Completed

Submit ticket request   // Limit: One nomination per College

Major divisions (e.g., College of Arts and Sciences, Medical School) of an institution may nominate only one applicant each year.

The William T. Grant Scholars Program supports career development for promising early-career researchers. The program funds five-year research and mentoring plans that significantly expand researchers’ expertise in new disciplines, methods, and content areas.

The William T. Grant Foundation’s mission is to support research to improve the lives of young people ages 5-25 in the United States. They pursue this mission by supporting research within two focus areas. Researchers interested in applying for a William T. Grant Scholars Award must select one focus area: Reducing Inequality or Improving the Use of Research Evidence

Applicants should have a track record of conducting high-quality research and an interest in pursuing a significant shift in their trajectories as researchers. Recognizing that early-career researchers are rarely given incentives or support to take measured risks in their work, this award includes a mentoring component, as well as a supportive academic community.

Awards are based on applicants’ potential to become influential researchers, as well as their plans to expand their expertise in new and significant ways. The application should make a cohesive argument for how the applicant will expand his or her expertise. The research plan should evolve in conjunction with the development of new expertise, and the mentoring plan should describe how the proposed mentors will support applicants in acquiring that expertise. Proposed research plans must address questions that are relevant to policy and practice in the Foundation’s focus areas. Award recipients are designated as William T. Grant Scholars. Each year, four to six Scholars are selected and each receives up to $350,000, distributed over five years.

Areas of Interest

The Foundation supports research in two distinct focus areas: 1) Reducing inequality in youth outcomes, and 2) Improving the use of research evidence in decisions that affect young people.  Proposed research must address questions that align with one of these areas.

Focus Area: Reducing Inequality

In this focus area, we support studies that aim to build, test, or increase understanding of programs, policies, or practices to reduce inequality in the academic, social, behavioral, or economic outcomes of young people, especially on the basis of race, ethnicity, economic standing, language minority status, or immigrant origins.

Focus Area: Improving the Use of Research Evidence

While an extensive body of knowledge provides a rich understanding of specific conditions that foster the use of research evidence, we lack robust, validated strategies for cultivating them. What is required to create structural and social conditions that support research use? What infrastructure is needed, and what will it look like? What supports and incentives  foster research use? And, ultimately, how do youth outcomes fare when research evidence is used? This is where new research can make a difference. 

Eligibility

Applicants must have received their terminal degree within seven years of submitting their application. We calculate this by adding seven years to the date the doctoral degree was conferred. In medicine, the seven-year maximum is dated from the completion of the first residency.

Applicants must be employed in career-ladder positions. For many applicants, this means holding a tenure-track position in a university. Applicants in other types of organizations should be in positions in which there is a pathway to advancement in a research career at the organization and the organization is fiscally responsible for the applicant’s position. The award may not be used as a post-doctoral fellowship.

Competitive Resubmission //  Limit: 1 // J. Burgess  (Center for Firefighter Health Collaborative Research)

*2024 guidelines are expected to be posted in early May with a submission deadline early April. The deadline provided is Anticipated. 

Fire Prevention and Safety (FP&S) Research and Development (R&D) Activity is aimed at improving firefighter safety, health or well-being through research and development. The five project categories eligible for funding under this activity are:

1.            Clinical Studies;

2.            Technology and Product Development;

3.            Database System Development;

4.            Preliminary Studies; and,

5.            Early Career Investigator.

Applicants are strongly encouraged to seek partnerships with the fire service that will support the ongoing project efforts from design through dissemination and implementation.

Institutionally Coordinated // Limit: 1 // L. Folks (Semiconductor Strategy)

Please contact the Center for Semiconductor Manufacturing (CSM)  for more information. 

Eligible applicants can only submit one concept plan paper under this NOFO.

Program Priorities

“Advanced packaging” refers to many chips with diverse functions assembled tightly together on a substrate in two or three dimensions at extremely fine dimensions. This method achieves function, performance, and power savings far greater than can be achieved with conventionally packaged chips on a printed circuit board. Recent advances in artificial intelligence, for example, would not be possible without advanced packaging.

Advanced packaging can be a transformative capability that helps U.S. manufacturers compete globally, but there are many technological challenges to solve. The CHIPS Research and Development Office has established the CHIPS National Advanced Packaging Manufacturing Program to address these challenges, including:

• How do we design and assemble chips so tightly that they behave like a single traditional large chip, but with the production efficiency and cost savings of advanced packaging?

• How do we supply power to and dissipate heat from such tightly coupled assemblies?

• How do we test and repair such complex assemblies?

• How do we ensure their reliability since traditional methods of visual inspection cannot be performed on such small, tightly packaged dimensions?

The CHIPS NAPMP will enable the development of a robust domestic advanced packaging ecosystem by:

• Establishing an advanced packaging piloting facility (or facilities) that accelerates the transfer of innovations in packaging, equipment, and process development into manufacturing;

• Driving the development of digital tools to reduce the time and cost of advanced packaging engineering; and,

• Establishing and supporting partnerships among industry, academia and training entities, and government to contribute to an advanced packaging workforce.

The six priority research investment areas of the CHIPS NAPMP are:

• Materials and substrates

• Equipment, tools, and processes

• Power delivery and thermal management for advanced packaging assemblies

• Photonics and connectors that communicate with the outside world

• A chiplet ecosystem

• Co-design of multi-chiplet systems with automated tools

Institutionally Coordinated  // Limit: 3 // Available: 0

Please contact RDS for more information. 

CJ Knox (Arizona Astrobiology Center)
U. Ricoy (Neuroscience)
V. Subbian (BIO5 institute)

*Limit on Number of Proposals per Organization: Implementation and Evaluation Proposals: Eligible institutions may submit up to a total of three IEP proposals per solicitation deadline, regardless of level. UArizona is not eligible for the  Educational Instrumentation (EI) Track.

The Hispanic Serving Institution (HSI) Program is supported by the National Science Foundation (NSF) as a cross-divisional effort with multiple funding opportunities that support the nation's colleges that have been designated as Hispanic Serving Institutions. This program is part of a Foundation-wide effort to accelerate improvements in the quality and effectiveness of undergraduate education in all STEM fields including the learning, social, behavioral, and economic sciences. With Congressional support, the NSF uses this program to build capacity at institutions of higher education that typically do not receive high levels of NSF grant funding.

Implementation and Evaluation Projects (IEP) Track

The track welcomes projects looking to implement, adapt, or study promising practices and also invites theoretically grounded, methodologically rigorous research projects on undergraduate experiences in STEM at HSIs. IEP projects include activities that are anticipated to support research and efforts to improve the HSI undergraduate experience for STEM majors and for non-majors enrolled in STEM courses.

Examples include, but are not limited to, the following types of activities:

• redesigning STEM courses, degree programs, student support systems, or practices;
• developing new STEM courses, certificates, minors and degree programs;
• enacting professional development for faculty, staff, and administrators to implement student-centered pedagogy, advising, leadership or other practices;
• conducting research studies to better understand aspects of undergraduates' STEM experiences in the focal areas of the HSI:ELPSE solicitation (courses, programs, departments, and schools/colleges);
• developing institutions' understanding of their students, practices, and HSI designation, particularly institutions that have been recently classified as HSIs; and
• building out the data infrastructure and methodologies that would allow an institution to collect and conduct thorough analyses of student data.

Proposals can focus on improving student learning and outcomes, broadening participation of historically underrepresented student groups in STEM at HSIs, or other efforts aligned with the HSI:ELPSE solicitation's areas of focus. The IEP track is intended to be a broad opportunity, and encourages the submission of high-risk, high reward approaches with transformative potential.

Common Expectations for Level 1 and Level 2 IEP Projects: There are two funding levels that determine the maximum budget, timeline, and scope for the proposed projects. The following elements are expected within all IEP proposals, regardless of funding level:

• Proposals are expected to address at least one of the goals of the HSI program and be aligned with one or more of the areas described above: Courses, Curricula, and Pedagogy; or Institutional Structures and Pathways.
• Proposals should be evidence-based, which could include indigenous knowledge and other traditions that may be transmitted outside of the traditional scholarly literature. Project components should be supported as appropriate by a review of the relevant literature.
• Proposals should be situated in the context of the institution and must include an Institutional Data Narrative as part of the proposal's 15-page Project Description that uses data, disaggregated to the extent that is feasible for proposers,to provide insights into the institution and its students.
• Activities, supports, evaluation and, if required, research plans must be designed using an intersectional lens. Specifically, proposers are encouraged to discuss how the project components account for students' intersecting membership in populations described by demographic characteristics and/or lived experiences (e.g., low-income, commuter, parenting, first-generation, or veteran status).
• Collaborative proposals from either single or multiple institutions must use a portion of the Management Plan to describe the roles of all senior personnel as well as the nature of the collaboration between institutions. It is imperative that all collaborating institutions have a clear and appropriate voice in the leadership and execution of the project as it applies to their students.
• All IEP proposals must include a detailed evaluation plan, executed by an experienced and independent evaluator, that will provide both formative and summative feedback on the project's progress towards its stated goals. Each evaluation plan should include clear evaluation questions, quantitative and/or qualitative data streams beyond baseline institutional research data, specified methods for data analysis, and a mechanism for providing a written evaluation report to the project team at least annually. Please see "Proposal Preparation and Submission Instructions" below for additional information about the expectations for project evaluation.
• All IEP proposals that plan to financially support undergraduate or graduate students, for instance as tutors, peer mentors, research assistants, or other trainees must include a student mentoring plan of maximum 1 page as a supplemental document. This document should discuss specific strategies that will be utilized to provide academic, professional, and other valuable types of mentoring to these students. A student mentoring plan is not required if a project solely intends to provide incentives to students serving as research subjects without additional training requirements or duties.

Proposals may involve single operational units or departments of a college or multiple disciplines within a single division, school, or college at the institution. Collaborative proposals from multiple institutions or organizations are also welcome. Please see the Proposal Preparation Section below for additional guidelines regarding the submission of a complete proposal.

IEP Level 1: Up to 3 Years with a maximum budget of $500,000.

Awards at this level will support early-stage or exploratory projects that look to enrich the student experience, improve teaching and learning, broaden participation in undergraduate STEM, or improve student outcomes at HSIs. While IEP Level 1 proposals should be evidence-based as discussed above, they may be more exploratory and would generally be of a smaller scale than IEP Level 2 proposals.

The core activities of Level 1 projects may be wholly novel or may center on the replication and validation of promising approaches or high impact practices that may be novel at the institution. While STEM education or broadening participation research plans are welcome in Level 1 IEP proposals, they are not required. However, in the absence of a research plan, proposals must describe a plan to generate knowledge through the analysis and broad dissemination of data and outcomes obtained through project evaluation.

Level 1 IEP proposals are welcome to submit letters of collaboration from internal or external partners including faculty, administrators, corporations, non-profits or other entities as appropriate. These letters should adhere to the guidelines outlined in Chapter II.D.2.i.(iv) of the NSF PAPPG and should not be letters of support as described in that section.

IEP Level 2: Up to 5 Years with a maximum budget of $1,000,000

IEP Level 2 projects are supported for up to five years and should include efforts that are beyond the proof-of-concept stage and have potential to result in sustainable positive outcomes that align with the goals of the HSI program. Level 2 projects have a scale and scope beyond what would typically be expected for IEP Level 1 projects.

Level 2 projects must include substantial educational research plans intended to generate new knowledge that may improve our understanding of how to build institutional capacity at HSIs, to meet the goals of enhancing the quality of undergraduate student experiences in STEM, and/or improving the recruitment, retention, and graduation rates of students pursuing STEM degrees at HSIs. Research plans should include specific and actionable research questions, be theoretically grounded, and draw from data streams that look beyond those traditional institutional research measures. The HSI program has no methodological preference and welcomes qualitative, quantitative and mixed-methods studies as appropriate given the foci of each proposed study.

Specific plans to sustain and institutionalize successful project components should be included as part of the Project Description. All IEP Level 2 proposals must include letters of support from upper-level institutional administrators, at the Dean level or higher, with responsibility for faculty affairs and/or undergraduate STEM education in the proposal's focal unit(s). These letters should outline concrete mechanisms and institutional commitments for institutionalization and sustainability of the project activities and should be uploaded as supplemental documents.

Level 2 IEP proposals are welcome to submit additional letters of collaboration from internal or external partners including faculty, administrators, corporations, non-profits or other entities as appropriate. These letters should adhere to the guidelines outlined in Chapter II.D.2.i.(iv) of the NSF PAPPG and should not be letters of support as described in that section.

No Applicants // Limit: 1 // Tickets Available: 1 

These grants fund new research protocols and therapies that hold promise for improved outcomes and accelerates cures from the laboratory bench to the bedside of children and teens with highrisk cancers. This Grant is given to single or multi-institutional programs that involve open, cancer clinical trials or consortia, and implement new approaches to therapy. Applicants must be a PhD and/or MD.

Limit:1 // E. Thornley (College of Medicine -Phoenix) 

These grants are designed to support Post-Doctoral Fellowships and Clinical Investigator training for emerging pediatric cancer researchers to pursue exciting research ideas. Applicants must have completed two years of their fellowship or not more than two years as a junior faculty instructor or assistant professor at the start of the award period. These grants encourage and cultivate the best and brightest researchers of the future.

No Applicants  //  Limit: 1 // Tickets Available: 1 

These grants fund basic science, translational and/or clinical state of the art pediatric cancer research initiatives. These grants fund work that is the basis for childhood cancer research, helping to move science in the direction of improved treatments and eventually finding a cure. They are designed to move hypothesis-driven research into the clinic providing support for important preclinical projects that are necessary to move a study from the pre-clinical arena into a clinical trial. Applicants must be a PhD (with a least two years as a junior faculty or assistant professor) and/or MD

 Limit: 1 // J. Denno (Cyber Convergence Center) 

NCAE-Cs may submit one proposal which provides a response to one or two focus areas identified below. The total proposal submission per NCAE-C may not exceed $250,000.00 ($125,000.00 for each project). Any proposals exceeding this limit will automatically be rejected. 

 Universities designated under the National Centers of Academic Excellence in Cybersecurity (NCAE-C)  which includes  National Centers of Academic Excellence in Cyber Defense Education and  National Centers of Academic Excellence – Research,  and  National Centers of Academic Excellence – Cyber Operations  (hereinafter referred to as NCAE-Cs) 

The Department of Defense (DoD) Cyber Scholarship Program (CySP) is authorized by Chapter 112 of title 10, United States Code, Section 2200. The purpose of the program is to support the recruitment of new cyber talent and the retention of current highly skilled professionals within the DoD cyber workforce. Additionally, this program serves to enhance the national pipeline for the development of cyber personnel by providing grants to institutions of higher education. The DoD Cyber and Digital Services Academy (DCDSA) will partner with the DoD CySP/DCDSA in 2024. 

Regionally and nationally accredited U.S. institutions of higher education, designated under the National Centers of Academic Excellence in Cybersecurity (NCAE-C) and known as National Centers of Academic Excellence in Cyber Defense, Research, and/or Cyber Operations (hereinafter referred to as NCAE-Cs) are invited to submit proposals for developing and managing a full-time, institution-based, grant-funded scholarship program in cyber-related disciplines for Academic Year 2024- 2025. NCAE-Cs may propose collaboration with other accredited institutions, and are encouraged to include accredited post-secondary minority institutions. NCAE-Cs must be in good standing with the NCAE-C Program Office and not be delinquent on any required documentation by the NCAE-C Program Office. 

Consistent with 10 U.S.C. 2200b, NCAE-C proposals to this solicitation may also request modest collateral support for purposes of institutional capacity building to include faculty development, laboratory improvements, and/or curriculum development, in cyber-related topics to providing a strong foundation for a DoD CySP/DCDSA/DCDSA. [Special note: Requirements for proposing modest capacity building support are detailed in ANNEX II.] 

To continue the development of a strong foundation for recruitment scholarship program during the Academic Year 2024-2025, students falling into one of the following categories may apply: 

• • Rising second-year NCAE-C Community College students who will be transitioning into a bachelor’s degree program at a 4-year NCAE-C 
• • Current individuals who hold a non-cyber related bachelor’s or graduate degree, cross training into cyber by pursuing an associate’s degree. 
• • Juniors or Seniors pursuing a bachelor's degree (Sophomore's promoting to a Junior in Fall 2024 are eligible to apply) 
• • Students in their first or second year of a master's degree; or 
• • Students pursuing doctoral degrees. 

Traditional National Guardsmen and reservists are eligible to apply under the recruitment program. Current DoD civilians and active duty military members are only eligible for the retention program. Applications for the retention program are processed under a different memorandum. NCAE-C are not required to forward or handle retention student applications. These individuals may also participate in the retention community college program. 

Reserve Officer’s Training Corps (ROTC) participants are eligible to apply as long as they do not currently have a service obligation with their ROTC activities. 

Employees of non-DoD federal agencies are ineligible for either program. 

* Please note, while an organization or unit of government may be eligible for more than one grant program, the Arts Commission limits the number of applications that may be submitted across programs to one application per entity per funding period. 

UArizona is not eligible for the Creative Capacity Grant, due to surpassing the maximum annual budget of $399,999
Creative Youth Grant is open to individuals between 14-17.

2024 Lifelong Arts Engagement Grants

Lifelong Arts Engagement Grants support projects that foster meaningful arts learning experiences for adult learners of any age and/or intergenerational projects in community settings.

Lifelong Arts Engagement Grants support projects that…

• focus on learners across the aging spectrum,
• occur in accessible community spaces, and
• center arts learning practices.

Such projects should also…

• provide opportunities for creative expression in safe and nurturing environments, and
• utilize the assets of the community being served.

Projects may take place in…

• arts venues,
• community or senior centers,
• residential facilities, and
• other settings that serve adult learners of any age and/or intergenerational projects.

2024 Youth Arts Engagement Grants

Youth Arts Engagement Grants support arts learning projects for young people that occur outside of traditional school hours.

Youth Arts Engagement Grants support projects that…

• focus on young people, ages 24 and under,
• occur outside of traditional school hours (before/after school and/or during school holidays/breaks), and
• center arts learning practices.

Such projects should also…

• provide opportunities for creative expression in safe and nurturing environments,
• honor youth voices, narratives, and perspectives, and
• utilize the assets of the community being served.

Projects may take place in…

• arts venues,
• community centers,
• school sites, and
• other youth-oriented settings.

   

2024 Festival Grants

Festival grants support in-person, virtual, and hybrid festivals. For the purposes of this grant program, a festival is defined as a periodic celebration or gathering that…

• happens in a condensed period of time,
• features a varied and curated program of events, and
• has an easily identifiable and unifying theme or specified focus.

Festivals eligible for Festival Grants must…

• demonstrate a thematic emphasis on arts and culture in their programming,
• last a minimum of one four-hour day, and
• only span the duration of two consecutive weekends.   

No Applicants  // Limit: 1 // Tickets Available: 1 

An institution may submit only one Partner Hub (and related Projects) proposal or one Community Engagement Resource Center proposal. There are two (2) funding opportunities through this unique award mechanism; an individual may apply for only one of these opportunities:

1. Health Equity Research Network (HERN) on Community-Driven Research Approaches – Partner Hub
   Required pre-proposals due by Tuesday, March 26, 2024
   The key outcome of this HERN is the establishment of new models for community-driven research that can be scaled and used as a foundation for shifting norms, paradigms and practices within all domains of health research. Each Partner Hub must have two research projects and be represented by a community-based organization and an academic institution. The collaborations between and among the Partner Hubs build momentum around both systems change and knowledge of a particular issue, making it an ideal mechanism to meet the interrelated objectives.  
    
2. Health Equity Research Network on Community-Driven Research Approaches – Community Engagement Resource Center
   Required pre-proposals due by Thursday, March 28, 2024
   The Community Engagement Resource Center (CERC) will, under leadership of the Director, incorporate a multidisciplinary approach to provide capacity building, training, evaluation, and the management of a Community of Practice for the full Network. The CERC will facilitate engagement across the Partner Hubs and service as a coordinating center, facilitating capacity building, study optimization, communication, evaluation, and a Community of Practice. 

This funding mechanism will establish a collaborative, multi-center network with a specific focus on innovative methodological approaches for community-driven research and developing new scalable models for doing research differently, with greater shared authority with CBOs. The Network will create, implement, and make available to the broader scientific community a body of evidence- driven approaches that will support academic and community-based partners in working as equal partners to conduct research that meets the needs of the local community.  Specific deliverables will include a “playbook” of best practices for community-driven research and a compendium of published materials and key outcomes.  In addition, through opportunities provided to the program the training of trainees, this mechanism will help to develop the next generation of researchers and CBO staff who are experienced in working collaboratively to promote the health and well-being of all individuals in their communities.