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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

##   FY 2024 Future Leaders Exchange (FLEX) Program Organizational Components

09/29/2023

11/27/2023

The Bureau of Educational and Cultural Affairs (ECA) announces an open competition for a cooperative agreement to manage the FY 2024 Organizational Components of the Future Leaders Exchange (FLEX) program. The FLEX program advances the U.S. foreign policy goals of engaging youth populations and building civil society by providing in-person, academic-year exchanges, and building lasting ties between foreign and U.S. high school students and the communities that host them. The program consists of two exchange programs: (1) the “FLEX inbound” program that brings international high school students to the United States, and (2) the “FLEX Abroad” program that sends American high school students to select FLEX countries. The FY 2024 Organizational Components cooperative agreement will fund the recruitment, selection, orientation, travel, liaison activities with natural parents, and alumni support. This award will also fund the placement and support of American participants abroad. NOTE: Placement and support of the international students coming to the United States will be conducted under separate awards through the FLEX Placement Components. The relationship and interactions among award recipients is explained further under section A. Program Description in the Notice of Funding Opportunity.

350398

19.415

##   Enhancing Biomedical Engineering, Imaging, and Technology Acceleration (BEITA) at Historically Black Colleges and Universities (HBCUs) (UG3/UH3 Clinical Trial Not Allowed)

10/10/2023

09/30/2025

GL to update purpose after the NOFO is finalized. Develop plans to establish or enhance BME departments, interdisciplinary technology centers, and/or academic programs which may include: Support research and educational opportunities for trainees in bioengineering and technology development (Undergrad and/or Graduate) Plans for core technology facilities, maker space, data science centers Faculty recruitment, collaborative research programs, training, and partnerships Building curriculum and course development Innovation and entrepreneurship programs Plans for sustainability of programs

350542

93.286

##   Advancing Aging Network Capacity to Support Family, Kinship and Tribal Family Caregivers: Financial and Workplace Security

10/10/2023

12/11/2023

The purpose of this Notice of Funding Opportunity (NOFO) is to implement the demonstration authority in Section 373(i) of the Older Americans Act of 1965, as amended (OAA), using the framework provided by the 2022 National Strategy to Support Family Caregivers (the Strategy). The project funded under this NOFO will join four grantees recently funded under (insert old NOFO number) to undertake multi-faceted, cross-collaborative work to advance the capacity of the National Family Caregiver Support Program (NFCSP – OAA, Title III-E) and the Native American Caregiver Support Program (NACSP-OAA, Title VI-C) to better recognize and support family caregivers. The project funded under this NOFO will focus solely on goal 4 of the Strategy: strengthening financial and workplace security of family caregivers.The target audiences for the technical assistance and related activities of the successful grantee are entities typically involved with implementing and operating programs funded by the OAA, including state units on aging (SUAs); area agencies on aging (AAAs); local aging services and family caregiver support providers; kinship, grandparent and grandfamily services providers; tribes and tribal entities, and other entities that may be part of the aging and/or tribal services networks. Additionally, given the NFCSP’s inclusion of family caregivers of individuals with early onset-dementia and older relative caregivers supporting adults with disabilities, ACL desires that applicants identify how they will work to advance the capacity of the program to reach and serve these populations more effectively, with specific emphasis on approaches for strengthening the financial and workplace security of family caregivers.Applicants must demonstrate the understanding, expertise, and capacity for developing and undertaking activities such as (but not limited to):Gathering, analyzing, developing, and disseminating employee/employer-focused tools and resources for supporting employed family caregivers;Identifying and disseminating planning resources for family caregivers and care recipients;Curating and disseminating information on affordable long-term services and supportsDeveloping, testing, and broadly disseminating employer awareness and training programsOther activities and initiatives to promote greater financial and workplace security for family caregivers.

350416

93.052

##   Office of Elementary & Secondary Education; Overview Information: Race to the Top Fund (ARRA) CFDA 84.395

09/02/2009

//

The Race to the Top is a $4.35 billion competitive grant program designed to encourage and reward States that are creating the conditions for education innovation and reform and implementing ambitious plans in four core education reform areas: Adopting internationally-benchmarked standards and assessments that prepare students for success in college and the workplace;  Recruiting, developing, retaining, and rewarding effective teachers and principals;  Building data systems that measure student success and inform teachers and principals how they can improve their practices; and  Turning around lowest-performing schoolsThe overarching goals are to: Drive substantial gains in student achievement Improve high school graduation rates and prepare students for success in college and careers Close achievement gapsThe Department plans to make Race to the Top grants in two phases. States that are ready to apply may do so in Phase 1, which will open in late 2009. States that need more time may apply in Phase 2, which will open in spring 2010. States that apply in Phase 1 but are not awarded grants may reapply for funding in Phase 2, together with States that are applying for the first time in Phase 2. Phase 1 grantees may not apply for additional funding in Phase 2. We will announce specific deadlines for both Phase 1 and Phase 2 in subsequent notice(s) inviting applications for funds under this program.

49325

84.395

##   School Improvement Program

06/11/2012

//

Marginalized Palestinian areas suffer from a multitude of political, security and socio-economic problems that hinder development work and put the population at serious risk. The Palestinian Authority (PA) has limited authority and capability to reach all Palestinian areas to provide meaningful support to its residents. The School Improvement Program will implement interventions to improve the educational environment and quality of education in the most disadvantaged Palestinian areas. This program will provide support to public and private schools in the most disadvantaged Palestinian areas. The primary goal of the program is to improve access to quality education and mitigate challenges to youth development in marginalized areas. The sub-goals include: 1) Improved educational facilities through renovation.2) Improved teaching and learning through teacher training as appropriate, provision of educational resources, and collaboration with local communities.3) Expanded opportunities for youth development through extracurricular activities, career counseling and training in schools after hours.Illustrative outcomes include: Improved human and physical educational resources that contribute to narrowing the achievement gap between students in underserved and better served Palestinian areas. Organized and sustained extracurricular activities and youth programs. Established networks between teachers, administrators, counselors, officials and community representatives in the targeted schools aiming at improving the quality of education and youth programming. Enhanced community involvement in school decision-making. Strengthened educational institutions that provide services to learners.

175614

98.001

##   EONS 2018: Appendix E Minority University Research and Education Project (MUREP) for Sustainability and Innovation Collaborative – (MUSIC)

02/22/2018

//

Awards will be made as cooperative agreements to accredited Minority Serving Institutions (MSIs) partnered with non-profit organizations in the United States that are eligible to apply for this NASA Research Announcement (NRA). The period of performance for an award is up to 2 years. Prospective proposers are requested to submit any questions in writing to NASAMUSIC@nasaprs.com no later than 10 business days before the proposal due date so that NASA will have sufficient time to respond. Proposers to this NRA are required to have the following, no later than the due date: 1) a Data Universal Numbering System (DUNS) number, 2) a valid registration with the System for Award Management (SAM) [formerly known as the Central Contractor Registry (CCR)], 3) a valid Commercial And Government Entity (CAGE) Code, 4) a valid registration with NASA Solicitation and Proposal Integrated Review and Evaluation System (NSPIRES) (this also applies to any entities proposed for sub-awards or subcontracts.) Consult Appendix H Section H.3.1 for more eligibility information. Consult Appendix H Section 2.2 regarding teaming requirements and partnership guidelines. The goal of NASA MUSIC is: to provide strategic effort that will leverage research and contract relationships of MSIs and NASA through relationships developed by non-profit organizations that may include collaboration of subject matter experts and access to NASA research facilities; An effort to improve STEM education and research at MSIs; A funded activity that seeks to build institutional capacity of MSIs; An activity to support long-term sustainability of STEM research at MSIs. MUSIC seeks to address the agency goals and objectives through: Increasing the institutional awareness of NASA competitive resources that can build the capacity of MSIs to offer and conduct STEM undergraduate and graduate research with a focus on NASA opportunities. Assembling MSIs and their stakeholders with common interests, and challenges then provide common tools for MSIs to increase efficiency and optimize resources including opportunities to develop formal and informal partnerships. Connecting MSI administrators and university STEM leaders to cutting-edge initiatives at NASA that can increase interest in securing research and contracting opportunities while supporting NASA’s policy to achieve an Agency-wide goal of providing one percent of total contract value of prime and subcontracting awards to MSIs. https://www.hq.nasa.gov/office/procurement/regs/1826.htm To achieve these goals, MUSIC seeks to increase university program capacity about practical uses of research to drive institution sustainability through the following targets: Advance the understanding of MSIs on how to effectively develop institutional administrative support by competing at the university level for funding opportunities, which will result in successful application to, and management of these funding opportunities (including those at NASA). Extend MSI’s capabilities by: A. Leveraging the MSIs research capabilities with NASA research to develop Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) projects that develop and demonstrate innovative technologies that fulfill NASA needs and have significant potential for successful commercialization. B. Increasing the preparation of undergraduate and graduate science, technology, engineering, and mathematics faculty with opportunities to participate with NASA researchers and missions through grants and contracts. To achieve these goals and objectives, NASA solicits proposals from MSIs to implement the NASA MUSIC; to engage MSIs in authentic STEM experiences related to NASA missions; and to inspire and captivate learners utilizing NASA’s unique assets to develop a keen interest in STEM. Every institution that intends to submit a proposal to this NRA, including the proposed prime award or any partner whether an education institution, other non-profit institutions, and other organizations that will serve as sub-awardees or contractors, must be registered in NSPIRES. Electronic submission of proposals is required by the due date and must be submitted by an authorized official of the proposing organization. Such registration must identify the authorized organizational representative(s) who will submit the electronic proposal. All principal investigators and other participants (e.g. co-investigators) must be registered in NSPIRES regardless of submission system. Potential proposers and proposing organizations are urged to access the system(s) well in advance of the proposal due date(s) of interest to familiarize themselves with its structure and enter the requested information. Electronic proposals may be submitted via the NASA proposal data system NSPIRES or via Grants.gov. Organizations that intend to submit proposals via Grants.gov must be registered 1) with Grants.gov and 2) with NSPIRES. Additional programmatic information for this NRA may develop before the proposal due date. If so, such information will be added as a Frequently Asked Question (FAQ) or formal amendment to this NRA and posted on http://nspires.nasaprs.com. It is the proposer’s responsibility to regularly check NSPIRES for updates to this NRA.

300997

43.008

##   Combating Child Trafficking in Jamaica

03/28/2018

//

Notice of Intent: Combating Child Trafficking in Jamaica NOTE: This is a Notice of Intent. An announcement is not related to this notice. The U.S. State Department’ s Office to Monitor and Combat Trafficking in Persons (TIP Office) is not accepting applications at this time. Any commercial, international, educational, or non-profit organization(s), including any faith-based, community-based, or public international organization(s) capable of successfully working with government and civil society to address child trafficking in Jamaica are eligible to apply if and when a Notice of Funding Opportunity is published. Lack of past experience with U.S. Department of State cooperative agreements, grants, or contracts does not bar eligibility. All applicants for TIP Office funding opportunities must have a valid Unique Entity Identifier (formerly the Data Universal Numbering System or DUNS). Although not required for submission of an application via SAMS Domestic on https://mygrants.service-now.com/grants, a valid UEI number is required for organizations selected for an award. Organizations should verify their UEI number or take the steps needed to obtain one as soon as possible. Instructions for obtaining a UEI number can be found at http://fedgov.dnb.com/webform. Selected grantees will also be required to have an active registration in the System for Award Management (SAM) found at https://www.sam.gov/. Although registration is not required prior to submitting an application via SAMS Domestic, all applicants should register at SAM.gov as soon as possible to avoid future delays. Successful applicants will be required to ensure any sub-recipients also have a valid UEI number prior to receiving TIP Office approval of any sub-awards. Subject to the availability of funds and to the successful conclusion of a U.S.-Jamaica Child Protection Compact Partnership, the TIP Office intends to award, through a competitive process, one or more cooperative agreements to organizations to implement a project in Jamaica. The objective of the project is to strengthen the capacity of the Jamaican government and civil society to address all forms of child trafficking in Jamaica effectively and thereby strengthen existing efforts to eradicate these crimes. The project will support the objectives and activities of the U.S-Jamaica CPC Partnership, which will be provided in the Notice of Funding Opportunity. Existing projects in support of CPC Partnerships in other countries have included the following activities: strengthen efforts to effectively prosecute and convict child traffickers; provide comprehensive, trauma-informed care for child victims of these crimes; and prevent child trafficking in all its forms. Projects have also supported outcomes in line with the recommendations of the country narrative of the most recent Trafficking in Persons Report, as they relate to child trafficking. Information about existing CPC Partnerships, including the CPC Partnership documents in their entirety, is available on our website: https://www.state.gov/j/tip/cpc/. Background: A CPC Partnership is a multi-year plan, developed jointly by the United States and a particular country that documents the commitment of the two governments to achieve shared objectives aimed at strengthening efforts to effectively prosecute and convict child traffickers; provide comprehensive, trauma-informed care for child victims of these crimes; and prevent child trafficking in all its forms. The United States has signed CPC Partnerships with the governments of Ghana, the Philippines, and Peru. Such partnerships may include up to $5 million in foreign assistance supporting projects tailored to address the child trafficking situation in the particular country. During the course of negotiating a CPC Partnership, the unique context of the trafficking situation in the country is examined and strategies for addressing child trafficking are discussed in order to reach a shared commitment on partnership objectives and activities. Currently the TIP Office is in discussions with the Government of Jamaica to establish a fourth CPC Partnership – the first in the Caribbean. If successfully concluded, this Partnership will be a jointly developed and jointly implemented multi-year plan intended to strengthen the capacity of the Jamaican government and civil society to address all forms of child trafficking in Jamaica effectively, thereby strengthening existing efforts to eradicate these crimes. It is anticipated that this Partnership would include up to $4.5 million in U.S. government funding to civil society and/or international organizations to collaborate and cooperate with relevant Jamaican government agencies and other stakeholders in support of the objectives and activities of the Partnership. The TIP Office anticipates that a Notification of Funding Opportunity will be released within the next few months.

302241

19.019

##   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

##   MOMENTUM (Moving Integrated, Quality Maternal, Newborn, and Child Health Services, Voluntary Family Planning, and Reproductive Health Care [MNCH/FP/RH] to Scale)

04/22/2019

09/30/2025

This Annual Program Statement (APS) publicizes the intention of the United States Government (USG), as represented by the United States Agency for International Development (USAID), Bureau for Global Health (GH), to fund one or multiple awards to address the overarching APS program purpose. The purpose is to accelerate reductions in maternal, newborn, and child mortality and morbidity in high-burden, USAID-supported countries by increasing the capacity of host country institutions and local organizations to introduce, deliver, scale up, and sustain the use of evidence-based, quality maternal, newborn, and child health (MNCH) services, voluntary family planning, (FP) and reproductive health (RH) care.This main APS document outlines the goal, purpose, expected results, and priorities of MOMENTUM (Moving Integrated, Quality Maternal, Newborn, and Child Health Services, Voluntary Family Planning, and Reproductive Health Care [MNCH/FP/RH] to Scale), and may result in multiple awards issued under subsequent APS Rounds. Note: When referencing MOMENTUM in this document, it is referring to the full portfolio of possible awards under this overall purpose. This specific document is an umbrella APS and will not be accepting concept papers or applications. Prospective applicants will be provided a fair opportunity to develop and submit competitive concept papers to USAID for potential funding via discrete Rounds under this APS. For the purposes of the MOMENTUM APS, a “Round” is defined as a specific program description that falls under the larger MOMENTUM APS goal, purpose, and results but is tailored to a certain focus. Under each Round, applicants will first submit a short concept paper that will be reviewed for responsiveness to the overall MOMENTUM purpose, selected results, and Round’s focus and then scored according to the evaluation criteria provided in the Round document. If an applicant is successful in the concept paper stage, applicant representatives may be invited to join a co-creation process. Following the co-creation process, selected applicants (individual organizations and/or consortia developed at concept paper stage or during co-creation) will be requested to submit a Full Application, the content and format of which will be provided in greater detail by the Agreement Officer. Publishing this APS does not commit USAID to make any awards. USAID also reserves the right to not conduct a co-creation process and request Full Applications from successful applicants at concept paper stage. As Rounds occur, notifications will be posted on Grants.gov. Please refer to the specific Round documents for detailed information on the concept paper submission guidance including Round points of contact, concept paper requirements, and evaluation criteria for the specific Round. These Round documents should be located under the "Related Documents" tab in this posting.For a USAID Mission or USAID/Washington Office wishing to issue a Round under this APS, the program description must fit within Section I of this document. Please contact Samantha Pierre (spierre@usaid.gov) and Rebecca Levine (rlevine@usaid.gov) for review of the Round document - it must be reviewed before being posted publicly under this APS. All new Rounds must be posted as a MOMENTUM APS Round on the USAID Business Forecast.

315120

98.001

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

05/30/2019

04/30/2024

The CCDC ARL invites applications/proposals from covered educational institutions for research and education programs that will meet the following objectives:a. Enhance research and engineering capabilities in areas important to national defense;b. Increase the number of graduates in STEM disciplines; andc. Encourage research and education collaborations with other institutions of higher education and with defense organizations.Support for research, development, testing, evaluation, or educational enhancements will be through the competitive awarding of grants or cooperative agreements.

316548

12.630

##   National Space Grant College and Fellowship Program - Opportunities in NASA STEM FY 2020 – 2024

07/29/2019

//

This Cooperative Agreement Notice is a multi-year award thataims to contribute to NASA’s mission, Office of STEM Education priorities,Co-STEM goals, Mission Directorate collaborations, and state based needs. The multi-year award will be available to allSpace Grant Consortia who will work with the Office of STEM Engagement tofulfill these objectives. Through thecombined efforts of the Space Grant Consortia, this program will 1) enablecontributions to NASA’s work, 2) build a diverse, skilled future workforce, and3) strengthen understanding of STEM through powerful connections to NASA. The program will focus on providingopportunities for students to engage with NASA’s aeronautics, space, andscience people, content, and facilities in support of a diverse future NASA andaerospace industry workforce, as well as, providingopportunities for students to contribute to NASA’s aeronautics, space, andscience missions and work in exploration and discovery through MissionDirectorate collaborations. Everyinstitution that intends to submit a proposal to this NRA, including theproposed prime award or any partner whether an education institution, and otherorganizations that will serve as sub-awardees or contractors, must be registered in NSPIRES. Electronicsubmission of proposals is required by the due date and must be submitted byan authorized official of the proposing organization. Such registrationmust identify the authorized organizational representative(s) who will submitthe electronic proposal. All principal investigators and other participants(e.g. co-investigators) must be registered in NSPIRES regardless of submissionsystem. Potential proposers and proposing organizations are urged to accessthe system(s) well in advance of the proposal due date(s) of interest tofamiliarize themselves with its structure and enter the requested information.Electronic proposals may be submitted via the NASA proposal data systemNSPIRES. Additional programmatic information for this NRAmay develop before the proposal due date. If so, such information will be addedas a Frequently Asked Question (FAQ) or formal amendment to this NRA and postedon http://nspires.nasaprs.com. It is the proposer’s responsibility to regularly check NSPIRESfor updates to this NRA. P oint of Contact Name: Erica J. Alston Title: Deputy Space GrantProgram Manager Phone: 757-864-7247 E-mail: SGCFP@nasaprs.com

318918

43.008

##   Research in the Formation of Engineers

08/24/2019

//

The NSF Engineering (ENG) Directorate has launched a multi-year initiative, the Professional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21st century. Professional Formation of Engineers (PFE) refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all. Professional Formation of Engineers includes, but is not limited, to: Introductions to the profession at any age; Development of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; Development of outlooks, perspectives, ways of thinking, knowing, and doing; Development of identity as an engineer and its intersection with other identities; and Acculturation to the profession, its standards, and norms. The goal of the Research in the Formation of Engineers (RFE) program is to advance our understanding of professional formation. It seeks both to deepen our fundamental understanding of the underlying processes and mechanisms that support professional formation and to demonstrate how professional formation is or can be accomplished. Ultimately RFE aims to transform the engineer-formation system, and thus the impact of proposed projects on this system must be described. Principal Investigators (PIs) should provide a roadmap detailing how they envision the proposed research will eventually broadly impact practice within the engineer-formation system, even if these activities are not within the scope of the submitted proposal. In order to accomplish its goals, RFE welcomes proposals in two categories: Research Projects, and Design and Development Projects. Research Projects address fundamental questions of professional formation, while Design and Development Projects provide new approaches to achieving professional formation. Additional details are provided below. Projects in both categories should address the iterative cycle in which research questions that advance understanding are informed by practice and the results of research are, in turn, translated into practice. In other words, proposals should explain how the research results will travel, translate, transfer, or scale. Successful projects identify specific target audiences, effective communication channels, and novel partnerships to ensure effective propagation and scaling. Research Projects Research proposals are particularly welcome in the following areas: Research that addresses lifelong learning by the engineering workforce. Research on the impact of engineering education research. Proposals addressing this topic could investigate questions such as: How can we measure the impacts of engineering education research? What are effective strategies for scaling reforms? How can we translate knowledge from research to practice? What are the roles of technologies, networks and communities in achieving impact? RFE does not support efficacy, effectiveness, or scale-up studies for specific interventions. Research that addresses culture change in engineering education. Included in this topic are investigations of normative cultures of engineering at any level in the engineering education ecosystem and how these cultures may disadvantage certain groups. Research that addresses engineering formation at the two-year college and graduate education levels in both formal and informal settings. Research that investigates engineering in P–12 settings. Research in this area could include understanding of approaches to engineering in P–12, how to develop engineering ways of thinking, or the relationship between practices within the sciences and mathematics and engineering thinking. Research on the transitions between education levels, e.g., from high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. Research that addresses the relationship between engineering and the public. Proposals addressing this topic could consider the social impact of engineering solutions, citizen engineering, education of an informed public, etc. Research that develops or adapts novel methodologies and frameworks appropriate for studying the professional formation of engineers, and especially minoritized, marginalized, or underserved populations. Research that addresses ways in which new technologies (such as artificial intelligence and machine learning) are changing engineering education. Proposals submitted to the Research Projects category should have clear research questions informed by an appropriate theoretical framework and a research design that includes sampling, data collection, and data analysis methods. This category will not support proposals that seek funding primarily to develop tools, curriculum, or laboratories, or that seek to implement classroom innovations that have already been shown to be effective in engineering. The program will evaluate the value of proposals by considering the impact and the cost. Research track projects that are small, exploratory, or speculative are especially encouraged. Larger Research track projects should have a correspondingly larger impact. Design and Development Projects RFE supports Design and Development projects (see https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas: Graduate education. Transitions between education levels, e.g. high school to two year college, high school to 4 year college/university, two year college to 4 year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. K12, especially approaches to develop engineering thinking, or providing links between engineering, science, and mathematics Proposals in this category should propose the design and development of new approaches that are informed by existing literature and theory. There should be clear objectives and the evaluation plan should be designed to determine if those objectives have been met. Projects cannot be solely demonstration projects, but must add to the engineering education literature to inform future work. Proposal Elements Common elements of proposals for both categories are: The title must begin with either “Research:” or “Design and Development:” depending on which category the proposal is intended for All proposals must have an evaluation plan. Evaluation refers to monitoring of the research process to ensure that the project stays on track. The evaluation plan should include both formative and summative evaluation. An evaluator external to the organization(s) of the investigator(s) is not required, but the evaluator should not be an individual who is involved in the research activities. Potential evaluators include faculty with evaluation expertise at the investigators’ institution(s), an institutional evaluation office, or an advisory board of experts. All proposals must have a dissemination plan that goes beyond publishing research papers and presenting at research conferences. PIs should think creatively about who needs to hear about the research for it to have an impact, and develop a strategy to reach that audience. The Project Summary must contain a list of three to five keywords taken from the Engineering Education Taxonomy at http://taxonomy.engin.umich.edu/taxonomy/. At least one of the keywords must be from Section 12, Research Approaches. Keywords may be selected from any level of the taxonomy as appropriate to your project. Place the keywords on a separate line at the end of the Overview section of the Project Summary.

319933

47.041

##   Historically Black Colleges and Universities - Undergraduate Program

03/14/2020

10/05/2021

HBCU-UP provides awardsto strengthen STEM undergraduate education and research at HBCUs.Support is available through thefollowing tracks: Targeted Infusion Projects (TIP), which provide support to achieve a short-term, well-defined goal for improving the quality of undergraduate STEM education at HBCUs. Broadening Participation Research (BPR) in STEM Education projects, which provide support for researchthat seeks to create and study new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. Research Initiation Awards (RIA), which provide support for STEM faculty with no prior or recent research funding to pursue research at the home institution, a NSF-funded research center, a research intensive institution, or a national laboratory. Implementation Projects (IMP), which provide support to design, implement, study, and assess comprehensive institutional efforts for increasing the number of students receiving undergraduate degrees in STEM and enhancing the quality of their preparation by strengthening STEM education and research. Within this track, Achieving Competitive Excellence (ACE) Implementation Projects are intended for HBCUs with exemplary achievements and established institutionalized foundations from previous Implementation Project grants. Broadening Participation Research Centers (BPRC), which provide support to conduct broadening participation research at institutions that have held three rounds of Implementation or ACE Implementation Projects and with demonstrated capability to conduct broadening participation research. Broadening Participation Research Centers are expected to represent the collective intelligence of HBCU STEM higher education, and serve as national hubs for the rigorous study and broad dissemination of the critical pedagogies and culturally sensitive interventions that contribute to the success of HBCUs in educating African American STEM undergraduates. Centers are expected to conduct research on STEM education and broadening participation in STEM; perform outreach to HBCUs in order to build capacity for conducting this type of research; and work to disseminate promising broadening participation research in order to enhance STEM education and research outcomes for African American undergraduates across the country. Other Funding Opportunities include EArly-Concept Grants for Exploratory Research (EAGER), Rapid Response Research (RAPID), conference, and planning grants.

325437

47.076

##   Higher Education for Leadership, Innovation, and Exchange (HELIX), A New Partnerships Initiative (NPI)

04/03/2020

04/02/2023

USAID DDI Bureau Center for Education in partnership with Mission(s), Bureaus, and Independent Offices (M/B/IOs) from across the Agency, through this Higher Education for Leadership, Innovation, and Exchange (HELIX) Annual Program Statement (APS) aims to improve partner country higher education individual, institutional, and organizational capacity for change by supporting opportunities for partnerships, scholarships, exchanges, fellowships, internships, apprenticeships, work-based learning, research, communities of practice, and other relevant forms of capacity development and change management. The aim of this APS is to support solutions that will create meaningful change at the individual, institutional, and/or system level, with, in connection to, or through higher education, as a country moves forward in its Journey to Self-Reliance. This is planned to be achieved under the umbrella of the New Partnerships Initiative (NPI). The Higher Education for Leadership, Innovation, and Exchange (HELIX) APS is not a Request for Applications (RFA). Rather, the HELIX APS requests Concept Note(s) in response to addenda published under this APS. Based on the submitted Concept Note(s) in response to active addenda under this APS, USAID will determine whether to request a Full Application from an eligible organization. Concept Note(s) and/or Full Application to the APS will not be accepted. USAID’s DDI Bureau Center for Education and supporting Bureaus anticipate awarding multiple grants and/or cooperative agreements as there is no predefined minimum or maximum number of awards. Please search grants.gov for current HELIX addenda opportunities for the Indonesia Higher Education Partnership Initiative (72049721APS00002), closing May 24, 2021 and El Salvador Basic Education Quality Advancement Addendum (72051921R00002) closing June 1, 2021.

326056

98.001

##   Embassy Belgrade PAS - University Partnership

06/12/2020

//

ACADEMIC EXCHANGE: A university partnership between Serbian and U.S. institutions of higher learning could involve in-person and/or virtual exchanges involving students, faculty, and/or administrators. The main goal(s) of an academic exchange could be to provide Serbian students and their professors: o American academic perspectives on shared areas of interest and lessons learned from the American experience in the focus subject(s); o insights into current research and academic debates in the U.S. on the focus subject(s); o the chance to engage in discussions and debate with their American counterparts; and/or o the opportunity to experience and assess teaching methodologies used in American university classrooms. On the flip side, the American participants would obviously have the opportunity to learn a great deal from their Serbian counterparts. This partnership program will broaden their perspectives. provide them with new insights, and allow them to learn firsthand from Serbian academics about their research projects. This academic exchange would greatly enrich U.S. universities as well. Some academic fields that fit within the parameters of the U.S. Embassy’s objectives include: • Social Sciences: o International Affairs o Security Studies o Mediation, Peace, and Conflict Resolution Studies o Regional or Area Studies: European Studies, Russia Area Studies, Asian Studies o American Studies / African American Studies / Latino American Studies / Asian American Studies / etc. o U.S. History o U.S. Government and Politics o Law and Human Rights o Holocaust Studies • Journalism • Education: o Civics Education / Teaching of Social Studies o Holocaust and Tolerance Education o Special Education (for students with physical and/or learning disabilities) o Educational Technology (incl. distance learning) • Economics / Business, specifically: o Agro-business and Agricultural Development o Technology & Innovation o e-Commerce, e-Business o Renewable & Sustainable Energy Studies o Tourism Management Note: If your institution is interested in developing a partnership focused on other academic fields besides the ones listed above, please contact PAS early in the application process to see if that field would be acceptable within the above framework. OTHER POTENTIAL ACTIVITIES: A university partnership project could also include one or more of the following activities: curriculum development; needs assessments; joint online courses; joint research projects; development of a joint degree program; development of a study abroad program; sharing of best teaching practices and instructional methods; support for participation in academic conferences or student competitions (e.g., moot court, Model U.S. Congress, Model United Nations); establishing an American Studies course or academic program; and/or setting up a center focused on American Studies. ADDITIONAL OBJECTIVES. No matter which menu of activities are in the proposal, the university partnership ideally would further strengthen Serbian academic institutions and methods of instruction. Directly or indirectly, PAS hopes that this project will assist thoughtful academics at Serbian universities to better prepare their students for further study, for future employment, and to take up the responsibility to be well-informed citizens. Participants and Audiences: Participants will be Serbian and American students, professors/academics, and/or administrators. Length of performance period: 6 to 24 months. Cost sharing is welcome but not required. The review panel will not use cost-sharing in the evaluation process. Application Package Accessibility: All application forms are available at: https://rs.usembassy.gov/university-partnership-notice-of-funding-oppor... Submission Dates and Times: Applications are due no later than midnight on July 20, 2020. Please submit proposals to the Public Affairs Section, U.S. Embassy in Belgrade, electronically via email to BelgradePASUniv@state.gov. Content and Form of Application: Applicants must follow the instructions and conditions contained herein and supply all information required. Applicants must provide full, accurate, and complete information as required by this Notice of Funding Opportunity. The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. Please feel free to use the PAS Belgrade Grant Application Form on the website. (Please type in “University Partnership” in the “Program” box. You can ignore the character limits throughout the form.) You may instead use your own proposal format, but it must include all the items below. The proposal must include the following: Mandatory application forms: (You can find these on the U.S. Embassy website at https://rs.usembassy.gov/university-partnership-notice-of-funding-oppor...) o SF-424 (Application for Federal Assistance – organizations). o SF424A (Budget Information for Non-Construction programs). o SF424B (Assurances for Non-Construction programs). o PAS Belgrade Grant Application Form -- unless applicant uses own form. (See note under “c. Full Proposal” in the full NOFO text). o Detailed Budget (Excel spreadsheet). (See note under “d. Detailed Budget, with Justification Narrative” in the full NOFO text.) Applications are due no later than midnight on July 20, 2020. If you have any questions about the grant application process or the requirements of this solicitation, please contact: BelgradePASUniv@state.gov.

327658

19.900

##   Interactive Digital Media STEM Resources for Pre-College and Informal Science Education Audiences (STTR) (R41/R42 Clinical Trial Not Allowed)

06/25/2020

09/02/2022

The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit NIH Small Business Innovation Research (SBIR) grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students and pre- and in-service teachers and famlies or (2) Informal science education (ISE), i.e., outside the classroom resources for the general public. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.

327830

93.859

##   Interactive Digital Media STEM Resources for Pre-College and Informal Science Education Audiences (SBIR) (R43/R44 Clinical Trial Not Allowed)

06/25/2020

09/02/2022

The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit NIH Small Business Innovation Research (SBIR) grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students, and pre- and in-service teachers and famlies ("Teachers") or (2) Informal science education (ISE), i.e., outside the classroom resources for the general public. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.

327831

93.859

##   Research Experiences for Teachers (RET) in Engineering and Computer Science

07/11/2020

09/15/2021

NSF's Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE) have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) in-service and pre-service teachers, full-time community college faculty, university faculty and students, and industry partners to enhance the scientific disciplinary knowledge and capacity of the STEM teachers and/or community college faculty through participation in authentic summer research experiences with engineering and computer science faculty researchers. The research projects and experiences all revolve around a focused research area related to engineering and/or computer science that will provide a common cohort experience to the participating educators. The K-12 STEM teachers and/or full-time community college faculty also translate their research experiences and new scientific knowledge into their classroom activities and curricula. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. As part of the long-term partnership arrangements, involvement of undergraduate/graduate students with the integration of the RET curricular materials into classroom activities is particularly encouraged. Partnerships with inner city, rural, or other high-needs schools are especially encouraged. Proposals emphasizing broadening participation of underrepresented groups in Engineering and Computer Science, including women, persons with disabilities, veterans, African Americans, Hispanics, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders, are also encouraged. These proposals could focus on participation of teachers who are themselves underrepresented, or teachers who serve large populations of underrepresented students. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and full-time community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed ENG and CISE grants or as supplements to ongoing ENG- and CISE-funded projects. RET in Engineering and Computer Science Sites, through this solicitation, are based on independent proposals from engineering and/or computer and/or information science departments, schools or colleges to initiate and conduct research participation projects for K-12 STEM teachers and/or full-time community college faculty.

328051

47.041

##   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

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