Training and Development

UA is not eligible due to an active award // Limit: 1 // Tickets Available: 0

Limit on Number of Proposals per Organization: 1

yberspace has transformed the daily lives of people. Society's overwhelming reliance on cyberspace, however, has exposed the system's fragility and vulnerabilities: corporations, agencies, national infrastructure, and individuals continue to suffer cyber-attacks. Achieving a truly secure cyberspace requires addressing both challenging scientific and engineering problems involving many components of a system, and vulnerabilities that stem from human behaviors and choices. Examining the fundamentals of security and privacy as a multidisciplinary subject can lead to fundamentally new ways to design, build, and operate cyber systems, protect existing infrastructure, and motivate individuals to learn about cybersecurity. The Cybersecurity Enhancement Act of 2014, as amended by the National Defense Authorization Acts for 2018 and 2021, and the CHIPS and Science Act of 2022, authorizes the National Science Foundation (NSF), in coordination with the Office of Personnel Management (OPM) and the Department of Homeland Security (DHS), to offer a scholarship program to recruit and train the next generation of cybersecurity professionals to meet the needs of the cybersecurity mission of federal, state, local, and tribal governments. The goals of the CyberCorps® Scholarship for Service (SFS) program are aligned with the U.S. strategy to develop a superior cybersecurity workforce. The program goals are to: (1) increase the number of qualified and diverse cybersecurity candidates for government cybersecurity positions; (2) improve the national capacity for the education of cybersecurity professionals and research and development workforce; (3) hire, monitor, and retain high-quality CyberCorps® graduates in the cybersecurity mission of the Federal Government; and (4) strengthen partnerships between institutions of higher education and federal, state, local, and tribal governments. While all three agencies work together on all four goals, NSF’s strength is in the first two goals; OPM’s in goal (3); and DHS in goal (4).

The SFS Program welcomes proposals to establish or to continue scholarship programs in cybersecurity. A proposing institution must provide clearly documented evidence of a strong existing academic program in cybersecurity. In addition to information provided in the proposal narrative, such evidence can include ABET accreditation in cybersecurity; a designation by the National Security Agency and the Department of Homeland Security as a Center of Academic Excellence in Cyber Defense Education (CAE-CDE), in Cyber Operations (CAE-CO) or in Research (CAE-R); or equivalent evidence documenting a strong program in cybersecurity.

Service Obligation: All scholarship recipients must work after graduation in the cybersecurity mission of a federal, state, local, or tribal government organization, or certain other qualifying entities, for a period equal to at least the length of the scholarship.

The SFS Program also supports efforts leading to an increase in the ability of the United States higher education enterprise to produce cybersecurity professionals. Funding opportunities in this area are provided via the Secure and Trustworthy Cyberspace - Education Designation (SaTC-EDU) and other programs (see the section "Increasing National Capacity in Cybersecurity Education" for more details.)

Apply to the UA internal competition  // Limit: 1  // Tickets Available: 1

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this R25 program is to support educational activities that encourage individuals from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies or careers in research.
To accomplish the stated over-arching goal, this FOA will support educational activities with a primary focus on:

• Courses for Skills Development

• Research Experiences

The ESTEEMED program is designed to foster the development of undergraduate freshmen and sophomores from diverse backgrounds to pursue further studies and careers in bioengineering or STEM fields relevant to NIBIB’s scientific mission. Applications are encouraged to propose integrated educational activities that include 3 elements: a summer bridge program for incoming freshmen, and in the freshman and sophomore years, academic year activities and summer research experiences. The ESTEEMED program is intended to expose students to bioengineering research early in their college careers while also providing students didactic, mentoring and career development opportunities. This will prepare students to join, in their junior and senior years, an honors program that promotes STEM and entrance into a Ph.D. program. The ultimate goal is for the participants to pursue a doctoral degree and a subsequent research career in bioengineering or NIBIB-relevant field.

Limit: 1 //  T. Solomon (Family and Community Medicine)

PO has confirmed this is a limited submission, only the last application received from UArizona will be reviewed. 

The purpose of this program is to add to the number of Indian health professionals serving Indians by encouraging Indians to enter the health professions and removing barriers to serving Indians.

Allowable activities

• Provide outreach and recruitment of people to serve Indian communities in the health professions. Include recruitment and outreach at elementary and secondary schools as well as community colleges located on Indian reservations that your program will serve

• Incorporate a program advisory board of representatives from the Tribes and communities you will serve

• Provide summer preparatory programs for Indian students who need enrichment in the subjects of math and science needed to pursue training in the health professions

• Provide tutoring, counseling, and support to students who are enrolled in a health career program of study at your college or university

• Employ qualified Indians in the program, to the maximum extent feasible. Describe the college or university’s ability to meet this requirement

• Address the opioid crisis, which is an HHS priority, by educating and training students in opioid addiction prevention, treatment, and recovery

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

NIH Research Education Program supports research education activities in the mission areas of the NIH. The overarching goal of this ARC UE5 program is to support educational activities that encourage individuals from diverse backgrounds, for example those from groups underrepresented in the biomedical and behavioral sciences (see Notice of NIH's Interest in Diversity ), to pursue further studies or careers in research. The overarching goal of this UE5 program is to support educational activities that encourage individuals from diverse backgrounds, for example those from groups underrepresented in the biomedical and behavioral sciences (see Notice of NIH’s Interest in Diversity), to pursue further studies or careers in research.

To accomplish the stated over-arching goal, this NOFO will support educational activities with a primary focus on:

• Courses for Skills Development

• Mentoring Activities

Applications are encouraged from organizations that have:

• Experience enhancing scientific communication and networking among early-career biomedical researchers;
• An established record of providing professional development and networking activities for future biomedical researchers; and
• A demonstrated commitment to enhancing the diversity of the biomedical research workforce.

The program provides support for well-designed courses for skills development and mentoring activities to prepare cohorts of ARC predoctoral F99 fellows and K00 postdoctoral scholars to transition into and succeed in mentored postdoctoral research, positioning them to advance in impactful careers in the biomedical research workforce that typically require postdoctoral training (e.g., academic research and teaching at a range of institution types, industry or government research).
Recipient organizations must provide career development and mentoring activities aligned with and appropriate for the disciplinary backgrounds and career goals of scholars supported through the ARC F99/K00 program.

Components of Participating Organizations:
National Institute of General Medical Sciences (NIGMS)
National Center for Complementary and Integrative Health (NCCIH)
Sexual and Gender Minority Research Office (SGMRO)

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.

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

The Susan Harwood Training Grant Program aims to advance the job quality of the American workforce by providing disadvantaged, underserved, low-income, or other hard-to-reach, at-risk workers hazard awareness, avoidance, and control training to protect them from on-the-job hazards, and to inform workers of their rights and employers of their responsibilities under the OSH Act.

The program and this funding opportunity announcement prioritizes investment and funding to train workers and employers impacted by working in high-hazard industries, industries with high fatality rates, or whose workforce has historically had disadvantaged access to occupational safety and health training, including young workers, temporary, minority, low literacy, limited-English speaking, and other disadvantaged and hard-to-reach workers and worker communities. The Susan Harwood Training Grant Program seeks to increase access to life-saving training by encouraging grantees to provide the training in other languages.

Applications submitted under this FOA are competing for a Targeted Topic Training grant. Targeted Topic Training grant applicants must propose to develop and conduct instructor-led training addressing one of the OSHA-specified training topics for an audience identified in this funding opportunity. 

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

The program and this funding opportunity announcement prioritizes investment and funding to train workers and employers impacted by working in in high-hazard industries, industries with high fatality rates, or whose workforce has historically had disadvantaged access to occupational safety and health training, including young workers, temporary, minority, low literacy, limited-English speaking, and other disadvantaged and hard-to-reach workers and worker communities. The Susan Harwood Training Grant Program seeks to increase access to life-saving training by encouraging grantees to provide the training in other languages.

The Susan Harwood Training Grant Program seeks applications based on proven strategies to reach the target training populations while also developing innovative solutions to expand access. 

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

The Susan Harwood Grant Program awards funds to qualifying organizations who have demonstrated capabilities to achieve the program’s performance expectations outlined in this FOA. This includes experience in employing subject matter experts, delivering and administering adult training programs, recruiting students, and managing grants. Following the grant awards, OSHA monitors each organization’s progress in achieving their performance goals and training targets. OSHA accomplishes this by conducting orientation meetings, training material reviews, training observations, program and financial monitoring visits, and quarterly and year-end report reviews.

Applicants must propose to develop new training materials addressing one of the OSHA-specified training topics. The materials must include learning objectives, course matrices, presentation/training materials including videos, instructor and participant guides, student handouts, training evaluations, and learning assessments. Grantees must validate the training materials in a live classroom training session. 

Internal deadline TBA. Contact RDS for more information.
 

NOTE: This is a Forecasted Opportunity.
Estimated posting date: April 15, 2023

The Nurse Education, Practice, Quality and Retention (NEPQR)-Simulation Education Training (SET) program aims to enhance nursing education and practice with the use of simulation-based technology to advance the health of patients and families in the acute care setting to improve health outcomes. This program also intends to increase and strengthen the capacity student nurses from diverse backgrounds, (including underrepresented racial and ethnic minorities) to address the complex health care needs of populations for patient safety outcomes and improve health equity and health literacy of vulnerable and underserved populations.

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

The purpose of this program is to prepare new Advanced Practice Registered Nurses (APRNs) to effectively provide primary care by supporting the establishment, expansion and/or enhancement of existing community-based Nurse Practitioner (NP) residency and fellowship training programs that are accredited or in the accreditation process. The program also focuses on the integration of behavioral health and/or maternal health into primary care by training new primary care providers (adult, family, adult gerontology, pediatric and women’s health NPs), behavioral health providers (psychiatric/mental health NPs) and/or Certified Nurse Midwives (CNMs) to transition from education completion to practice, in community-based settings. The applicant must train these postgraduate APRNs who will serve in primary care settings with a focus on improving access to quality healthcare for rural, urban, and tribal underserved populations.

Program Goals

1. Support expansion or enhancement of primary care NP residency programs.

2. Increase the number of new primary care, behavioral health and maternal health NPs serving in rural, urban, and tribal underserved community-based settings.

3. Integrate behavioral health and maternal health care into community-based primary care NP residency programs.

Program Objectives

• Support new primary care providers through the establishment, expansion, or enhancement of NP residency programs in community-based settings.

• Strengthen the clinical competency and readiness for practice of new primary care NPs through didactic and clinical training that equips participants with the skills and knowledge to provide care for the complex co-morbidities and multi-level chronic health and social needs of communities. • Increase access to quality primary care providers through the placement of residency completers in rural, urban, and tribal underserved community-based settings.

• Expand academic practice partnerships to provide learning opportunities which integrate primary care, behavioral health and maternal health domains of practice. These partnerships should promote health equity, improve diversity of the workforce to address the needs of the populations they serve, and address workforce wellness and resiliency. For more details, see Program Requirements and Expectations.