Federal Science and Technology Grants

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 North Central CASC.

This funding opportunity provides financial support to U.S.-based small businesses that have previously received Phase I awards to further develop and commercialize innovative research in agriculture, food systems, and environmental sustainability.

The DoD Traumatic Brain Injury and Psychological Health, Translational Research Award aims to fund research that accelerates the application of findings in psychological health and traumatic brain injury into clinical practice, leading to the development of healthcare products, technologies, or clinical practice guidelines that improve patient outcomes.

This grant provides funding for U.S.-based researchers and organizations to conduct innovative studies in microgravity that explore transport phenomena, with the goal of developing solutions that benefit life on Earth.

This grant provides funding for innovative research on brain and nervous system disorders, encouraging collaboration between U.S. and low- and middle-income country researchers to improve global health outcomes.

This funding opportunity is designed for research institutions within the Rocky Mountain Cooperative Ecosystem Studies Unit network to study and improve the immune health of endangered bumble bee species, focusing on strategies to combat the pathogen threatening their populations.

The US Geological Survey (USGS) is offering a funding opportunity to a CESU partner for research to incorporate additional datasets and to develop visualization and analysis tools for those large spatial datasets within the context of the USGS glacier dashboard. The utility of the rapidly increasing availability of spatially distributed datasets from remote sensing and modelling is primarily limited by the ability to visualize and analyze these data concurrently in context with the other available data. The goal of the glacier dashboard is to democratize data availability and usability through a single online interactive platform. Specifically, the intention of this funding opportunity is to add additional datasets to the glacier dashboard and to increase the analysis capabilities. Additional datasets include, but are not limited to, minimum snow-covered area data from Zeller et al., in press, time-variable glacier outlines from various sources, and proglacial and periglacial lake datasets from Rick et al, 2023. The principal additional analysis capabilities are to create functionalities to view time-variable data, and to create functionalities to allow aggregation and averaging of data by management units (i.e., what is the range and average of any given dataset within a particular National Park, or within a particular National Forest).

This grant provides funding to early-career researchers focused on developing and applying Earth system models to address urgent climate challenges and promote diversity and inclusion in climate science.

This funding opportunity supports U.S.-based small businesses in developing and manufacturing therapeutic extracellular vesicles for regenerative medicine applications, focusing on tissue and organ repair.

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 FY24 DMDRP CTRA mechanism supports advanced translational research that will accelerate the movement of promising ideas in DMD research into clinical applications. Translational research may be defined as an integration of basic science and clinical observations. However, applicants should not view translational research as a one-way continuum from bench to bedside. The research plan must involve a reciprocal flow of ideas and information between applied and clinical research. As such, applications must include preliminary and/or published data relevant to DMD to support the proposed research project.This mechanism is intended to support established projects that have moved beyond the realm of basic research and proof of concept studies and have the potential to result in a near-term impact in clinical research or the clinic. Research projects investigating therapies that will be efficacious across the life span, including infants, toddlers, and non-ambulatory individuals, are strongly encouraged. Pilot, proof-of-principle clinical trials, and correlative studies to better inform development of drugs, devices, and other interventions are allowed.Early-Career Partnering PI Option: The FY24 DMDRP encourages applications that include meaningful and productive collaborations between investigators. In an effort to promote enhanced research capacity within the DMD field, the FY24 CTRA includes an option for an Early-Career Partnering Principal Investigator (PI). The Partnering PI Option is structured to accommodate two PIs. One PI will be identified as the Initiating PI and will be responsible for the majority of the administrative tasks associated with application submission. The Early-Career PI will be identified as the Partnering PI. Both PIs should contribute significantly to the development and execution of the proposed research project. If recommended for funding, each PI will be named on separate awards to the recipient organization(s). Each award will be subject to separate reporting, regulatory, and administrative requirements. For individual submission requirements for the Initiating and Partnering PI, refer to Section II.D.2, Content and Form of the Application Submission.The FY24 DMDRP CTRA offers two funding levels (refer to Section II.D.5 Funding Restrictions). Only one funding level category may be chosen per application, and the choice of application category is at the discretion of the applicant. The following are generalized descriptions of the scope of the research appropriate for each funding level:Funding Level 1: Funding Level 1 is intended to support smaller, less complex preclinical and/or clinical research. Pilot clinical trials are allowed. The proposal/applications direct costs budgeted for the entire period of performance should not exceed $650,000.Funding Level 2: Funding Level 2 is intended to support larger, more complex preclinical and/or clinical research. Pilot clinical trials are allowed. The proposal/applications direct costs budgeted for the entire period of performance should not exceed $1.35M.Additionally, both funding levels will support an Early-Career Partnering PI Option at the same maximum direct costs and periods of performance, respectively.For the purposes of this funding opportunity, research that meets the definition of a clinical trial is distinct from clinical research. Both pilot clinical trials and clinical research are permitted under this mechanism.A clinical trial is defined in the Code of Federal Regulations, Title 45, Part 46.102 (45 CFR 46.102) as a research study in which one or more human subjects are prospectively assigned to one or more interventions (which may include a placebo or another control) to evaluate the effects of the interventions on biomedical or behavioral health-related outcomes.Studies that do not seek to measure safety, effectiveness, and/or efficacy outcome(s) of an intervention are not considered clinical trials.Clinical research encompasses research with human data, human specimens, and/or interaction with human subjects. Clinical research is observational in nature and includes:(1) Research conducted with human subjects and/or material of human origin such as data, specimens, and cognitive phenomena for which an investigator (or co-investigator) does not seek to assess the safety, effectiveness, and/or efficacy outcomes of an intervention. Research meeting this definition may include but is not limited to: (a) mechanisms of human disease, (b) diagnostic or detection studies (e.g., biomarker or imaging), (c) health disparity studies, and (d) development of new technologies.(2) Epidemiologic and behavioral studies that do not seek to assess the safety, effectiveness, and/or efficacy outcomes of an intervention.(3) Outcomes research and health services research that do not fit under the definition of clinical trial.Excluded from the definition of clinical research are in vitro studies that utilize human data or specimens that cannot be linked to a living individual and meet the requirements for exemption under 46.104(d)(4) of the Common Rule.All investigators applying to FY24 DMDRP funding opportunities and conducting clinical research are encouraged to consult the Strategies to Promote Diversity in Muscular Dystrophy Research Participation developed by the MDCC.

This funding opportunity provides financial support for the design and operation of a facility that extracts and refines rare earth elements from unconventional sources, aimed at strengthening domestic supply chains and reducing reliance on foreign materials.

Grant Title: Racial Equity in STEM Education - This grant aims to fund projects that promote racial equity in STEM education by addressing systemic racism and involving those affected in leadership and decision-making.

The FY24 HRRP FRA mechanism is intended to support promising research that accelerates drug discovery and therapeutic development for hearing restoration after military-relevant auditory system injury. Applicants are encouraged to leverage resources and expertise at the National Center for Advancing Translational Sciences (NCATS) to improve efficiency and accelerate the translational process. A list of NCATS programs and resources supporting preclinical innovation can be found at https://ncats.nih.gov/preclinical. Applications from investigators within the military Services and applications involving multidisciplinary collaborations among academia, industry, the military Services, the VA, and other federal government agencies are highly encouraged. These relationships can leverage knowledge, infrastructure, and access to unique clinical populations that the collaborators bring to the research effort, ultimately advancing research that is of significance to Service Members, Veterans, and/or their Families. If the proposed research relies on access to unique resources or databases, the application must describe the access at the time of submission and include a plan for maintaining access as needed throughout the proposed research.

Project is to increase the capacity of partner countries to develop, adopt, and implement legal frameworks that protect individual data privacy while educating key stakeholders and enabling trusted cross-border data flows and digital trade.

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.

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

This grant provides funding for research on the Earth's tectonic processes, supporting universities and non-profit organizations in exploring geological deformation and plate movements through various scientific methods.

This funding opportunity is designed for research partners in the Pacific Northwest to study the impact of tire-derived chemicals on coho salmon health and survival, particularly in relation to urban runoff pollution.

With this solicitation, NIJ seeks research partnership proposals that meet the needs and missions of local justice and service provider entities including police, corrections, courts, victim services, forensic science service providers, and community safety and adult and juvenile justice entities and the communities they serve. These partnerships should apply a data-driven, problem-solving approach to challenges prioritized by agency partners; identify actionable and measurable responses; implement changes; and employ an action research evaluation approach to assessing the impact of interventions on desired outcomes that emphasizes scientific rigor and meaningful stakeholder engagement. These partnerships should also focus on developing the entitys capacity to adopt data-driven, problem-solving approaches to sustain effective practices and ongoing improvement in relevant safety and justice outcomes.