Grants for Exclusive - see details - Federal

The US Geological Survey is offering a funding opportunity to a CESU partner to leverage the expertise and infrastructure to support and accelerate data collection and research on the impacts of climate on species range shifts in the Southwest.

The Emergency Management Performance Grant Program focuses on all-hazards emergency preparedness, including the evolving threats and risks associated with climate change. The primary objective is to assist state, local, tribal, and territorial emergency management agencies to implement the National Preparedness System and to support the National Preparedness Goal of a secure and resilient nation. Applicants can submit applications for this funding opportunity through FEMA Grants Outcomes (GO). Access the system at https://go.fema.gov/.

The United States Department of Agricultures (USDA) Foreign Agricultural Service (FAS) is soliciting applications from active Food for Progress (FFPr) award recipients for additional commodity funding to be provided and incorporated within the corresponding FFPr cooperative agreement held by the Applicant. USDA/FAS maintains substantial involvement as described in the original NOFO.

The United States Government (USG) represented by the Agency for International Development (USAID) Mission in Lebanon, posts this Request for Information (RFI) to inform an upcoming Higher Education activity designed to prepare higher education graduates to enter the workforce and contribute to Lebanons economic development. However, the USG reserves the right to not issue a Request for Application for this activity. The attached Program Description (in DRAFT) presents the proposed objectives and key elements of the activity. The level of funding allocated for this activity is expected to range between $8 and 12 million over a five-year implementation period. This RFI is not a Request for Application/Proposal or Notice of Funding Opportunity (NOFO) and in no way commits USAID to issue an RFA/RFP or to make an award. Please note that responding to this RFI will not give any advantage to or preclude any organization or individual from any Request for Application/Proposal that may be subsequently issued as any/all comments received will be strictly for information gathering purposes only. USAID will not pay for any costs associated with responding to this RFI. Information received in response to this RFI shall become the property of USAID, therefore, information that cannot be shared should not be sent. Responses to this RFI must be submitted by email to [email protected] no later than the date and time shown above. When responding, please include LebEDU-24-RFI-00001 in the email subject line. Responders will not receive individualized feedback. All inquiries concerning this RFI must be directed only to the email addresses identified above. Hard copy submissions will not be accepted nor will phone inquiries be entertained. We look forward to receiving your comments.

Grant Title: Request for Information on Carbon Transport Research, Development and Demonstration Consortium - This is a request by the U.S. Department of Energy for public input on the potential creation of a consortium to coordinate research and development efforts on carbon transport methods, with no financial assistance or incentives being offered at this stage.

The United States Government, represented by the U.S. Agency for International Development (USAID) in Mexico, seeks to increase its understanding of the Monitoring, Evaluation, Collaboration, Learning and Adapting (MECLA) activities in Mexico, with particular interest in its current market conditions, supply and demand by local entities, as well as its associated costs.USAID is issuing this Request for Information (RFI) to solicit input from organizations currently offering this type of services, including but not limited to assessment, consultancy, and organization of working sessions between partners in Mexico. The goal of the RFI is to better understand the local actors engaged in this space, their reach, capabilities projects, and general pricing, as part of USAIDs market research.

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 student's needs and institution’s 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 institution’s 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. In addition to the core research of the proposed project, 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 outside of the core research of the proposed project 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 as well as support opportunities to advance 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 projects goals. Additionally, under a specified heading, 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 Garca, 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 Associates degrees, Bachelors degrees, and/or Masters 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.

This notice details the application requirements and procedures to obtain grant funding for projects on the Northeast Corridor (NEC) under the Federal-State Partnership for Intercity Passenger Rail Program for Fiscal Year 2024. The program aims to reduce the State of Good Repair backlog, improve performance, or expand or establish new intercity passenger rail service. Eligible applicants include states, groups of states, interstate compacts, public agencies, political subdivisions, Amtrak, federally recognized Indian tribes, and combinations of these entities. The total funding available is $2,034,420,932, and applications are due by July 15, 2024. The projects must be listed in the 2024 Northeast Corridor Project Inventory and comply with the selection and evaluation criteria outlined in the notice.

This grant provides funding to State Workforce Agencies to support the hiring of foreign workers while ensuring U.S. workers have priority access to jobs and that fair labor standards are maintained.

The Passenger Rail Investment and Improvement Act of 2008 (PRIIA) Section 212 requires establishment of a Northeast Corridor Commission (NEC Commission). The NEC Commission was established to promote mutual cooperation and planning pertaining to the rail operations and related activities of the Northeast Corridor. The statute requires several deliverables, including a statement of goals, recommendations, access costs and a report on Northeast Corridor economic development. The NEC Commission is comprised of 18 voting members, nine of which represent each of the eight states and the District of Columbia five of, which represent the U.S. Department of Transportation, and four of which represent Amtrak.

With this solicitation, OJJDP seeks applications for funding to assist jurisdictions in planning and assessing promising and evidence-based prevention and intervention services that will inform the development of a community-based continuum of care for youth at risk of becoming or already involved in the juvenile justice system. The long-term goal of this effort is to support sustainable, research-based, and data-informed recidivism-reduction policies, practices, and programming, and the strategic reinvestment of cost savings realized through accompanying reforms into effective prevention and intervention programs for our nations youth.

Please note that this program requests optional Notices of Intent, which are due via NSPIRES by April 18, 2024. See the full posting on NSPIRES for details. Proposers must retrieve the instructions document (zip file) associated with the application package for this opportunity as there is at least one required form that must be attached to the submitted proposal package. The National Aeronautics and Space Administration (NASA) Science Mission Directorate (SMD) released its annual omnibus Research Announcement (NRA), Research Opportunities in Space and Earth Sciences (ROSES) 2024 (OMB Approval Number 2700-0092, CFDA Number 43.001) on February 14, 2024. In this case "omnibus" means that this NRA has many individual program elements, each with its own due dates and topics. All together these cover the wide range of basic and applied supporting research and technology in space and Earth sciences supported by SMD. Awards will be made as grants, cooperative agreements, contracts, and inter- or intra-agency transfers, depending on the nature of the work proposed, the proposing organization, and/or program requirements. However, most extramural research awards deriving from ROSES will be grants, and many program elements of ROSES specifically exclude contracts, because contracts would not be appropriate for the nature of the work solicited. The typical period of performance for an award is three years, but some programs may allow up to five years and others specify shorter periods. In most cases, organizations of every type, Government and private, for profit and not-for-profit, domestic and foreign (with some caveats), may submit proposals without restriction on teaming arrangements. Tables listing the program elements and due dates (Tables 2 and 3), a table that provides a very top level summary of proposal contents (Table 1), and the full text of the ROSES-2024 "Summary of Solicitation", may all be found NSPIRES at http://solicitation.nasaprs.com/ROSES2024. This synopsis is associated with one of the individual program elements within ROSES, but this is a generic summary that is posted for all ROSES elements. For specific information on this particular program element download and read the PDF of the text of this program element by going to Tables 2 or 3 of this NRA at http://solicitation.nasaprs.com/ROSES2024table2 and http://solicitation.nasaprs.com/ROSES2024table3, respectively, click the title of the program element of interest, a hypertext link will take you to a page for that particular program element. On that page, on the right side under "Announcement Documents" the link on the bottom will be to the PDF of the text of the call for proposals. For example, if one were interested in The Lunar Data Analysis Program (NNH24ZDA001N-LDAP) one would follow the link to the NSPIRES page for that program element and then to read the text of the call one would click on C.8 Lunar Data Analysis Program (.pdf) to download the text of the call. If one wanted to set it into the context of the goals, objectives and know the default rules for all elements within Appendix C, the planetary science division, one might download and read C.1 Planetary Science Research Program Overview (.pdf) from that same page. While the letters and numbers are different for each element within ROSES (A.12, B.7, etc.) the basic configuration is always the same, e.g., the letter indicates the Science Division (A is Earth Science, B is Heliophysics etc.) and whatever the letter, #1 is always the division overview. Frequently asked questions for ROSES are posted at http://science.nasa.gov/researchers/sara/faqs. Questions concerning general ROSES-2024 policies and procedures may be directed to Max Bernstein, Lead for Research, Science Mission Directorate, at [email protected], but technical questions concerning specific program elements should be directed to the point(s) of contact for that particular element, who may be found either at the end of the individual program element in the summary table of key information or on the web list of topics and points of contact at: http://science.nasa.gov/researchers/sara/program-officers-list. Not all program elements are known at the time of the release of ROSES. To be informed of new program elements or amendments to this NRA, proposers may subscribe to: (1) The SMD mailing lists (by logging in at http://nspires.nasaprs.com and checking the appropriate boxes under "Account Management" and "Email Subscriptions"), (2) The ROSES-2024 blog feed for amendments, clarifications, and corrections to at https://science.nasa.gov/researchers/solicitations/roses-2024/, and (3) The ROSES-2024 due date Google calendars (one for each science division). Instructions are at https://science.nasa.gov/researchers/sara/library-and-useful-links (link from the words due date calendar).

This is a Request for Information (RFI) issued by the U.S. Department of Energys (DOE) Manufacturing Energy Supply Chains Office (MESC). This RFI seeks public input to help inform DOEs implementation of the Inflation Reduction Act Automotive Conversion Program. The program will support automotive manufacturing domestic facility conversion for electrified vehicles as a continuation of Funding Opportunity Announcement DE-FOA-0003106. This program will focus on small- and medium-sized manufacturers (SMMs) via state-federal partnerships. This RFI contains 24 questions in the Purpose section. Respondents are not required to answer all questions.

This funding opportunity provides financial support to organizations working to enhance the security and protection of advanced technologies from threats posed by proliferator states and non-state actors.

This funding opportunity provides financial support for collaborative research projects focused on natural resource management and environmental science, specifically targeting federal, state, tribal partners, and academic institutions aligned with USGS priorities.

The United States Embassy in Bosnia and Herzegovina (BiH), through the Public Diplomacy Section (PDS), is pleased to announce a Notice of Funding Opportunity to design and implement the BOLD (Balkanski Omladinski Lideri, Young Balkan Leaders) Small Grants Mentoring Program. The BOLD network is a project of PDS that seeks to empower young people, ages 18-35, through leadership opportunities and training, to implement projects for positive change in their communities. This mentoring program is complementary to the BOLD Small Grants Competitions, which will be announced in separate notices of funding opportunities. One Small Grants Competition will be open to all BOLD members, while the other will be open only to BOLD fellowship alumni to compete for funds of up to $15,000 to implement projects in the areas of economic development and civic engagement over the course of a year. Funding will be awarded to grantees of the small grant competition only after they work with the applicant in a mentoring workshop to fine-tune their projects (see no. 1 below). The goal of the mentoring program is to equip awardees of the grant competition with the skills and support needed, throughout the grant year, to effectively implement their projects in their communities, and to become skilled project managers and grant administrators. The applicant will be expected to guide the winning grantees through the administrative process of receiving their award, successfully implementing their program, handling problems as they arise, and regularly reporting on the projects progress to PDS. The most qualified applicants will have a thorough understanding of the U.S. governments grant process and how to be a steward of those funds for the most effective outcome. Applicants should also be willing and available to expertly impart that knowledge and experience to young grantees who are seeking to successfully make a difference in their communities.

This funding opportunity is designed to support the Frederic Rieders Family Renaissance Foundation in advancing research, education, and reporting on emerging synthetic drugs and their impact on public health and safety.

Synopsis of Program: In response to the CHIPS Act of 2022 (Pub.L. 117-167), NSF is establishing the National STEM Teacher Corps Pilot Program.The purpose of this program is to elevate the profession of STEM teaching by establishing a National STEM Teacher Corps Pilot Program to recognize outstanding STEM teachers in our Nations classrooms, reward them for their accomplishments, elevate their public profile, and create rewarding career paths to which all STEM teachers can aspire, both to prepare future STEM researchers and to create a scientifically literate public. With this solicitation, NSF is inviting proposals to establish an initial set of Regional Alliances responsible for (a) recruiting eligible applicants to become members of the National STEM Teacher Corps (see definitions in section II.A.); (b) screening, interviewing, and selecting members; and (c) supporting other activities detailed in the Program Description and the law (136 STAT. 1515). Each Alliance will be awarded as a cooperative agreement that represents the breadth of activities important to National STEM Teacher Corps Pilot Program and serves to elevate the public profile of STEM teachers within the region. Collectively these Alliances are expected to have a national impact. The National STEM Teacher Corpsalso welcomes planning proposals submitted at any time during the year. See Section II.E for additional information about the preparation and submission of planning proposals.

Developmental Sciences supports basic research that increases our understanding of perceptual, cognitive, linguistic, social, cultural, and biological processes related to human development across the lifespan. Research supported by this program will add to our knowledge of the underlying developmental processes that support social, cognitive, and behavioral functioning, thereby illuminating ways for individuals to live productive lives as members of society. The Developmental Sciences program supports research that addresses developmental processes within the domains of perceptual, cognitive, social, emotional, language, and motor development across the lifespan by working with any appropriate populations for the topics of interest including infants, children, adolescents, adults (including aging populations), and non-human animals. The program also supports research investigating factors that affect developmental change, including family, peers, school, community, culture, media, physical, genetic, and epigenetic influences. The program funds research that incorporates multidisciplinary, multi-method, and/or longitudinal approaches; develops new methods, models, and theories for studying development; and integrates different processes (e.g., memory, emotion, perception, cognition), levels of analysis (e.g., behavioral, social, neural) and time scales. The program funds basic research that advances our understanding of developmental processes and mechanisms; the program does not fund clinical trials and research focused primarily on health outcomes. The budgets and durations of supported projects vary widely and are greatly influenced by the nature of the project. Investigators should focus on innovative, potentially transformative research plans and then develop a budget to support those activities, rather than starting with a budget number and working up to that value. While there are no specific rules about budget limitations, a typical project funded through the Developmental Sciences program is approximately three years in duration with a total cost budget, including both direct and indirect costs, between $100,000 and $200,000 per year. Interested proposers are urged to explore the NSF awards database for the Developmental Sciences program to review examples of awards that have been made. Proposals that contain budgets significantly beyond this range may be returned without review. The Developmental Sciences program also considers proposals for workshops and small conferences on a case-by-case basis. These typically have total cost budgets, including direct and indirect costs, of approximately $35,000. Conference proposals may only be submitted following an invitation from the Program Directors. In addition to consulting the NSF awards database, it is often useful for interested proposers to submit (via email) a summary of no more than one page so that a program director can advise the investigator on the fit of the project for DS before the preparation of a full proposal. New investigators are encouraged to solicit assistance in the preparation of their project proposals via consultation with senior researchers in their area, pre-submission review by colleagues, and attendance at symposia and events at professional conferences geared towards educating investigators seeking federal funding. The Developmental Sciences Program is always interested in identifying new reviewers. Potential reviewers should have a Ph.D. in psychology or a related field and have a demonstrated area of expertise relevant to developmental science. Individuals interested in reviewing for the program should complete an expression of interest form. SBE/BCS welcomes the submission of proposals to this funding opportunity that include the participation of the full spectrum of diverse talent in STEM,e.g., as PI, co-PI, senior personnel, postdoctoral scholars, graduate or undergraduate students, or trainees. This includes historically under-represented or underserved populations, diverse institutions including Minority Serving Institutions (MSIs), Primarily Undergraduate Institutions (PUIs), and two-year colleges, as well as major research institutions. Proposals from EPSCoR jurisdictions are especially encouraged.

The purpose of the R Program is to provide grants for Initiating, Restoring, or Enhancing Intercity Rail Passenger Transportation operations.