STEM, Education, Training

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Through this solicitation, NSF seeks to foster a network of S-STEM stakeholders and further develop the infrastructure needed to generate and disseminate new knowledge, successful practices and effective design principles arising from NSF S-STEM projects nationwide. The ultimate vision of the legislation governing the S-STEM parent program[1] (and of the current S-STEM-Net solicitation) is that all Americans, regardless of economic status, should be able to contribute to the American innovation economy if they so desire.

To support collaboration within the S-STEM network, NSF will fund several S-STEM Research Hubs (S-STEM-Hub). The S-STEM Network (S-STEM-Net) will collaborate to create synergies and sustain a robust national ecosystem consisting of multi-sector partners supporting domestic low-income STEM students in achieving their career goals, while also ensuring access, inclusion, and adaptability to changing learning needs. The Hubs will investigate evolving barriers to the success of this student population. It will also disseminate the context and circumstances by which interventions and practices that support graduation of domestic low-income students (both undergraduate and graduate) pursuing careers in STEM are successful.

The target audience for this dissemination effort is the community of higher education institutions, faculty, scholars, researchers and evaluators, local and regional organizations, industry, and other nonprofit, federal, state, and local agencies concerned with the success of domestic low-income STEM students in the United States.

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The Institutional Research and Academic Career Development Award (IRACDA) Program provides support for a mentored postdoctoral research experience at a research-intensive institution combined with an opportunity to develop critical teaching and mentoring skills at a teaching-intensive partner institution with a diverse student population. Accordingly, the IRACDA program requires effective partnerships between a research-intensive institution and a teaching-intensive partner institution that has a historical mission or a demonstrated commitment to educating students from groups underrepresented in the biomedical research workforce.

One goal of the IRACDA program is to develop a diverse pool of well-trained biomedical scientists who have the necessary knowledge and skills to pursue independent academic teaching and research careers. An additional goal of the IRACDA program is to benefit the teaching-intensive partner institutions, e.g., by providing research-oriented, early career teachers, mentors, and role models for the students; enhancing science educational offerings; providing research opportunities for the faculty and students; and/or bringing expertise with state-of-the-art research methods and technologies.

This Funding Opportunity Announcement (FOA) does not allow appointed scholars to lead an independent clinical trial but does allow them to obtain research experience in a clinical trial led by a mentor or co-mentor.

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The National Institute for Occupational Safety and Health (NIOSH) within the Centers for Disease Control and Prevention (CDC) invites applications for the Centers for Agricultural Safety and Health (Ag Centers). These centers are expected to conduct high quality research and subsequently disseminate their findings and recommendations in audience appropriate products to contribute to improving the safety and health of agriculture, forestry, and fishing workers. Center structure should take advantage of diverse scientific resources and focus on local, regional, and/or national worker safety and health issues. Emphasis should be placed on the creation and implementation of evidence-based solutions that address important agricultural, forestry, and fishing safety and health problems. Centers should also use innovative approaches to identifying, understanding, and developing strategies for overcoming barriers to the adoption, adaptation, integration, scale-up and sustainability of evidence-based solutions. Collaborations with other academic institutions, nonprofit organizations, and other occupational safety and health focused groups are expected. Applicants must concisely describe the occupational safety and health burden within their service area and directly link research and outreach activities to help alleviate the burden. Applicants should also clearly articulate the anticipated impacts of the proposed work, both during the project period and beyond.

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YouthBuild is a community-based alternative education program for youth between the ages of 16 and 24 who left high school prior to graduation that also have other risk factors, including being an adjudicated youth, youth aging out of foster care, youth with disabilities, migrant farmworker youth, youth experiencing housing instability, and other disadvantaged youth populations. The YouthBuild program simultaneously addresses multiple core issues important to youth in lowincome communities: affordable housing, leadership development, education, and employment opportunities in in-demand industries and apprenticeship pathways.

YouthBuild programs serve as the connection point to vital services for participants. Key aspects of the YouthBuild service delivery model include meaningful partnership and collaboration with the public workforce development system, education and human services systems, and labor and industry partners. The YouthBuild model balances project-based academic learning and occupational skills training to prepare opportunity youth for career placement and supports the Administration's goal to build a modern and sustainable infrastructure. YouthBuild programs are well-positioned to connect participants with career opportunities developing as a result of the Bipartisan Infrastructure Law (construction), Inflation Reduction Act (clean energy), and CHIPS and Science Act (manufacturing). 

Due to application requirements the University of Arizona is not able to participate in this opportunity.

The Foundation is dedicated to providing financial assistance to organizations committed to improving our world. Solutions to the problems of today's world still lie in the values of innovation, practicality, hard work and compassion.

Applications for grants are considered in the following areas:

• Education
• Social Service
• Healthcare
• Civic and Cultural
• Environmental

The categories above are not intended to limit the interest of the Foundation from considering other worthwhile projects. In general, the Foundation guidelines are broad to give us flexibility in providing grants.

Over the past decade, approximately 28% of Dr. Scholl Foundation's grants have been related to education, 28% to social services, 22% to hospitals and healthcare, 17% to civic and cultural with the remaining percentage spread out in the above categories. The majority of the grants are made in the U.S. However, the Foundation recognizes the need for a global outlook.

Contact RDS for additional information.

S. Baker (Ecology and Evolutionary Biology)

UA may participate in only two (2) proposals per NRT competition as lead or collaborative non-lead. Collaborative non-lead projects must participate in the internal competition. One slot is still available.
UA is not eligible for track 2. Doctoral Universities: Very High Research Activity (R1) are not eligible for Track 2 consideration.

The NSF Research Traineeship (NRT) program seeks proposals that explore ways for graduate students in research-based master’s and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. The program is dedicated to effective training of STEM graduate students in high priority interdisciplinary or convergent research areas, through a comprehensive traineeship model that is innovative, evidence-based, and aligned with changing workforce and research needs. Proposals are requested that address any interdisciplinary or convergent research theme of national priority.

The NRT program addresses workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. The program encourages proposals that involve strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners. NRT especially welcomes proposals that include partnership with NSF Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) and leverage INCLUDES project efforts to develop STEM talent from all sectors and groups in our society. Collaborations between NRT proposals and existing NSF INCLUDES projects should strengthen both NRT and INCLUDES projects.
 

Priority Research Areas

For FY2021 and FY2022, proposals are encouraged in the research areas of Artificial Intelligence (AI), Quantum Information Science and Engineering (QISE) and the six research areas in NSF's 10 Big Ideas. The NSF research Big Ideas are Harnessing the Data Revolution (HDR), The Future of Work at the Human-Technology Frontier (FW-HTF), Navigating the New Arctic (NNA), Windows on the Universe: The Era of Multi-Messenger Astrophysics (WoU), The Quantum Leap: Leading the Next Quantum Revolution (QL), and Understanding the Rules of Life: Predicting Phenotype (URoL). The FY2021 Budget Request to Congress includes an additional $15 million to include a special focus on artificial intelligence and artificial intelligence engineering.

Track 1
Track 1 proposals may request a total budget (up to five years in duration) up to $3 million for projects with a focus on STEM graduate students in research-based PhD and/or master’s degree programs. All Institutions of Higher Education (IHEs) accredited in, and having a campus located in the US, acting on behalf of their faculty members and that award a research-based master’s degree and/or a doctoral degree in STEM disciplines supported by the National Science Foundation are eligible to apply to Track 1

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Duplicate or Multiple Submissions – duplicate or multiple submissions are not allowed. NIFA will disqualify both applications if an applicant submits multiple applications that are duplicative or substantially overlapping to NIFA programs within the same fiscal year.

The Agriculture and Food Research Initiative (AFRI) is America’s flagship competitive grants program that provides funding for fundamental and applied research, education, and extension projects in the food and agricultural sciences. In 2022, the National Institute of Food and Agriculture (NIFA) requests applications for the AFRI’s Education and Workforce Development program areas to support:
1. professional development opportunities for K-14 educational professionals;
2. non-formal education that cultivates food and agricultural interest in youth;
3. workforce training at community, junior, and technical colleges;
4. training of undergraduate students in research and extension;
5. fellowships for predoctoral candidates and postdoctoral scholars; and
6. special workforce development topics

Food and Agricultural Non-Formal Education (FANE) - A7801
Program Area Priority: 
Major advances in agricultural productivity and rural prosperity in the past have resulted from transformative technologies such as breeding tools and strategies, mechanization, and prudent use of agrochemicals. There are several emerging technologies that hold a similar promise. This program area priority will support content development and activities for non-formal education to foster development of technology-savvy youth. Projects must develop activities that cultivate interest and competencies in STEM and in food and agricultural sciences supported by the six Farm Bill Priority areas of AFRI. Data science, including artificial intelligence, automation, and robotics as well as gene editing, and biotechnology will be supported in this program area priority.

Food and Agricultural Non-formal Education (FANE) applications must address the following:

a. Develop content and activities to enhance youth’s understanding of gene editing, biotechnology, data science, artificial intelligence, robotics, automation, and other technologies that enhance the food and agricultural enterprise and prepares them to help meet the needs of the future workforce through enhanced non-formal education modules.

b. Develop outreach materials that clearly communicate the demonstrated benefits of agricultural technologies and biotechnology.

c. Should complement and build upon programs that have successfully demonstrated positive youth development strategies and outcomes (i.e., 4-H programming, Agriculture in the Classroom, FDA’s Agricultural Biotechnology Education and Outreach Initiative, etc.).

d. Involve youth in the design, execution, and evaluation of activities that lead to the development of consumer-friendly content that builds public confidence in the safe use of biotechnology in agriculture and the food system.

UArizona eligibilty: 

• Track 1: Planning or Pilot Projects (PPP)-  track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6). UA is not eligible to submit a lead proposal for this track but may partner with other institutions.
• Track 2: Implementation and Evaluation Projects (IEP) - UArizona is eligible. There are no restrictions or limits on the number of submissions or awards. 
• Track 3: Institutional Transformation Projects (ITP)  - UArizona is eligible. Limited to one submission per institution.
   

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 faculty in implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI.

Due to the institutional infrastructure and policy requirements for track 3, the submission for this track is Institutionally Coordinated.
Please contact UArizona HSI Initiatives for more information please contact:
 

Marla Franco, PhD
Vice President, Hispanic Serving Institution Initiatives
marlafranco@arizona.edu

Riley McIsaac
Associate Director of Grants Development
rmcisaac@arizona.edu

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NIFA requests applications for the Higher Education Challenge (HEC) Grants Program for FY 2022 to enable colleges and universities to provide the quality of education necessary to produce baccalaureate or higher degree level graduates capable of strengthening the nation’s food and agricultural scientific and professional workforce.Specifically, applications submitted to this grants program must state how the funded project will address the HEC Program Goals:

1. To strengthen institutional capacities, including curriculum, faculty, scientific instrumentation, instruction delivery systems, and student recruitment and retention, to respond to identified State, regional, national, or international educational needs in the food and agricultural sciences, or in rural economic, community, and business development;
2. To attract and support undergraduate and graduate students in order to educate the students in national need areas of the food and agricultural sciences, or in rural economic, community, and business development;
3. To facilitate cooperative initiatives between two or more eligible institutions, or between eligible institutions and units of State government or organizations in the private sector, to maximize the development and use of resources such as faculty, facilities, and equipment to improve food and agricultural sciences teaching programs, or teaching programs emphasizing rural economic, community, and business development;
4.  To design and implement food and agricultural programs, or programs emphasizing rural economic, community, and business development, to build teaching, research, and extension capacity at colleges and universities having significant minority enrollments;
5.  To conduct undergraduate scholarship programs to meet national and international needs for training food and agricultural scientists and professionals, or professionals in rural economic, community, and business development; and
6. To increase the number and diversity of students who will pursue and complete a postsecondary degree in the food and agricultural sciences.
7. To enhance the quality of instruction for baccalaureate degrees, master’s degrees, and first professional degrees in veterinary sciences, in order to help meet current and future workforce needs in the food and agricultural sciences.
8. To conduct graduate and postdoctoral fellowship programs to attract highly promising individuals to research or teaching careers in the food and agricultural sciences.

Grant Types

1. Planning Activity: Planning Activity Grants support meetings that bring together food and agricultural educators to identify education/teaching needs, update information, or advance an area of education/teaching. Support for a limited number of meetings covering subject matter encompassed by this solicitation will be considered for partial or, if modest, total support. Individual planning activity grants must not exceed $30,000 for up to three years and are not renewable. Indirect costs are not permitted on Planning Activity grant awards. Planning Activity Grants may be used to facilitate strategic planning session(s) required of faculty, industry, professional association, community leaders, or other necessary participants for the specific purpose of developing a formal plan leading to a subsequent submission of a Collaborative Grant as described herein. A Planning Activity grant application may not be submitted in the same year for which a Collaborative Grant application for the same project is also submitted.
    
2. Standard Grant: Standard Grants support targeted original education/teaching projects. An eligible, individual institution, independent branch campus, or branch institution of a State system may submit a grant application for project activities to be undertaken principally on behalf of its own students or faculty, and to be managed primarily by its own personnel. The applicant executes the project without the requirement of sharing grant funds with other project partners. Applicants may request up to $150,000 (total, not per year) for a Standard Grant application.
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3. Collaborative Grants: Collaborative Grants support projects with at least one additional partner or a multi-partner approach to enhance education/teaching programs. Collaborative Grants should build linkages to generate a critical mass of expertise, skill, and technology to address education/teaching programs related to the food and agricultural sciences. Grants can reduce duplication of efforts and/or build capacity and should be organized and led by a strong applicant with documented project management knowledge and skills to organize and carry out the initiative.

• Collaborative Grant Type 1 (CG1) (Applicant + One Partner): Applicants may request up to $300,000 (total, not per year) for a CG1 project. In this type of project, the applicant executes the project with assistance from one additional partner. The partners must share grant funds. Specifically, the applicant institution will transfer at least one- half of the awarded funds to the other institution participating in the project.
   
• Collaborative Grant Type 2 (CG2) (Applicant + Two or more Partners): Applicants may request up to $750,000 (total, not per year) for a CG2 project. The applicant executes the project with assistance from at least two additional partners. The additional partners must share grant funds. The applicant institution/organization submitting a CG2 proposal must retain at least 30 per cent, but not more than 70 percent of the awarded funds and no cooperating entity may receive less than 10 percent of awarded funds. A CG2 project differs from a CG1 in project scope and impact. CG2 projects must support a multi- partner approach to solving a major state or regional challenge in food and agricultural sciences education at the baccalaureate, masters or DVM level. CG2 projects are characterized by multiple partners (each providing a specific expertise) organized and led by a strong applicant with documented project management knowledge and skills to organize and carry out the initiative.

S.E. Jung