see different opportunities. Superior organizational performance requires employing people with a diversity of thought. Equal employment opportunity: The Service has an ongoing obligation under equal employment opportunity laws, executive orders, and other standards to prevent discrimination on the bases of race, color, national origin, religion, sex, age, retaliation/reprisal, disability, sexual orientation, parental status, and genetic information; we are also obliged to eliminate barriers that impede free and open competition in the workplace. We conduct an annual self-assessment to monitor progress and identify areas where barriers may exclude certain groups. In conducting this assessment, we compare our internal participation rates with corresponding rates in the relevant Civilian Labor Force (CLF) as points of reference. Equal employment opportunity is focused on equality and equal access, and is primarily concerned with protected classes. Even with these protections, it is important to treat every individual with respect and to embrace differences in the workplace. In this way, equal employment opportunity is distinct from diversity. FWS Public Lands Corps Act Programs PLC projects must be developed in collaboration with a FWS program, refuge, or field office. FWS Programs that enter into cooperative agreements under the Authority of the Public Lands Corps Act include but are not limited to the following: FWS Youth Corps Under the Authorization of the Public Lands Corps Act, FWS Youth Corps, collaboratively develops projects with PLC FWS Youth Corps member organizations to provide experiential, education, and employment program opportunities for youth between the ages of 16-30 and veterans 35 and younger to address resource conservation, community engagement, environmental education, facility and trail maintenance, invasive species management, and recreation access needs. Department of the Interior Personnel Bulletin (PB) 17-03 establishes the policy and procedures for providing former members who served a minimum of 640 hours of satisfactory service during PLC qualifying projects, including 120 hours in direct support of Federally managed public lands/facilities, with a non-competitive hiring status certificate for permanent competitive positions with the U.S. Fish and Wildlife Service. Directorate Fellows Program (DFP)Under the authorization of the Public Land Corp Act, Resources Assistant Program, the Department of the Interior established policy for bureaus to implement the Direct Hire Authority, Resources Assistant Internship Program (DHA/RAIP) in 2012. The key requirements of the program are: (1) students must be enrolled in undergraduate and graduate degree programs; and (2) mandated targeted recruitment to ensure the full representation of women and participants from historically Black, Hispanic, Asian Pacific Islander and Native American schools or other schools with diverse student populations; and (3) design a rigorous project for a minimum of least 11-weeks for candidates selected to participate in the program. FWS branded the DHA/RAIP, Directorate Fellows Program (DFP), and designed it with the intent of creating a pipeline of diverse talented individuals who would qualify and be eligible for hiring into permanent entry level science positions. The FWS, DFP was implemented in 2014 with a focus on recruiting diverse students pursuing biological science, natural resources management or related degrees that support FWS conservation mission. The FWS, DFP has provided a cohort of well-qualified, motivated folks who are eligible for direct hiring authority. Since its inception, the DFP has provided 11-week rigorous fellowships for hundreds of students with exemplary talent, approximately 200 of whom have joined our workforce so far. Hispanic Access Foundation (HAF) has been selected through a directed Request for Information (RFI) as uniquely qualified to implement the Directed Fellows Program in FY 2022. In addition, several organizations have been selected through a directed RFI to provide recruitment support for the Directorate Fellows Program. Applications from qualified partner organizations for collaborative agreements to support DFP will be submitted through this announcement through GrantSolutions. Public Lands Transportation Fellows Program (PTLF) The Public Lands Transportation Fellows program (PLTF) provides fellowships to outstanding graduates in a transportation-related field to work directly with staff of Federal Land Management Agencies on key visitor transportation issues. The PLTF program began in 2012 and was modeled after the very successful Transportation Scholars program managed by the National Park Foundation (NPF) that serves the National Park Service (NPS). The PLTF program gives recent graduates (sometimes current students) in a transportation related engineering, planning, or resource management program a unique opportunity for career development and public service. Successful applicants are placed at a federal land unit facing a transportation issue to facilitate a transportation planning or implementation project. A fellow is assigned to work directly with staff at a unit or headquarters/region/field office. The assigned projects help the land units develop transportation solutions that preserve valuable resources and enhance the visitor experience. The program has three goals, which are to: Encourage emerging transportation professionals to pursue their career serving federal lands. Provide much needed transportation expertise to FMLA units and regions to help them address critical transportation issues. Support the development, implementation and evaluation of viable alternative transportation for visitors to FLMA’s. The Public Lands Transportation Fellows program is a collaborative agreement between the U.S. Fish and Wildlife Service and Montana State University Western Transportation Institute. Youth Conservation Corps The Youth Conservation Corps (YCC) is a summer youth employment program that engages young people in meaningful work experiences on public lands while developing an ethic of environmental stewardship and civic responsibility. YCC programs are generally 8 to 10 weeks long. Participants are paid the minimum wage for a 40-hour work week. Most YCC opportunities are non-residential programs that provide paid daytime work. The Service anticipates entering into cooperative agreements with multiple organizations to accomplish crew-based YCC projects in fiscal year 2022. Collaborative projects must be submitted through GrantSolutions prior to the Application Due Date of this Notice of Funding Opportunity. Youth Conservation Corps U.S. Fish and Wildlife Service (fws.gov) Career Discovery Internship Program Founded in 2008, the Career Discovery Internship Program (CDIP) was created in partnership with the Student Conservation Association (SCA) to help prepare the next generation of wildlife professionals and managers by: Introducing culturally and ethnically diverse college freshman and sophomores to conservation careers in the U.S. Fish and Wildlife Service (Service); Giving field staff the experience of working with culturally and ethnically diverse employee; and Increasing the diversity of the applicant pool for conservation based jobs. These internships provide a diverse group of youth with the opportunity to gain hands-on experience in the field. Interns are paid a living wage and, in some cases, are also provided with room and board for the duration of their service. CDIP interns are assigned to Service field stations for a summer of hard work and experiential education. Before beginning their assignment, interns attend a week-long training and orientation program. During this time, interns receive a variety of training units including an introduction to the Service and SCA, cultural and intergenerational awareness training, mentor/mentee training to name a few. The interns also engage in simulations and Service challenges designed and facilitated by Service and SCA staff. Interns also meet their designated mentor for the summer, who is a Service employee. Service challenges are usually management issues common to daily life on a Service field station, with topics considering public relations, invasive species, and resource conservation. The interns close their week with a presentation on their solutions to these challenges. CDIP project applications must be submitted in GrantSolutions prior to the Application Due Date of this Notice of Funding Application. U.S. Fish and Wildlife Service CDIP Student Conservation Association CDIP

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##   Improving Undergraduate STEM Education: Hispanic-Serving Institutions

12/24/2021

03/28/2022

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. All tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences. Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities. Each faculty member receiving funds to conduct research must include a four-page Faculty Research Plan in which one to two pages are used to describe the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. "Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions." American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are “accredited colleges and universities (including two-year community colleges) that award Associate’s degrees, Bachelor’s degrees, and/or Master’s degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.

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##   HEAL Initiative: National K12 Clinical Pain Career Development Program (K12 Clinical Trial Not Allowed)

01/10/2022

03/24/2022

This FOA will support early career clinical pain scientists development as a means to enhance the clinical pain research workforce. Under this award, promising early-career clinician-scientists will have access to high-quality mentorship that will promote their successful transition to independent research careers in academic settings. Clinicians in their last year of residency/fellowship/post-doctoral training, or in their first year of an independent faculty position, can apply to the awarded HCPDP national program for support, which is intended to begin during their first or second faculty year. The program will primarily support clinicians who leave their training institution for a faculty position at another institution. Under some circumstances a candidate who remains at their residency institution for their faculty position may be supported. The awarded HCPDP national program will provide the selected scholars with the experience, research support, and protected time for research and funding necessary to initiate a sustainable research program. In addition, the awarded HCPDP national program will create a National Advisory Committee (NAC) whereby scholars will have the opportunity to interact with both experienced pain researchers and pain patients. The FOA will develop a national network of mentors and scholars.

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