Training

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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). 

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UA may submit one proposal to the Rural Practice Enhancement (RPE) Grants program.
For Education, Extension and Training (EET) Grants multiple submissions are allowed by different departments of eligible institutions. However, only one award will be granted per institution per year.

NIFA requests applications for the Veterinary Services Grant Program (VSGP) for fiscal years 2022 and 2023 to develop, implement and sustain veterinary services and relieve veterinary shortage situations in the United States and U.S. Insular Areas.

NIFA is soliciting applications under the following program areas:
1. Education, Extension and Training (EET) Grants
2. Rural Practice Enhancement (RPE) Grants

Grants will be made available on a competitive basis to:
1. Establish or expand accredited veterinary education programs, veterinary residency and fellowship programs, or veterinary internship and externship programs carried out in coordination with accredited colleges of veterinary medicine.
2. Provide continuing education and extension, including veterinary telemedicine and other distance-based education, for veterinarians, veterinary technicians, and other health professionals needed to strengthen veterinary programs and enhance food safety and public health,
3. Cover travel and living expenses of veterinary students, veterinary interns, externs, fellows, and residents, and veterinary technician students attending training programs in food safety, public health, or food animal medicine.
4. To expose students in grades 11 and 12 to education and career opportunities in food animal medicine.
5. Expand or enhance private practice capabilities, services, and resources.
 

Rural Practice Enhancement (RPE) Grants
Program Area Priority –Rural Practice Enhancement grants will support the development and provision of veterinary services to substantially relieve designated rural (as defined in Part I, B.) veterinary shortage situations (as defined in the following section) in the United States and Insular areas and support education or extension needs of the area. Funds may be used for one or more of the following:

i. Equip veterinary offices. Applicants must explain how requested equipment will be used to provide veterinary care for agricultural animals in veterinarian shortage situations.

ii. Equipment purchases may include, but are not limited to animal restraints, diagnostic and therapeutic tools, such as chutes, imaging equipment, head gates, hoof trimming, breeding soundness examinations, etc.

iii. Share in reasonable costs of operating an eligible veterinary practice:

iv. Overhead costs may include but are not limited to salary and fringe benefits for veterinarian(s), support personnel, office rent, vehicle fuel supporting ambulatory services, maintenance contracts on equipment used to treat food animals, expendable medical and office supplies, computer software, utility expenses, and business consultant fees.

v. Establish mobile veterinary facilities. Mobile veterinary facilities include, but are not limited to a vehicle equipped to provide mobile veterinary services, mobile restraint devices, veterinary truck inserts, point of care testing equipment, etc.

vi. To support the exposure of students in grades 11 and 12 to education and career opportunities in food/large animal medicine and herd health management.

RPE applicants can only apply to serve one specific veterinary shortage situation area which can be located on the Veterinary Shortage Situation Map. It is imperative that applicants make a compelling case in their Project Narrative (See Part III, B (3)(b) of this RFA) describing how the equipment, mobile facilities, personnel, or other resources supported by the grant will contribute substantially toward the objectives and/or mitigation of the veterinary service needs described in the specific shortage situation area they are applying to serve.

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

K. Hoch (College of Nursing)

Multiple applications from an organization are not allowed.

The Health Resources and Services Administration (HRSA) is accepting applications for the fiscal year (FY) 2023 Nurse Anesthetist Traineeship (NAT) Program. The purpose of this program is to increase the supply and distribution of Certified Registered Nurse Anesthetists (CRNAs) who are well prepared and well positioned to practice independently and collaboratively within interprofessional teams and to deliver evidence-based, high quality, and safe anesthesia and pain management services. The program also aims to expand access to anesthesia services, especially to rural, urban, and tribal underserved communities nationwide. Grants are awarded to accredited institutions that educate registered nurses to become nurse anesthetists; recipient institutions, in turn, disburse funds to students in the form of traineeship support. 

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The overarching goal of this R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on:

• Courses for Skills Development: For example, courses and programs that use a team-based design approach which incorporates health equity, universal design (the purposeful design of products and environments to be useable by people of varying abilities and characteristics), design concepts early in educational activities, interaction between design students at different career/education levels, and state-of-the-art best practices (such as multidisciplinary/interdisciplinary education, the regulatory pathway and other issues related to the commercialization of medical devices), and further enhances these with novel creative and/or ground-breaking approaches and activities which will be implemented and evaluated with the goal of disseminating the outcomes for the benefit of the larger biomedical engineering education community. Programs may also include a clinical immersion experience that enhances skills and experiences in needs finding, communication across disciplines (including with healthcare providers, patients, caregivers, and/or communities), ideation coupled with frequent clinical/user feedback, and/or small projects to address minor, immediately solvable needs.
• NIBIB Statement of Interest: NIBIB interests include the development and integration of advanced bioengineering, sensing, imaging, and computational technologies for the improvement of human health and medical care. With this FOA, in addition to the goals described above NIBIB especially encourages courses and programs that incorporate the following topics: 1) Expanding the design perspective by designing for low resource settings; 2) Expanding the clinical immersion perspective by incorporating community-based engagement or emphasizing problem driven solutions; and, 3) Expanding the team perspective by including students from disciplines such as nursing, computer engineering, data science, and/or public health, as well as different education levels.

Applications are encouraged from institutions that propose to establish new or to enhance existing team-based design courses or programs in undergraduate biomedical engineering departments or other degree-granting programs with biomedical engineering tracks/minors. This FOA targets the education of undergraduate biomedical engineering/bioengineering students in a team-based environment. Health equity and universal design topics must be integrated throughout the educational activities. While current best practices such as multidisciplinary/interdisciplinary education, introduction to the regulatory pathway and other issues related to the commercialization of medical devices, and clinical immersion remain encouraged components of a strong BME program, this FOA also challenges institutions to propose other novel, innovative and/or ground-breaking activities that can form the basis of the next generation of biomedical engineering design education.

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The overarching goals of the NIH R25 program are to: (1) complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs; (2) encourage individuals from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies or careers in research; (3) help recruit individuals with specific specialty or disciplinary backgrounds to research careers in biomedical, behavioral and clinical sciences; and (4) foster a better understanding of biomedical, behavioral and clinical research and its implications. To accomplish the stated over-arching goals, this FOA will support creative educational activities with a primary focus on:

Research Experiences: The program needs to provide research experiences with the intention to extend the skills, experiences, and knowledge of genetic counselors. The program should provide experiences that allow the genetic counselors to enhance skills necessary to formulate and conduct genomic research independently and that is not available through other formal NIH training mechanisms. Research experiences should be in one or more of the areas relevant to NHGRI's research programs - genome sciences, genomic medicine, and ethical, legal, and social implicaions in genomics research.

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Only one application per institution (normally identified by having UEI number) is allowed.
The purpose of this NOFO is to solicit meritorious applications to enhance the quality and complement the availability of health and safety training for mineworkers in the Western United States. This research will support the development and implementation of mining training and education programs and will contribute to the goal of eliminating mining fatalities within the next two decades.

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UArizona may only apply for and propose grant projects which address one of the training tracks identified.

The DOL Nursing Expansion Grant Program will build a pipeline of skilled and diverse workers that will help the U.S. meet current and future demand for nurse education professional and nursing occupations. Successful applicants will address the goals of the grant program by designing their grant projects from both (1) a strategic level, such as describing their planned activities for convening sector partnerships, assessing the healthcare needs within a particular geographic scope, and devising a comprehensive workforce strategy; and (2) an operational level, such as incorporating in their plans how they will implement their comprehensive workforce strategy and deploy the training activities.

Program Tracks:

• Nurse Education Professional Track: Increasing Nursing Instructors and Educators to Train the Next Generation Healthcare Workforce and Build More Resilient Healthcare Systems
• Nursing Career Pathways Track: Expanding the Pipeline of Nursing Professionals

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UArizona may serve as as sole submitting organization or as lead organization of a collaborative project on only one submission per cycle, regardless of track, but may serve as the non-lead organization of a collaborative project more than once per cycle.

GEOPAths invites proposals that specifically address the current needs and opportunities related to education, learning, training and professional development within the geosciences community through the formation of STEM Learning Ecosystems that engage students in the study of the Earth, its oceans, polar regions and atmosphere. The primary goal of the GEOPAths funding opportunity is to increase the number of students pursuing undergraduate and/or postgraduate degrees through the design and testing of novel approaches that engage students in authentic, career-relevant experiences in geoscience. In order to broaden participation in the geosciences, engaging students from historically excluded groups or from non-geoscience degree programs is a priority. This solicitation features three funding tracks that focus on Geoscience Learning Ecosystems (GLEs):

1. GEOPAths: Informal Networks (IN). Collaborative projects in this track will support geoscience learning and experiences in informal settings for teachers, pre-college (e.g., upper level high school) students, and early undergraduates in the geosciences.
2. GEOPAths: Undergraduate Preparation (UP). Projects in this track will engage pre-college and undergraduate students in extra-curricular experiences and training in the geosciences with a focus on service learning and workplace skill building.
3. GEOPAths: Graduate Opportunities (GO). Projects in this track will improve research and career-related pathways into the geosciences for undergraduate and graduate students through institutional collaborations with a focus on service learning and workplace skill building.