Completed

UArizona is not eligible to submit during this FY* // Institutionally Coordinated //  Limit: 1 

Please contact HSI Initiatives for more information. 

Limit on Number of Proposals per Organization:

• Planning or Pilot Projects (PPP) track: There are no restrictions or limits.
• Implementation and Evaluation Projects (IEP) track: There are no restrictions or limits.
• Institutional Transformation Projects (ITP) track: One award and one submission per institution is allowed. *Institutions with an active award are not eligible to apply to this track. Due to an active award, UArizona may not submit a proposal until 2028, unless the new guidelines indicate otherwise. 

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associates or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students' pathways to continued STEM education and integration into the STEM workforce.

The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1 2 HSIs are heterogeneous and unique in many respects.3 Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP, is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4

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.

Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI.

Limit: 2* // Tickets Available: 1

A. Gerlak (School of Geography, Development & Environment) - Project Area 1: Establish and maintain a regional Center of Excellence.

N. Gupta (Hydrology and Atmospheric Sciences) - Sub to  Desert Research Institute (DRI) - Nevada.

*Under this competition, only one application can be submitted per applicant under a Project Area.

The EPA is soliciting applications from eligible entities to establish and maintain regional Centers of Excellence for new and emerging stormwater control infrastructure technologies, with the goal of improving the effectiveness, cost efficiency, and protection of public safety and water quality. The EPA is also soliciting applications from eligible entities to create and maintain a national electronic clearinghouse to centrally collect and distribute the work of the Centers of Excellence. For the purposes of this announcement, “regional” or “geographical region” means consisting of two or more states.

The EPA is soliciting applications from eligible applicants in two Project Areas, as described below. Under this competition, only one application can be submitted per applicant under a Project Area. If an applicant submits an application under Project Area 1, they may then submit a separate application under Project Area 2. That is, an applicant cannot submit an application for Project Area 2 without submitting an application for Project Area 1. Each application submitted under this announcement must address one, and only one, of the Project Areas described below. The cover page of each application package must clearly indicate the Project Area addressed in the application. While the EPA intends to make awards in all Project Areas, the EPA reserves the right to make more than one award in a Project Area and/or make no awards in a Project Area.

Project Areas:

Project Area 1: Establish and maintain a regional Center of Excellence.
The EPA is soliciting applications to establish regional Centers of Excellence that will: i) conduct research on new and emerging stormwater control infrastructure technologies, including stormwater and sewer overflow reduction, other approaches to water resource enhancement, alternative funding approaches, and other environmental, economic, and social benefits; ii) provide technical assistance to state, Tribal, and local governments to assist with the design, construction, operation, and maintenance of stormwater control infrastructure projects that use innovative technologies; and iii) collaborate with regional institutions of higher education and private and public organizations, including community-based public-private partnerships and other stakeholders.

Project Area 2: Create and maintain a national electronic clearinghouse.
If an applicant submits an application under Project Area 1, they may then submit a separate application under Project Area 2. Under Project Area 2, the EPA is soliciting applications to create and maintain a national electronic clearinghouse. Applications should describe how they will develop, operate, and maintain a national electronic clearinghouse that contains information relating to new and emerging stormwater control infrastructure technologies and posts information from the other Centers of Excellence. The national electronic clearinghouse should be populated with research, findings, technical assistance, recommendations, best practices, and outreach (e.g., trainings, webinars, fact sheets) from each Center of Excellence and promoted to other organizations to expand the availability of water technical assistance, including to disadvantaged and underserved communities.

Institutionally Coordinated //  Limit: 1 // M. Franco ( HSI Initiatives)

Please contact HSI Initiatives for more information. 

Limit on Number of Proposals per Organization:

• Planning or Pilot Projects (PPP) track: There are no restrictions or limits.
• Implementation and Evaluation Projects (IEP) track: There are no restrictions or limits.
• Institutional Transformation Projects (ITP) track: One award and one submission per institution is allowed. Institutions with an active award are not eligible to apply to this track.

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associates or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students' pathways to continued STEM education and integration into the STEM workforce.

The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1 2 HSIs are heterogeneous and unique in many respects.3 Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP, is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4

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.

Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI.

Institutionally Coordinated //  Limit: 1 // Currans (Urban Planning)

Please contact HSI Initiatives for more information. 

The purpose of the DDETFP Local Competition is to stimulate interest among students attending an Institution of Higher Education (IHE) of Minority Serving Institutions (MSI) and community colleges (CC) to conduct transportation-related research, pursue transportation-related degrees, for entering the transportation workforce, and enhancing the breadth, scope and diversity of knowledge of the entire transportation community in the United States (U.S.). The DDETFP Local Competition provides funding for students to pursue associate, bachelor, master, and doctoral degrees in transportation-related disciplines in all modes of transportation. The DDETFP Local Competition enhances racial equity by providing opportunities to students enrolled in minority serving institutions of higher learning.

Applicants for the administration of the DDETFP Local Competition are IHEs that must be currently designated as one of the MSI identified or a community college. The IHE must be accredited by a federally-recognized accrediting agency and must be located within the United States or its territories, both administratively as well as the campus the students are attending. If the IHE is selected to administer the local competition, the IHE must ensure eligibility of the students applying for DDETFP as described.

Limit: 1 // J. Farkas  (University of Arizona Sonoran Center for Excellence in Disabilities)

Only one application can be submitted per applicant, who is defined as a lead applicant as found in 7 CFR 4282.1112(b). If two applications are submitted by the same lead applicant, both applications will be deemed ineligible for funding.

The Rural Innovation Stronger Economy (RISE) Grant Program offers grant assistance to create and augment high-wage jobs, accelerate the formation of new businesses, support industry clusters and maximize the use of local productive assets in eligible low-income rural areas.

The RISE project must serve a rural region small enough to allow close collaboration among partners. It also must include important elements of the region’s prioritized industry cluster (concentrations of related industries). Grant amounts are awarded competitively with a minimum of $500,000 and a maximum grant amount of $2,000,000.

Limit: 2 // Tickets Available: 1

M. Chertkov (Applied Math)

Applicant institutions are limited to both:
• No more than two pre-applications or applications as the lead institution.
• No more than one pre-application or application for each PI at the applicant institution.

The DOE SC program in Advanced Scientific Computing Research (ASCR) hereby announces its interest in research applications to explore potentially high-impact approaches in the development and use of data reduction techniques and algorithms to facilitate more efficient analysis and use of massive data sets produced by observations, experiments and simulation.

Scientific observations, experiments, and simulations are producing data at rates beyond our capacity to store, analyze, stream, and archive the data in raw form. Of necessity, many research groups have already begun reducing the size of their data sets via techniques such as compression, reduced order models, experiment-specific triggers, filtering, and feature extraction. Once reduced in size, transporting, storing, and analyzing the data is still a considerable challenge – a reality that motivates SC’s Integrated Research Infrastructure (IRI) program [1] and necessitates further innovation in data-reduction methods. These further efforts should continue to increase the level of mathematical rigor in scientific data reduction to ensure that scientifically-relevant constraints on quantities of interest are satisfied, that methods can be integrated into scientific workflows, and that methods are implemented in a manner that inspires trust that the desired information is preserved. Moreover, as the scientific community continues to drive innovation in artificial intelligence (AI), important opportunities to apply AI methods to the challenges of scientific data reduction and apply data-reduction techniques to enable scientific AI, continue to present themselves [2-4].

The drivers for data reduction techniques constitute a broad and diverse set of scientific disciplines that cover every aspect of the DOE scientific mission. An incomplete list includes light sources, accelerators, radio astronomy, cosmology, fusion, climate, materials, combustion, the power grid, and genomics, all of which have either observatories, experimental facilities, or simulation needs that produce unwieldy amounts of raw data. ASCR is interested in algorithms, techniques, and workflows that can reduce the volume of such data, and that have the potential to be broadly applied to more than one application. Applicants who submit a pre-application that focuses on a single science application may be discouraged from submitting a full proposal.

 Limit: 2 // G. Davidowitz (Entomology), F. Duca (Animal & Comparative Biomedical Sciences)

Two proposals total per eligible institution.

The Equipment Grants Program (EGP) serves to increase access to shared-use special purpose equipment/instruments for fundamental and applied research for use in the food and agricultural sciences programs at institutions of higher education, including State Cooperative Extension Systems. The program seeks to strengthen the quality and expand the scope of fundamental and applied research at eligible institutions, by providing them with opportunities to acquire one shared-use piece of equipment/instrument that supports their research, research training, and extension goals and may be too costly and/or not appropriate for support through other NIFA grant programs. EGP grants are not intended to replace requests for equipment in individual project applications. The program emphasizes shared-use instrumentation that will enhance the capabilities of researchers, educators, and extension specialists both within and outside the proposing organization.

Proposals to the EGP must involve acquisition of a single, well-integrated piece of equipment/instrument. Well-integrated means that the ensemble of equipment that defines the instrument enables specific fundamental or applied research experiments in the food and agricultural sciences, including data science and data systems; separating or removing an element or component of such an integrated instrument would preclude that research from occurring or succeeding. An instrument acquired with support from EGP is expected to be fully operational by the conclusion of the first year of the project.

 Limit: 1 // K. Lutrick (Research, Family & Community Medicine) & K. Ellingson (Epidemiology and Biostatistics)

Only one application per institution (normally identified by having a unique entity identifier [UEI] number) is allowed. 

The purpose of this Notice of Funding Opportunity (NOFO) is to establish: 1) a multi-site community-based cohort study that would allow close monitoring of the burden of acute respiratory illness in the community, contributions of various respiratory viruses to this burden, and the impact of vaccination and other interventions on risk of infection and/or severe outcomes, and 2) a case-ascertained household transmission study (or multi-site study) that would support ongoing assessment of transmission dynamics of respiratory viruses of interest and factors (i.e., demographic, clinical, or household-level factors) that may impact transmission.

While hospital-based platforms are key to assessing frequency and risk factors for severe disease, community-based platforms are essential for understanding age-specific incidences of infection, risk factors for infection, socioeconomic burden of infections (such as days of work/school lost), and the clinical spectrum of illness. They are important for characterizing the immune response to infection or reinfection and long-term outcomes, and they are key to understanding the impact of individual- and household-level mitigation factors (including but not limited to vaccination) on all of these measures. This type of network may be especially useful for detecting changes in any of these factors when a new virus or viral variant begins circulating.

Case-ascertained household transmission studies are well-positioned to quickly and efficiently enable us to understand transmission dynamics of respiratory viruses (or sublineages/types of existing viruses that undergo frequent mutation, such as SARS-CoV-2 and influenza) and assess potential mitigation factors. These studies can also be valuable for characterizing viral shedding dynamics and infectiousness. These studies were key during the COVID-19 pandemic to understanding if changes in hospitalization rates were due to changes in transmissibility/infection rates versus changes in severity of illness. They are also great resources for assessing how history of vaccination or prior history of infection effect transmission to close contacts.

This NOFO would build on the lessons learned during the COVID-19 pandemic and establish a consolidated network of community cohorts to monitor a range of respiratory viruses among community members who develop symptoms of acute respiratory illness. Incorporation of multi-pathogen testing will allow us to better understand the relative contribution of various viruses to the overall community burden of respiratory disease now in the post-pandemic setting, and how the clinical spectrum of these illnesses compare, in a setting in which multiple new preventive products are becoming available. This would also support the establishment of a case-ascertained transmission study (or multi-site study) that would be able to assess SARS-CoV-2, Respiratory Syncytial Virus (RSV), and other prioritized respiratory viruses on an ongoing basis.

The combination of these studies will generate much greater visibility on risk factors for infection and the effectiveness of various interventions in reducing infections and viral transmission, factors that are relevant to reducing overall morbidity and mortality related to respiratory viruses. Should a new variant or virus arrive, this platform would be well positioned to further expand testing to better understand potential concerns like proportion symptomatic, timing of transmission, likelihood of asymptomatic transmission and other related questions. Such questions may be key to developing public health guidance should additional mitigation measures become necessary.

Limit: 3 // Tickets Available: 1

H.  Monroe (Center for Recruitment and Retention of Mathematics Teachers)
A. Ganchorre (Diversity, Equity & Inclusion)

UA may submit two proposals. Due to problems in the foundation's submission portal, this funding cycle. The previous PI selected (H.  Monroe) will be submitted in addition to the two regular tickets for the spring cycle.

The submission of this funding program is coordinated by RII with the assistance of the UA Foundation. For more information, please contact Cyndi Laughren.

The APS Foundation supports programs that enhance academic achievement in the areas of science, technology, engineering and math (STEM). Since 1981, the Foundation has invested more than $44 million in projects throughout Arizona that help prepare students to compete in a 21st century economy.
A workforce proficient in STEM skills is critical to attracting and retaining high-quality businesses and industries to the state. The APS Foundation targets projects that help educators increase content knowledge in STEM subjects as well as the ability to transfer this knowledge effectively to students.

Average funding amount: ~ $75,000

How we evaluate potential programs:
Organizations must be registered as a 501(c)(3) public charity in good financial and public standing. Programs should demonstrate their ability to improve educational outcomes, increase access and/or offer an innovative approach to learning.
All grantees will have specific reporting requirements and must submit a final evaluation before they can be considered for additional funding.

Please note, the APS Foundation will not support:
• Individuals
• Individual K-12 schools
• Religious organizations, churches and programs that are purely denominational in purpose
• Political, labor or fraternal organizations, associations or civic service clubs
• Legislative, lobbying or advocacy efforts or organizations
• Private or family foundations
• Animal shelters or agencies
• Foundations or organizations which are grant-making entities or that distribute funds to other nonprofit organizations (pass through)
• Start-up organizations defined as nonprofits whose ruling year has been granted by the IRS for less than three years
• Organizations that discriminate on the basis of race, color, religion, disability, gender, gender identity, age, national origin, sexual orientation, marital status, protected veteran status or any other classification protected by law
• Health organizations whose primary focus is funding programs or services for a specific disease or illness
• Sports teams or sporting programs
• Scouting troops
While not a part of our traditional grant program, the APS Foundation occasionally supports capital requests of our long-standing partners on an invite-only basis.

Limit: 2 // Tickets Available: 1

S. Soto (Public Health)

To encourage a commitment to breast cancer research, Breast Cancer Alliance invites clinical doctors and research scientists who are in the early stages of their careers, including post docs, whose current proposal is focused on breast cancer, to apply for funding for the Young Investigator Grant. This grant is open to applicants at institutions in the contiguous United States. This is a two-year grant for a total of $125,000, with half the grant award being paid out each year.

Applicants for the 2025 award must (i) not have held a tenure track faculty or tenure track research position for more than four years following completion of their training, as of March 1, 2025; (ii) not have been or are not a principal investigator on an NIH R01 or equivalent national/international non-mentored award as of March 1, 2025; and (iii) dedicate at least 50% of their work effort to research. This grant is intended to help advance the careers of young researchers who do not yet have their own major grant support but who design and conduct their own independent research projects.

The term of the Young Investigator Grant is two years, beginning on March 1, 2025. The grant provides salary support and project costs for a total of $125,000 (distributed over the two-year period as noted above.) Indirect costs, which are included in the $125,000 award, must be limited to 8% of total direct costs.