Completed

Institutionally Coordinated // Limit: 2 //  PIs: 
Track 3 - Inter-institutional Consortia:
K. Ogden (Chemical and Environmental Engineering) 

Track 3 - Inter-institutional Consortia:
D.Glickenstein (Mathematics)

An institution may submit up to two proposals (either as a single institution or as a subawardee or a member of an inter-institutional consortia project (lead or co-lead) for a given S-STEM deadline. Multiple proposals from an institution must not overlap with regard to S-STEM eligible disciplines. See Additional Eligibility Information below for more details (see IV. Eligibility Information).

Institutions with a current S-STEM award should wait at least until the end of the third year of execution of their current award before submitting a new S-STEM proposal focused on students pursuing degrees in the same discipline(s).

The above restrictions do not apply to collaborative planning grant proposals.

The S-STEM program provides institutions of higher education (IHEs) with funds for scholarships to encourage and enable domestic low-income students with academic ability, talent or potential and demonstrated financial need to enter the US workforce following completion of associate, baccalaureate, or graduate degrees in S-STEM eligible disciplines. To enable social mobility of these students with academic talent, funds should be allocated to support scholars in areas of regional or national need. 

Description of Program Tracks

• Track 1 (Institutional Capacity Building)
  UA is not eligible to apply to Track 1, due to a previous award under this track.
   
• Track 2 (Implementation: Single Institution)
  Track 2 proposals have the same S-STEM goals as Track 1 proposals. They generally involve and benefit only one institution, but they will serve more scholars than Track 1 proposals. Any IHE (as described under the eligibility section) can submit a Track 2 proposal, whether or not the institution has received prior S-STEM or STEP awards.
  Track 2 proposals may, in some cases, also include a focus on student transfer or progression to graduate school. In this case, if needed, two or more institutions could partner.
  Track 2 projects must be led by a PI who is (a) a faculty member currently teaching in one of the S-STEM eligible disciplines being pursued by the targeted scholars, or (b) an academic administrator who has taught in one of the eligible disciplines in the last two years from submission and can dedicate the time necessary to assure project success. The PI must be a member of the proposed project's leadership and management team. The leadership and management team should also include a STEM administrator (department head or above). Faculty members from all departments or academic units involved should have a role in the project either as Co-PIs, senior personnel, or scholar mentors. The project team could include, if appropriate, a non-teaching institutional, educational, or social science researcher to support evidence-based responses to items raised by the external evaluator through formative evaluation. This additional researcher cannot take the place of the external evaluator. Proposals for Track 2 may request up to $2,500,000 total for up to 6 years.

   

• Track 3 (Inter-institutional Consortia)
  Track 3 projects support multi-institutional collaborations that focus on a common interest or challenge. Inter-institutional Consortia projects represent diverse collaborations, including partnerships between 2-year colleges and 4-year colleges and universities, between 4-year colleges and graduate programs, or between comparable institutions looking to implement and study parallel interventions. For example, a collaboration among community colleges and four-year institutions may focus on issues associated with successful transfer of low-income students from 2-year institutions to 4-year programs. In another example, a multi-institutional collaboration may focus on factors that contribute to the success or degree attainment of domestic, low-income students in different types of institutions.
  Proposals with a strong focus on the transfer or advancement of students from one educational level to another should collaborate with appropriate institutional partners. For example, proposals focused on the transfer of students from 2-year institutions to 4-year institutions should include faculty and administrators from 2-year institutions and 4-year institutions in the leadership team; likewise, proposals focusing on the advancement of undergraduate students at predominately undergraduate institutions to graduate programs should include institutions, administrators and Co-PIs representing both the undergraduate programs and the receiving graduate programs.
  Track 3 projects have the same overall goals as Track 1 and 2 projects but seek to accomplish these goals at a very large scale by leveraging multi-institutional efforts and infrastructure. In addition to the expectations stated below in section II.B.2 for all tracks, Track 3 projects are also expected to:

1. Establish an authentic, strong and mutually beneficial collaboration across all institutions involved in the consortia, providing comparable benefits to all institutions in terms of number of scholarships as well as in the infrastructure established to serve low-income students;
2. Establish strong technical assistance and processes that support and manage project activities across institutions involved in the collaborative effort.
3. Engage in high quality educational or social sciences research to advance understanding of how to adapt, implement and scale up effective evidence-based programs and practices designed to foster positive outcomes for low-income students in STEM.

   NSF does not favor a particular research design over others. How the chosen research methods and approaches are aligned with and appropriate for the research goals should be fully explained in the proposal. The ultimate goal of S-STEM is to support low-income students with awards covering their unmet need, up to the maximum allowable scholarship amount (whatever is less). Projects are strongly discouraged from allowing a desired sample size to play a role in the determination of the size of awarded scholarships.
   Track 3 projects are managed by leadership and management teams composed of faculty members who are currently teaching in an S-STEM eligible discipline(s), STEM administrators, and non-teaching institutional, educational, or social science researchers. The PI of Track 3 proposals must be either (a) a faculty member currently teaching in one of the S-STEM eligible disciplines, (b) a STEM administrator (department head or above), or (c) a non-teaching researcher whose expertise is in institutional, educational, or social science research in higher education. Faculty from all the institutions and disciplines involved need to be included in the leadership team and/or senior personnel. The lead PI needs to demonstrate the capacity, experience and resources needed to manage a complex, large-scale project and the necessary time to dedicate to assure project success.
   Track 3 proposals may request up to $5 million total for up to 6 years.
   Proposers should be aware that Track 3 projects will be formally reviewed by NSF during their third year to determine whether satisfactory progress has been made, with continued funding contingent on the result of the third-year review. See section VII.C on reporting requirements.

• Collaborative Planning Grants to Develop an Inter-institutional Consortium
  Collaborative Planning projects provide support for groups of two or more IHEs and other potential partner organizations to establish fruitful collaborations, increase understanding of complex issues faced by low-income students at each institution, establish inter-institutional agreements when necessary and develop mechanisms for cooperation in anticipation of a future Track 3 proposal that will benefit all institutions and their scholars as equal partners.
  This category of projects aims to provide proposers from two or more institutions the funds and time to establish the relationships and agreements necessary for submitting an Inter-institutional Consortia S-STEM proposal. It is expected that proposers will be ready to write and submit this Inter-institutional Consortia proposal within 1-2 years of receiving a Collaborative Planning grant award. Any subsequent proposals to S-STEM based on this work must describe the results of the planning effort.

New institutional restrictions for this program for 2022:

1. An institution may submit up to two proposals (either as a single institution or as subawardee or a member of an inter-institutional consortia project) for a given S-STEM deadline. Multiple proposals from an institution must not overlap with regard to S-STEM eligible disciplines. See Additional Eligibility Information below for more details (see IV. Eligibility Information).
2. Institutions with a current S-STEM award should wait at least until the end of the third year of execution of their current award before submitting a new S-STEM proposal focused on students pursuing degrees in the same discipline(s).

The above restrictions do not apply to collaborative planning grant proposals.

Limit: 1  // PI: M. Chertkov (Mathematics)

Uarizona may submit one proposal.

Despite decades of research, scientists do not fully understand the dynamic nature of pathogen and disease emergence. Emerging (and re-emerging) pathogens represent a continuing risk to national security because they threaten health (animal, human, and ecosystem) and economic stability. Often, society falls short on the coordination and breadth of expertise needed to respond to such threats. Effective responses to emerging pathogens will require sustained, global-scale efforts of researchers and organizations. This can only be accomplished by synergistic integration of innovative scientific and technological advances across disciplines and scales, and effective knowledge transfer into practice. As part of these efforts, NSF is organizing a set of activities around the broad theme of Predictive Intelligence for Pandemic Prevention (PIPP).

The PIPP initiative focuses on foundational research and development activities needed to tackle grand challenges in infectious disease pandemics through prediction and prevention. The PIPP Phase II Centers Program expands upon the Phase I Development Grant Program and is the NSF's flagship program to establish a network of Centers or large-scale awards/investments that will support interdisciplinary team-based approaches to accelerate research and development activities in emerging infectious diseases and pandemics. The overall goal of the PIPP Phase II Centers program is to support research and development activities needed to transform society's ability to forecast the likelihood of pandemic-scale events, detect outbreaks early, and respond efficiently.

Continued advancement, enabled by sustained federal investment channeled toward issues of national importance holds the potential for further economic impact and public health improvements.

Informed by visioning activities in the scientific community as well as a previous round of development grant activities (PIPP Phase I), the program invites proposals for Centers that have a principal focus in one of the following multidisciplinary themes:

Theme 1: Pre-emergence - Predicting and detecting rare events in complex, dynamical systems

Theme 2: Data, AI/ML and Design - Computing, manufacturing and technology innovation for pandemics

Theme 3: The Host as the Universe - Identifying host-pathogen tipping points that dictate control or spread of an infection

Theme 4: Human Systems - The role of human behavior, activities and environments in disease emergence, transmission, and response or mitigation

These components directly support the NSF's strategic goals by funding cutting edge science aimed at societal challenges and opportunities that face the Nation, while concurrently working to develop a globally competitive and diverse science, engineering and technology-adept workforce.

The Directorates for Biological Sciences (BIO), Computer Information Science and Engineering (CISE), Engineering (ENG), Social, Behavioral and Economic Sciences (SBE), and Mathematics and Physical Sciences (MPS) are jointly collaborating to support the PIPP Phase II activities. Involvement of and collaboration with other research communities with significant effort in related spaces, including use-inspired research is highly encouraged.

N. Kitamura on behafh J.Galligan's Lab (Pharmacology and Toxicology)
K. Rahman on behafh H. Li's Lab (Pharmacology and Toxicology)

Only one postdoctoral applicant per lab may apply for this award.

Successful drug discovery involves the innovative application and integration of multiple scientific disciplines to create efficacious, safe, and differentiated treatment options for patients. The PhRMA Foundation seeks to fund novel early-stage, exploratory drug discovery research with the potential for translation to humans, including biological validation of potential drug targets, signaling pathways, or mechanisms of disease.  

Research topics could include, but are not limited to:   

• Genomics and Proteomics  
• Cellular and Molecular Biology  
• Design and Generation of Pharmacological Tools   
• In Vitro and/or In Vivo Pharmacology  
• Protein Biochemistry  
• Molecular Modelling  
• Structural Biology  
• Cell Imaging  
• Single Cell Analysis  
• Artificial Intelligence and Computational Approaches  

Projects that focus exclusively on single aspects such as identification of and development of assays for single targets, chemical probes, biomarkers, chemical library screening, or diagnostics will not be considered for review. Project aims should have a high likelihood of completion in the award timeframe

No applicants  // Limit: 1 // Tickets Available: 1 

This Funding Opportunity Announcement (FOA) is designed to support highly integrated research teams of three to six Program Directors/Principal Investigators (PDs/PIs) to address ambitious and challenging research questions that are within the mission of NIGMS. Project goals should not be achievable with a collection of individual efforts or projects. Collaborative program teams are expected to accomplish goals that require considerable synergy and managed team interactions. Teams are encouraged to consider far-reaching objectives that will produce major advances in their fields.

This FOA is not intended for applications that are mainly focused on the creation, expansion, and/or maintenance of community resources, creation of new technologies, or infrastructure development.

No applicants // Limit: 1 // Tickets Available: 1 

UArizona may submit one proposal. 

The overarching goals and desired outcomes for the MEE program are: Provide support to Military Service Youth Programs (CYP) staff and DoD CYP staff in delivering and promoting positive youth development programs and activities;  Coordinate the establishment, sustainment, and expansion of opportunities for military-connected children, youth, and teens in 4-H and across the Cooperative Extension System; and  Identify opportunities and needs for military-connected youth, on and off installation, through information gathering and knowledge sharing. 

Limit: 3  // PIs: 
O. Zhupanska (Aerospace and Mechanical Engineering)
E. Butcher (Aerospace and Mechanical Engineering)
H. Fasel (Aerospace and Mechanical Engineering)

For more information about this funding program, please contact:

• Cody Nicholls, PhD, Associate Director, National Security Programs
• Nate Gahr, Senior Director, National Security Programs

UArizona may submit three (3) applications.

The Office of the Under Secretary of Defense for Research and Engineering (OUSD(R&E)), in the Department of Defense (DOD), released a funding opportunity announcement (FOA) for the fiscal year (FY) 2024 DOD Research and Education Program for Historically Black Colleges and Universities and Minority-Serving Institutions (HBCU/MI).  As you know, this effort is DOD’s premiere program in providing support to advance basic research at HBCUs and MIs.  In particular, this FOA seeks to:

• Improve the programs and capabilities of HBCUs/MIs in science and engineering disciplines relevant to DOD;
• Increase the participation of HBCUs and MIs in flagship DOD research programs by furthering HBCU/MI capacity; and
• Increase the number of underrepresented minority graduates in STEM fields relevant to the Department.

Principal Investigators (PIs) should consider novel approaches for proposed projects, with a focus on enhancing the capabilities of their institutions to develop stronger STEM programs to better HBCU/MI participation in competitive defense research programs.  The ultimate goal of the program is to promote STEM research to underrepresented students and encourage them to pursue STEM careers in disciplines of importance to DOD.  Proposed research should align with the areas of interests that have been identified by each of the branches, which can be found in previous broad agency announcements (BAAs) from the Army Research Laboratory (ARL), the Office of Naval Research (ONR), and the Air Force Office of Scientific Research (AFOSR).  More information on each of these BAAs can be found in the full solicitation.  

DOD anticipates awarding a total of $50 million, up to $1 million per grant, for a performance period of 48 months. 

Institutionally Coordinated // Limit: 1 // PI:  M. franco (Hispanic Serving Institutions (HSI) Initiatives)

The submission for this funding program is coordinated by the Office of Hispanic Serving Institutions (HSI) Initiatives.
Please contact Riley McIsaac, Associate Director of Grants Development, for more information.

The purpose of this program is to equitably improve postsecondary student outcomes, including retention, transfer (including successful transfer of completed credits), credit accumulation, and completion, by leveraging data and implementing, scaling, and rigorously evaluating evidence-based activities to support data-driven decisions and actions by institutional leaders committed to inclusive student success.

This grant program seeks to fund evidence-based (as defined in this notice) strategies that result in improved student outcomes for underserved students (as defined in this notice). The program has two absolute priorities that correspond to varying evidence standards. This multi-tiered competition invites applicants that are in the “early phase” or “mid-phase/expansion” of their evidence-based work to support students through degree completion. This grant also supports the evaluation, dissemination, scaling, and sustainability efforts of the activities funded under this grant.

In this competition, eligibility is limited to institutions that are designated as eligible under the HEA titles III and V programs, nonprofits that are not IHEs or associated with an IHE in partnership with institutions that are designated as eligible under the HEA titles III and V programs, States in partnerships with institutions that are designated as eligible under the HEA titles III and V programs, and public systems of institutions. Institutions designated as eligible under titles III and V include Historically Black Colleges or Universities (HBCUs), Tribally Controlled Colleges or Universities (TCCUs), Minority-Serving Institutions (MSIs) and other institutions with high enrollment of needy students and below average full-time equivalent (FTE) expenditures—including community colleges. The Department believes that targeting funding to these IHEs is the best use of the available funding because these institutions disproportionately enroll students from groups who are underrepresented among college completers, such as low-income students. Supporting retention and completion strategies at these institutions offers the greatest potential to close gaps in postsecondary outcomes. Additionally, these under resourced institutions are most in need of Federal assistance to implement and evaluate evidence-based postsecondary college retention and completion interventions.

Early-Phase

Early-phase grants provide funding to IHEs to develop, implement, and test the feasibility of a program that prior research suggests is likely to improve relevant outcomes, for the purpose of determining whether an initiative improves student retention and completion of postsecondary students. Early-phase grants must “demonstrate a rationale” (as defined in this notice) and include a logic model (as defined in this notice), theory of action, or another conceptual framework that includes the goals, objectives, outcomes, and key project components (as defined in this notice) of the project, and that demonstrates the relationship between such proposed activities and the relevant outcomes the project is designed to achieve. The evaluation design will be assessed on the extent to which it would meet What Works Clearinghouse (WWC) Evidence Standards with or without reservations. The evaluation of an Early-phase project should be an experimental or quasi-experimental design study (both as defined in this notice) that can determine whether the program can successfully improve postsecondary student success outcomes for underserved students.

Early-phase grantees during their grant period are encouraged to make continuous and iterative improvements in project design and implementation before conducting a full-scale evaluation of effectiveness. Grantees should consider how easily others could implement the proposed practice, and how its implementation could potentially be improved. Additionally, grantees should consider using data from early indicators to gauge initial impact and to consider possible changes in implementation that could increase student outcomes.

Mid-Phase/Expansion

Mid-phase/Expansion grants are supported by moderate evidence (as defined in this notice) or strong evidence (as defined in this notice), respectively. These grants provide funding to IHEs to improve and/or expand initiatives and practices that have been proven to be effective in increasing postsecondary student retention and completion. Mid-phase/Expansion projects should provide vital insight about an intervention's effectiveness, such as for whom and in which contexts a practice/intervention is most effective. Mid-phase grantees should also measure the cost-effectiveness of their practices using administrative or other readily available data.

Mid-phase/Expansion grant projects are distinctly situated to provide insight on scaling an initiative to a larger population of students or across multiple campuses.

These grants must be implemented at a multi-site sample (as defined in this notice) with more than one campus or in one campus that includes at least 2,000 students. Project evaluations must evaluate the effectiveness of the project at each site.

Mid-phase/Expansion grants must meet the “moderate evidence” threshold or “strong evidence” standard and include a logic model that demonstrates the relationship between the key project components and the relevant outcomes the project is designed to achieve. Mid-phase/Expansion grants are also required to submit an evaluation design that will be assessed on the extent to which it would meet WWC Evidence Standards without reservations.

Note that all research that meets the strong evidence standard also meets the moderate evidence standard. As such, the effective evidence standard for Absolute Priority 2 is moderate evidence. However, we encourage applicants to propose projects based on strong evidence and to expand services even beyond the scale requirements under Absolute Priority 2. We have combined the two types of grants into a single tier given funding limitations and the fact that this is the first year of implementing a tiered evidence structure in this program.

All Grant Tiers

PSSG applicants should consider how these evidence-based practices are implemented and the impact these practices have on their student population given their context. PSSG applicants seek to explore the effectiveness of practices/strategies that can improve student persistence and retention, leading to degree completion.

The evaluation of a PSSG project should be designed to determine whether the program can successfully improve postsecondary student persistence, retention, and completion. As previously stated, the evaluation design for early phase applications will be assessed on the extent to which it could meet WWC Evidence Standards with or without reservations while the evaluation design for mid phase/expansion applications will be assessed on the extent to which it could meet WWC Evidence Standards without reservations.

The Department intends to provide grantees and their independent evaluators with technical assistance in their evaluation, dissemination, scaling, and sustainability efforts. This could include grantees and their evaluators providing to the Department or its contractor updated comprehensive evaluation plans in a format as requested by the technical assistance provider and using such tools as the Department may request. Grantees will be encouraged to update this evaluation plan at least annually to reflect any changes to the evaluation. Updates must be consistent with the scope and objectives of the approved application.

PSSG applicants should consider their organizational capacity and the funding needed to sustain their projects and continue implementation and adaptation after Federal funding ends.

Priorities: This notice contains two absolute priorities and one competitive preference priority. We are establishing the absolute priorities and competitive preference priority for the FY 2023 grant competition and any subsequent year in which we make awards from the list of unfunded applications from this competition, in accordance with section 437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1). Applicants have the option of addressing the competitive preference priority and may opt to do so regardless of the absolute priority they select.

Absolute Priorities: For FY 2023 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. Under 34 CFR 75.105(c)(3), we consider only applications that meet one of these priorities.

These Priorities are:

Absolute Priority 1 (AP1)—Applications that Demonstrate a Rationale. “Early-phase”.

Under this priority, an applicant proposes a project that demonstrates a rationale to improve postsecondary success for underserved students, including retention and completion.

Absolute Priority 2 (AP2)—Applicants that Demonstrate Moderate Evidence, “Mid-phase” or Strong Evidence, “Expansion”.

Under this priority, an applicant proposes a project supported by evidence that meets the conditions in the definition of “Moderate Evidence” or “Strong Evidence,” to improve postsecondary success for underserved students, including retention and completion. Projects under this priority must be implemented at a multi-site sample or include at least 2,000 students.

(a) Applicants addressing this priority must:

(1) identify up to two studies to be reviewed against the WWC Handbooks (as defined in this notice) for the purposes of meeting the definition of moderate evidence or strong evidence;

(2) clearly identify the citations and relevant findings for each study in the Evidence form; and

(3) ensure that all cited studies are available to the Department from publicly available sources and provide links or other guidance indicating where each is available.

Institutionally coordinated  // Limit: 2 // PI: A. Zabludoff (Astronomy)

Institutionally coordinated submission. Contact RDS for more information.
Number of pre-proporsals allowed as lead institution: two

Artificial Intelligence (AI) has advanced tremendously and today promises personalized healthcare; enhanced national security; improved transportation; and more effective education, to name just a few benefits. Increased computing power, the availability of large datasets and streaming data, and algorithmic advances in machine learning (ML) have made it possible for AI research and development to create new sectors of the economy and revitalize industries. Continued advancement, enabled by sustained federal investment and channeled toward issues of national importance, holds the potential for further economic impact and quality-of-life improvements.

The 2023 update to the National Artificial Intelligence Research and Development Strategic Plan, informed by visioning activities in the scientific community as well as interaction with the public, identifies as its first strategic objective the need to make long-term investments in AI research in areas with the potential for long-term payoffs in AI. AI Institutes represent a cornerstone Federal Government commitment to fostering long-term, fundamental research in AI while also delivering significantly on each of the other eight objectives in that strategy. The National Security Commission on Artificial Intelligence (NSCAI) identifies AI Institutes as a key component of a bold, sustained federal push to scale and coordinate federal AI R&D funding and to reinforce the foundation of technical leadership in AI.

This program is a multisector effort led by the National Science Foundation (NSF), in partnership with the Simons Foundation (SF), the National Institute of Standards and Technology (NIST), Department of Defense (DOD) Office of the Under Secretary of Defense for Research and Engineering (OUSD (R&E)), Capital One Financial Corporation (Capital One), and Intel Corporation (Intel).

This program solicitation expands the nationwide network of AI Research Institutes with new funding opportunities over the next two years. In this round, the program invites proposals for institutes that have a principal focus in one of the following themes aimed at transformational advances in a range of economic sectors, and science and engineering fields:

• Group 1 - Awards anticipated in FY 2024:
  • Theme 1: AI for Astronomical Sciences
     
• Group 2 - Awards anticipated in FY 2025:
  • Theme 2: AI for Discovery in Materials Research
  • Theme 3: Strengthening AI

Limit: 2  // PIs: 
H. W .Tseng (College of Medicine Tucson -Medical Imaging) 
X. Yan (Materials Science) 

The Moore Inventor Fellows fellowship focuses on supporting scientist-inventors at a critical prototyping stage to capture opportunities that otherwise might be missed. We seek to provide freedom and support to promising inventors with the most compelling ideas to pursue creative and disruptive innovations.

The scope of this call is intentionally wide: proposed projects do not need to fall within our current funding priorities but should be broadly within the program areas of foundation interest (science, environmental conservation and patient care). Patient care inventions should resonate with our focus on improving the experience and outcomes of patients with solutions that improve clinical diagnosis.

Eligibility: Candidates must be faculty, research scientists, postdocs or other full-time staff who can receive funding through their institutions. Candidates must be no more than 10 years past receiving their terminal advanced degree in their field (M.S., Ph.D. or M.D.) Please see the Moore Inventor Fellows FAQ for more information regarding candidate eligibility and exceptions.

Funding: Fellows will receive funding for three years at a level of $200,000 per year from the Moore Foundation. In addition to funds for the fellow, the foundation will provide $25,000 each year to the institution to cover costs associated with administering the grant award, resulting in a total three-year award of $675,000. Host institutions are required to contribute $50,000 in annual support of the inventor’s work

 Limit: 1  // PI selected:  J. Rainbow ( College of Nursing) - Competitive Resubmission 

The Betty Irene Moore Fellowship for Nurse Leaders and Innovators program is led by the Betty Irene Moore School of Nursing. The nationally ranked UC Davis Graduate School of Management partners with us to provide expertise in leadership, innovation and entrepreneurship. This highly synergistic partnership across schools focuses on preparing the next generation of leaders who are inspired and committed to make a positive impact.

A $37.5 million award from the Gordon and Betty Moore Foundation funds the program. One of the foundation’s early investments was the Betty Irene Moore School of Nursing at UC Davis. With this new school, the foundation sought to advance health and ignite leadership through innovative education, transformative research and bold system change. The fellowship program builds on that vision, and with the UC Davis Graduate School of Management, offers a dynamic opportunity for development in leadership and innovation.