Completed

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

Only one application per institution is allowed.

The purpose of this notice of funding opportunity is to invite Institutional Network Awards (U2C-TL1) to cultivate a highly integrated cohort of trainees and early career investigators and to develop career development resources to accelerate kidney, urologic, and hematologic research. To maximize integration and promote a true trainee community, Institutions are invited to submit a single, unified U2C-TL1 application to engage, recruit, prepare, and sustain the next generation of scientists able to contribute to advancing research in kidney, urology, and hematology. Applications representing multiple institutions within a single metropolitan area are strongly encouraged (see Section III.3). Successful awardees are expected to relinquish all active T32s supported by the NIDDK, Division of Kidney, Urologic, and Hematologic Diseases (KUH) at the time of the U2C-TL1 award. 

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

Only one application per institution is allowed.

NIOSH is seeking applications from qualified organizations for a National Center for Construction Safety and Health Research and Translation (also known as the NIOSH National Construction Center). Applicants areexpected to propose multi-disciplinary approaches for impactful applied and intervention research and hazard identification and controls, to develop partnerships for implementing prevention and intervention activities, and to serve as leaders in research translation and research-to-practice for the protection of construction workers in the United States. The NIOSH National Construction Center will accomplish these goals by 1) integrating and advancing research, 2) translating and disseminating best practices, 3) disseminating information, 4) informing policy, and 5) building capacity. Applicants must describe the occupational health and safety burden(s) addressed in their proposals. In addition, they must link the need for the proposed research and related activities to the planned outputs and outcomes that will help address or alleviate the construction sector burdens described. Applicants should also describe the anticipated impacts and potential outcomes of the proposed research and related activities that will occur during the 5-year project period and beyond.

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

This Funding Opportunity Announcement (FOA) is a program within the NIH Blueprint for Neuroscience Research in conjunction with the National Institute of General Medical Sciences (NIGMS) and the National Institute on Deafness and other Communication Disorders (NIDCD).

Program Objective

The purpose of the Jointly Sponsored Predoctoral Training Program in the Neurosciences (JSPTPN) program is to provide strong, broad-based neuroscience training that will  develop a cohort of well-trained   researchers at a time when the field is advancing at a rapid pace. Neuroscience research increasingly requires investigators who can cross boundaries, draw on knowledge and interdisciplinary approaches and levels of analysis, and apply this breadth of knowledge in original ways to yield new discoveries about the function of the nervous system.

Broad-based research training. The JSPTPN supports programs of broad-based education and research experience during the first two years of graduate training. As such, training programs supported by a JSPTPN training grant must have a comprehensive, two-year training plan. During this training period, students should obtain a working knowledge of the different kinds of approaches and techniques that make up the field of neuroscience. A key component of this training should be acquiring a strong foundation of experimental methodology (e.g. experimental design, quantitative data analysis and interpretation) and a robust development of professional skills (e.g. written and oral communication and data presentation).

Core Knowledge Expectations. JSPTPN Programs should define the core knowledge that each student is expected to gain. Programs must have a clear comprehensive plan that will ensure that each student will have the tools and research experience necessary for a future career as an independent investigator in areas directly related to biomedical research in neuroscience. Each program is expected to define the core knowledge and research experience expected of all trainees. However, programs may provide a specific tailored curricula based on individual trainee background and needs.

Trainees are expected to participate in a curriculum that incorporates education in multiple levels of analysis, which may include genetics, molecular, cellular, system, behavioral and/or computational approaches. Trainees should also gain an understanding of the tools, technologies, and methods used in contemporary neuroscience research. Note that not all programs will necessarily need to cover all levels of analysis and types of technologies. However, there must be enough coverage to be considered adequate for a broad understanding of neurobiological function and the current tools used for research in neuroscience. Breadth may be achieved through any combination of formal courses, laboratory rotations, workshops and other programmatic activities. Regardless of their individual curricular plans, all students are expected to gain a general understanding of the neurobiological basis underlying diseases and disorders of the nervous system. Trainees are expected to leave the JSPTPN programs with the fundamental knowledge and skills that will allow them to lead, and confidently adapt to the rapidly growing and technologically changing field of neuroscience research.

Laboratory Rotations. Programs are expected to include laboratory rotations that allow students to explore different research areas, scientific approaches, and laboratory cultures. Rotations should have specific purpose and goals and should be designed to provide trainees with a practical understanding of the tools and experimental approaches that drive the research in the rotation laboratory. Rotations should be of sufficient duration to generate a product that results from the scientific and technological knowledge gained in the rotation laboratory.

Experimental design and statistical methodology

Experimental Design. Programs are expected to provide formal instruction in the principles of rigorous experimental design to ensure that trainees understand the practices required for robust and unbiased experimental design, hypothesis testing and the application of these principles and practices to their individual research.

Statistical Methodology. Programs should equip students with a solid understanding of statistical methodology relevant to contemporary neuroscience research and provide exposure to quantitative approaches used for a variety of experimental systems. The goals of this training are to educate trainees in 1) the importance of considering statistical principles in the design of their research, 2) the need for appropriate use of statistics in analyzing data, interpreting results and forming conclusions and 3) the practical application of statistics to date in different experimental paradigms.

Ideally, trainees will begin to develop a depth and breadth of statistical understanding that will enable them to adapt and appropriately apply statistical approaches as their experimental repertoire changes. Programs must ensure that all trainees have a solid understanding of the value and proper use of statistics, including an understanding of the many types of scientific failures that can occur due to inappropriate application of statistical tests. An introductory course in statistics is not sufficient to achieve these goals.

Quantitative Literacy and the Use of Quantitative Approaches

Quantitative Literacy. JSPTPN programs are expected to provide the background necessary for the development of quantitative skills and literacy needed to conduct rigorous research. Programmatic activities should instill an appreciation of the benefits of quantitative approaches to experimentation (and the potential pitfalls associated with a lack of quantitative consideration of their scientific system). An important specific goal of these programs is to foster the incorporation of quantitative thinking into the trainees’ research experience throughout their careers. To that end, the training activities provided by the program should equip trainees with the tools and knowledge required to examine their experimental systems quantitatively.

Quantitative Tools and Approaches. Programs are expected to provide experience in the use of practical tools for quantitative exploration, interpretation, and evaluation of biological data relevant to neuroscience research. Training in quantitative tools and approaches should be integrated into the program and reinforced during the students’ graduate careers. Ideally, training will be ongoing and progressive, with proactive approaches in place to encourage the application of quantitative thinking in the trainees’ dissertation research. For example, a program may wish to cover general principles early in the training and incorporate quantitative approaches that are directly applicable to each trainee’s research topic as they advance.

Scientific rigor. Trainees should have a thorough understanding of the principles and practices of rigorous scientific research. These principles should be examined in the context of the collection, appropriate analysis and interpretation of scientific data. Programs are also encouraged to provide education in human decision-making tendencies and cognitive biases, and how they can lead to erroneous interpretation of data (c.f. Kahneman, D. 2011. Thinking, Fast and Slow. New York. Farrar, Straus and Giroux).

Professional Skills. Regardless of career choice, an individual’s impact and success in science depends heavily on the ability to clearly articulate ideas and results in a variety of settings and to a variety of audiences. Programs are expected to provide students with strong training in professional skills such as written and oral communication. Programs should also provide training in the skills necessary for grant applications, such as grant writing, understanding the grant submission and review process, as well as understanding and addressing critiques. When appropriate, programs should encourage students to apply for individual support, such as fellowships and other individual awards from federal and non-federal sources. 

Understanding Career Opportunities.  Training programs should provide trainees access to structured career development advising and learning opportunities (e.g., workshops, discussions, and exposure to invited speakers from various career paths). Through such opportunities, trainees should obtain a general working knowledge of a variety of potential career options that would allow them to use the skills learned during their training, as well as the steps required to successfully transition to the next stage of their chosen career path.

Oversight of trainee mentoring and progression. In addition to outstanding scientific training, solid mentoring and regular career guidance are critical for advancement and success of science. Consequently, graduate programs supported by the JSPTPN are expected to have a formal oversight plan to ensure that students who obtain a Ph.D. degree do so in a timely manner, and with 1) a publication record that will allow them to progress to outstanding research opportunities, 2) written and oral presentation skills that facilitate their ability to publish their results, submit competitive grant applications , speak at national meetings to present their results, and interview for future positions, 3) an understanding of the many career opportunities available to them as Ph.D. scientists and what is required for them to compete for these different career opportunities.

This wide range of skills and knowledge needed for success in a scientific endeavor cannot be gained by students entirely within the first two years of graduate school but can be achieved with ongoing training and mentoring throughout their graduate school careers. The longitudinal oversight process designed to ensure appropriate student progress is a critical aspect of the environment in which the JSPTPN operates. Although the JSPTPN is not responsible for providing guidance beyond graduate year two, a strong JSPTPN program can only exist in an environment that is dedicated to the long-term success of its students.

Enhancing workforce diversity. NIH’s ability to help ensure that the nation remains a global leader in scientific discovery and innovation is dependent upon a pool of highly talented scientists from diverse backgrounds who will help to further NIH's mission.  See, NOT-OD-20-031. The research enterprise will be strongest when it involves individuals from a wide variety of backgrounds, who may bring new and innovative perspectives to solve the mysteries of brain function, identify the mechanisms that underlie disease and disorders and develop novel approaches to clinical treatment. Within the framework of this program’s longstanding commitment to excellence, T32-funded programs play a critical role in training individuals from diverse backgrounds, including those underrepresented in biomedical sciences.  To help address all of these critical needs, JSPTPN programs are expected to recruit students from a wide variety  of backgrounds and foster their successful completion of the graduate program and transition to their next position.

Training programs are expected to implement robust plans to enhance diversity and to promote inclusive research environments (i.e. institutional and departmental environments in which trainees from all backgrounds feel represented and integrated in the community). 

Exposure to a variety of role models. To enhance diversity, it is essential that trainees have exposure and access to a variety of role models.  Programs should actively strive to recruit prospective individuals for  program leadership, participating faculty and mentors, as well as invited speakers with varying backgrounds, perspectives, and experiences.This may include women, senior faculty who have the benefit of long experience, and junior faculty who have more recent experience in transitioning from training to independent positions.

Training Program Evaluation. Is it expected that JSPTPN programs will undergo both internal, as well as external evaluation in order to promote innovation and evolution, as well as to bring attention to any deficiencies that may arise.

Expectations for Training Program Outcomes. Trainees should leave the T32 training program with the appropriate accomplishments and skills to move on to the next step of an independent research (or research related) career pathway. Outcomes expected of training programs include strong trainee publications and other accomplishments appropriate to their training.

Special Note: Consultation with the Chair of the JSPTPN steering committee prior to application preparation is encouraged (see JSPTPN homepage).

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

The purpose of this NOFO is to solicit proposals from highly qualified clinical sites in the US to join the Network through an X01 Resource Access Program award. Accepted sites will be designated as a “Diagnostic Center of Excellence (DCoE)” and will be responsible for generating participant clinical, phenotypic and sequencing data to be submitted to the DMCC through a Data Use Agreement with the Center.  X01 recipients will have access to DMCC resources and infrastructure including access to high-quality phenotypic and genotypic data and collaboration with highly skilled physicians, researchers, and bioinformaticians. Using team science, DCoEs will be able to collaborate with Network members to implement strategies that will expand equity and accessto health disparity populations and increase the discovery of new disease-associated genes and genomic variants, immunologic and metabolic abnormalities, as well as environmental insults that are causative in previously undiagnosed patients. DCoEs will be invited to submit their most challenging, unsolved cases for acceptance into the Network, and partner in their evaluation with the Network’s virtual case review committee(s), which will be coordinated by the DMCC.

Successful applicants will demonstrate that they have the appropriate expertise and a track record of diagnosing rare and difficult-to-diagnose disorders, along with the infrastructure and resources needed to conduct the clinical evaluation and DNA sequencing of participants enrolled at their sites. Specifically, applicants will be expected to demonstrate the expertise, independent resources (e.g., institutional support, plans for billing insurance, obtaining support from outside partnerships, etc.), and capacity to:

• Enroll a minimum of 5 participants per year who are accepted into the Network, although some sites may have the capacity to enroll more participants. Typically, only the most difficult, unsolved cases will be accepted into the Network (e.g., those cases requiring specialized, non-routine diagnostic testing procedures or collaboration among a team of clinicians and researchers).
• Perform comprehensive clinical evaluations of undiagnosed participants enrolled at their site including medical record review, routine and specialized diagnostic testing procedures, consultations, and referral to other sites with necessary expertise if appropriate.
• Have the resources (in-house or outsourced) to perform DNA and/or RNA sequencing and re-analysis of existing genome-sequencing data.
• Capability to work with Network data stored in a cloud architecture, such as AnVIL.
• Have the genomics capability including medical genetics and associated informatics expertise needed to identify pathogenic variants from human genomics sequence data. This includes the infrastructure to return genetic results to study participants and provide post-test genetic counseling.
• Demonstrate sufficient clinical metabolomics and other omics expertise to interpret or re-interpret lab and research-grade findings.
• Have sufficient clinical staff to review medical records from applicants (so as to enroll a minimum of five cases per year into the Network) and to rigorously discuss the results to arrive at a diagnosis or to interrogate candidate genes.
• Collect and store DNA, fibroblasts from skin biopsies, and other biological specimens produced by clinical evaluations as needed for the diagnosis.
• Organize incoming records and return results to participants, family members, and referring physicians.
• Support a site coordinator or equivalent position to serve as the DCoE’s point of contact for data sharing, case coordination, collaboration, data retrieval for research projects and patient follow-up.

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

Only one application can be submitted per institution. Each application submitted under this announcement must address one, and only one, of the Project Areas.

Through this grant program, EPA is soliciting applications to assist in the development and utilization of innovative activities relating to workforce development and career opportunities in the water utility sector, which may include:
(A) expanding the use and availability of activities and resources that relate to the recruitment, including the promotion of diversity within that recruitment, of individuals to careers in the drinking water and wastewater utility sector, including stormwater;
(B) expanding the availability of training opportunities for (i) individuals entering the water and wastewater utility sector; and (ii) individuals seeking to advance careers within the water and wastewater utility sector;
(C) expanding the use and availability of activities and strategies, including the development of innovative activities and strategies, that relate to the maintenance and retention of a sustainable workforce in the water and wastewater utility sector; and
(D) expanding the availability of workforce development and training that enables drinking water and wastewater utility workers to reduce greenhouse gas (GHG) emissions and other air pollutants to benefit disadvantaged communities. 

Project areas:

• Project Area 1: Targeted internship, apprenticeship, pre-apprenticeship, and post-secondary bridge programs for skilled water utility trades.
• Project Area 2: Education programs designed for elementary, secondary, and higher education students.
• Project Area 3: Regional industry and workforce development collaborations to address water utility employment needs and coordinate candidate development, particularly in areas of high unemployment or for water utilities with a high proportion of retirement eligible employees.
• Project Area 4: Leadership development, occupational training, mentoring, or cross-training programs that ensure incumbent drinking water and wastewater utility workers are prepared for higher level supervisory or management-level positions.
• Project Area 5: Education and training programs, including internship or apprenticeship programs, designed for decentralized water workers (i.e., private well and/or septic system service professionals) to support public health outcomes for communities that rely on private wells for drinking water or decentralized systems for adequate treatment and disposal of wastewater.

Institutionally Coordinated // Limit: 1 // PI: R. Sorensen (Community Engagement, Family and Community Medicine)

Only one proposal per organization will be accepted in this grants cycle.

Delta Dental of Arizona Foundation is now accepting applications for the 2024 competitive grant cycle. Programs must benefit underserved, uninsured populations (all ages) and applicants must be an Arizona-based 501(c)3 non-profit, government agency, school or charitable program with a fiscal agent. 

Grants ranging $5,000 to $30,000 are available to support the following areas:

• Dental disease prevention
• Oral health education
• Dental treatment
• Medical-dental integration
• Food insecurity and access programs, nutritional programs

Institutionally Coordinated // PIs: 
R. Goyal (Obstetrics and Gynecology)
A. Gallitano (Research Series - Basic Medical Sciences)
M. Cai (Chemistry and Biochemistry)
I.Gladysheva (Research Series - Internal Medicine)
G.Gurtner (Surgery)
S.Goldman (Cardiology)
Z.Li (Orthopaedic Research)
P. Govindappa (Orthopaedic Surgery)
M. Ahmed (Neonatology)
A. Avellino (Pediatric Neurosurgery)
C. Curiel-Lewandrowski (Dermatology)
E. Erickson (Nursing)/ S. Aras (Sensor Analysis & Smart Platforms)
H.Li (Pharmacology and Toxicology)
M. Johnson (Immunobiology)
J. Lacombe (Research Series - Basic Medical Sciences)
R. Liang (Optical Sciences)
E. Enikov (Aerospace and Mechanical Engineering)
C.Hulme (Chemistry and Biochemistry)

Submissions will require an institutional letter of support. Because of this support requirement, this is an Institutionally Coordinated Submission. 

The Flinn Foundation’s 2023 Seed Grants to Promote Translational Research Program will fund up to 10 research teams focused on advancing new products or services to improve patient care. The teams must be affiliated with Arizona’s academic research institutions and/or health-care systems.

The awardees will each receive a $100,000 grant over 18 months. At the end of the grant period, up to two of the most successful projects may receive up to an additional $100,000 over the following year.

The proposed projects must address compelling clinical needs in the areas of precision medicine, diagnostics, devices, therapeutics, or health-care-delivery processes and have significant potential to turn bench results into viable products or systems impacting patients in Arizona and beyond.

Limit: 1  // PI: V. Kamath (Basic Medical Sciences)

The objective of the BRF Seed Grant Program is to support new and innovative projects, especially those of junior faculty, who are working in new research directions.To be eligible, PI must be a full-time Assistant or Associate Professor working in the area of studies of brain function. This includes molecular and clinical neuroscience as well as studies of neural, sensory, motor, cognitive, behavioral and emotional functioning in health and disease. Each total grant is limited to $80,000 (direct costs) for a two year grant period. Funding is to be directed at pilot research projects that are both innovative and will likely lead to successful grant applications to NIH and other public and private funding entities.

Eligibility
To be eligible, PI must be a full-time Assistant or Associate Professor at an invited US academic institution, working in the area of studies of brain function. This includes molecular and clinical neuroscience as well as studies of neural, sensory, motor, cognitive, behavioral and emotional functioning in health and disease. The grant proposal must detail a new research project that is not funded by other sources. This grant is not to be used as bridge funding.

Investigators at institutions that are affiliated with a medical school or university are eligible to apply only through the institution where they hold a full-time faculty position.

Scientists that have previously received a BRF Seed Grant may not receive the award for a second time unless all grant requirements from all previous awards are met. Only one PI may apply per application.

Institutionally Coordinated // Limit: 3* // PI:  E-J. Lee (Electrical and Computer Engineering)

*UArizona is invited to submit up to three nominations, one for each of the three disciplinary categories: Life Sciences; Physical Sciences & Engineering; and Chemistry.

The Blavatnik National Awards for Young Scientists recognize the United States' most promising faculty-rank researchers in Life Sciences, Physical Sciences & Engineering, and Chemistry. One Blavatnik National Awards Laureate in each disciplinary category will receive $250,000 in unrestricted funds, and additional nominees will be recognized as Finalists.

Interested applicants or nominators should contact Marie Teemant, Associate, Research Development Services.

Limit: 2  // PIs: 
Kenry (Pharmaceutics & Pharmacokinetics)
S. Song (Biomedical Engineering)

Only two nominations are allowed per institution.

These competitive research awards provide seed money for junior faculty members that often result in additional funding from other sources. The award amount provided by ORAU is $5,000. The applicant’s institution is required to match the award with at least an additional $5,000. This is a one-year grant (June 1 to May 31).

Eligibility for the Powe Awards is open to full-time assistant professors at ORAU member institutions within two years of their tenure track appointment at the time of application. If there is a question about eligibility, your ORAU Councilor makes the final determination. Only two nominations are allowed per institution.

Research projects must fall within one of these five disciplines:

• Engineering and Applied Science
• Life Sciences
• Mathematics/Computer Sciences
• Physical Sciences
• Policy, Management, or Education

Junior faculty members interested in applying should consult their ORAU Councilor, and visit the frequently asked questions.