Environmental Sciences

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

The Food and Agricultural Education Information System (FAEIS), under assistance listing number 10.200, is a comprehensive database that gathers information, on a voluntary basis, from degree granting institutions of higher education on student enrollment in Food, Agriculture, Natural Resources, and Human Sciences (FANH), degrees awarded, and graduate placement at all degree levels and by gender, race, and other relevant categories. In addition, data is collected on faculty salaries by rank and discipline.

Funding under this authority provides funds to administer the FAEIS database. The applicant will:
1. Collect and maintain an accurate, verified and validated set of data, with a focus on FANH sciences from institutions of higher education in the United States.
2. Maintain and enhance an online platform offering user-friendly access to the data for students, institutions, industry, Federal agencies, and the public at large.
3. Facilitate outreach and dissemination of information on both FAEIS itself and outcomes from FAEIS data to NIFA, contributors of the data, and other users of data. 

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

Multiple Applications: Applicants can submit up to two applications under this RFA so long as each application is separately submitted and is for a different geographic area(s) (e.g., an applicant cannot submit two applications for geographic area 1). 

EPA is issuing this solicitation to request applications for the design and management of a new Environmental Justice (EJ) competitive pass-through program where EPA will competitively select multiple pass-through entities to provide grant funds via subawards to community-based nonprofit organizations and other eligible subrecipient groups representing underserved and disadvantaged communities. The definition of the term Pass-through entity in 2 CFR 200.1 provides that a pass-through entity is a non-Federal entity that provides a subaward to a subrecipient to carry out part of a federal program. The EPA provides extensive guidance to pass-through entities in the EPA Subaward Policy and related materials available on the EPA internet website.

EPA plans to award cooperative agreement(s) to pass-through entities (referred to as Grantmakers by the program) who will collaborate with EPA to design and build their own processes to receive and evaluate competitive community project applications from communities for EJ Thriving Communities Subgrant activities. These activities consist of assessment, planning, and/or project development activities addressing local environmental and/or public health issues. Grantmakers will provide EJ Thriving Communities Subgrants (i.e., subawards) to Eligible Subrecipients.

Consistent with EPA’s mission and Administration priorities, including those set forth in Executive Orders 13985 and 14008, and using funding available for environmental justice, and other potential funding as available and appropriate, EPA is seeking applications from eligible entities as described in Section III to become an Environmental Justice Thriving Communities Grantmaker. EPA is making available up to approximately $550 million total for the EJ TCGM program. EPA expects to make up to 11 awards for the Grantmakers.

EJ Thriving Communities Subgrants will be available for three distinct phases:

• Phase I = Assessment projects for up to $150,000 for a one-year project period
• Phase II = Planning projects for up to $250,000 for a 1-2 year project period, and
• Phase III = Project Development projects for up to $350,000 for a two-year project period.

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

TERA, under assistance listing number 10.500, will recognize and promote excellence in teaching in the food and agricultural sciences within U.S. colleges and universities. For the purposes of this RFA, teaching isdefined to include all aspects of developing human capital in order to help meet current and future national food, agricultural, natural resources, and human sciences (FANH) workplace needs. Examples of relevant activities under this project type include (but are not limited to) the following: formal classroom instruction; laboratory instruction; and practicum experience such as faculty development, student recruitment and services, curriculum development, and innovative teaching methodologies. It also includes activities that directly or indirectly contribute to student learning such as research, extension/outreach, and organizational arrangements needed for the proper functioning of the educational institution.

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

UArizona may only submit one Concept Paper and one Full Application for each topic area of this funding program.

The BIL is a once-in-a-generation investment in infrastructure, designed to modernize and upgrade American infrastructure to enhance U.S. competitiveness, driving the creation of good-paying union jobs, tackling theclimate crisis, and ensuring stronger access to economic, environmental, and other benefits for disadvantaged communities (DACs). The BIL appropriates more than $62 billion to the Department of Energy (DOE) including funding to support investments to build a clean and equitable energy economy that achieves zero carbon electricity by 2035, and puts the United States on a path to achieve net-zero emissions economy-wide by no later than 2050“ to benefit all Americans. As new load and generation come online as the market moves in line with these goals, deploying the projects that will support a more resilient and reliable grid will be critical. At present, aging grid infrastructure leaves the grid increasingly vulnerable to attacks. The increasing frequency of extreme weather events is leading to energy supply disruptions that threaten the economy, put public health and safety at risk, and can devastate affected communities all over the country.

This FOA seeks applications to address these three goals:
1. Transform community, regional, interregional, and national resilience, including in consideration of future shifts in generation and load
2. Catalyze and leverage private sector and non-federal public capital for impactful technology and infrastructure deployment
3. Advance community benefits 

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

The GusNIP Nutrition Incentive Program Training, Technical Assistance, Evaluation, and Information Centers (NTAE), Assistance Listing 10.331, is aligned with the USDA Strategic Plan FY 2022-2026 Strategic Goal 4: Make Safe, Nutritious Food Available to All Americans. NTAE Cooperative Agreements in partnership with NIFA offer training, technical assistance, evaluation, and informational support services to potential applicants, nutrition incentive projects, produce prescription projects, and to GusNIP as a whole. NTAE Centers develop and provide services throughout the life of grant projects under the Gus Schumacher Nutrition Incentive Program (GusNIP) Nutrition Incentive Program (NI) and Produce Prescription Program (PPR), including offering incentive program training and technical assistance to applicants and grantees to the extent practicable. These services include but are not limited to USDA Supplemental Nutrition Assistance Program (SNAP) and USDA Nutrition Assistance Program (NAP) policy, incentive technology, Responsible and Ethical Conduct of Research, Health Insurance Portability and Accountability Act of 1996 (HIPAA), capacity building, project launch, implementation, data collection, reporting, evaluation, and close-out. 

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

This project will build the framework needed to create a neutral and secure data repository and cooperative where producers, universities and not-for-profit entities can store and share data to foster agriculturalinnovation and to support technological progress, production efficiencies, and environmental stewardship. The project must have clear and complete plans to ensure diverse participation, including all land-grant university types, growers, and representatives of all relevant data producer and consumer organizations, with attention to the costs and benefits for all sectors, and with special attention to barriers and value for farmers. 

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

The Rural Health and Safety Education Program seeks to foster quality of life in rural communities by providing the essential knowledge necessary for successful programs of rural development, improving coordination among Federal agencies, other levels of government, and institutions and private organizations in rural areas, and developing and disseminating information about rural conditions.

Per the authorizing legislation described in Part I (A) of this RFA, the RHSE program addresses the health and well-being of rural America through supporting the development and/or implementation of projects focused on:
1. Individual and family health education programs with specified contents;
2. Rural health leadership development education programs to assist rural communities in developing health care services and facilities and assist community leaders and public officials in understanding their roles and responsibilities; and
3. Farm safety education programs to provide information and training to farm workers, timber harvesters, and farm families.

In FY 2023, NIFA is soliciting applications for RHSE in the area of Individual and Family Health education

K. Sierra-Cajas (Undergraduate Research and Inquiry)

The new Beginning for Tribal Students program (NBTS) makes competitive grants to Land-grant Colleges and Universities to provide identifiable support specifically targeted for tribal students. A Land-grant College or University that receives this grant shall use funds for, but not limited to, recruiting; tuition and related fees; experiential learning; student services, including tutoring; counseling; academic advising; and other student services that would increase the retention and graduation rate of tribal students enrolled at the land-grant college or university. The maximum one state can receive is $500,000 per year. 

S. Mathena (Pediatrics)
One slot is still available.

UArizona may submit two proposals.

The NIH Director's Early Independence Award supports rigorous and promising junior investigators who wish to pursue independent research soon after completion of their terminal doctoral degree or post-graduate clinical training, thereby forgoing the traditional post-doctoral training period and accelerating their entry into an independent research career. For the program to support the best possible researchers and research, applications are sought which reflect the full diversity of the research workforce. Individuals from diverse backgrounds, including those from underrepresented groups and from the full spectrum of eligible institutions in all geographic locations, are strongly encouraged to apply to this Funding Opportunity Announcement. In addition, applications in all topics relevant to the broad mission of NIH are welcome, including, but not limited to, topics in the behavioral, social, biomedical, applied, and formal sciences and topics that may involve basic, translational, or clinical research. The NIH Director's Early Independence Award is a component of the High-Risk, High-Reward Research program of the NIH Common Fund.

Eligibility Requirements

Applications with multiple PDs/PIs will not be accepted. Only single PD/PI applications are allowed. Only the PD/PI may be listed as a Senior/Key Person and provide a Biographical Sketch.

U.S. citizenship is not required for PDs/PIs. For applications submitted on behalf of non-U.S. citizens with temporary U.S. visas, visa status must allow the PD/PI to conduct the proposed research at the applicant institution for the entire project period. The applicant institution is responsible for determining if and documenting that the PD's/PI's visa will allow the PD/PI to remain in the U.S. for the duration of the award.

Time window for eligibility: Given the focus on early research independence, the receipt date of the terminal doctoral degree or end of post-graduate clinical training of the PD/PI must be between June 1, 2022, and September 30, 2024. The degree receipt date is that which appears on the official transcript for the degree. The end of post-graduate clinical training includes residency and fellowship periods. The PD/PI must not have served as a post-doctoral fellow for more than 12 months following a previous, non-terminal doctoral degree (i.e., a post-doctoral fellowship served before June 1, 2022).

At the time of award, either 1) the Early Independence investigator must have received a PhD, MD, DO, DC, DDS, DVM, OD, DPM, ScD, EngD, DrPH, DNSc, ND (Doctor of Naturopathy), PharmD, DSW, PsyD, or equivalent doctoral degree from an accredited domestic or foreign institution (it is the responsibility of the sponsoring institution to determine if a foreign doctoral degree is equivalent), or 2) an authorized official of the degree-granting or training institution must certify that all degree requirements have been met and that the receipt date of the degree (as will appear on the transcript) will be before September 30, 2024.  An authorized official of the host institution must certify that the PD/PI will be able to conduct independent research at the institution at the time of the project start date.

Level of effort: In the first and second years of the project period, awardees must commit at least 9.6 person-months of effort to the Early Independence Award project each year (which is 80% effort per year). In years 3-5 of the project period, awardees may reduce their effort on the Early Independence Award project, but they must still conduct at least 9.6 person-months of general independent research each year (which is 80% effort per year). General independent research includes the effort spent on the Early Independence Award project and any other independent research projects the awardee is working on.

Research independence at time of application: Individuals are eligible only if they, at the time of application submission, do not have research independence. Lack of research independence is defined functionally rather than by position title. Eligible individuals must have all the following characteristics:

• The PD/PI's current research agenda is set through concurrence with mentors.
• The PD/PI's research is funded primarily through support to other investigators (mentored fellowships such as NIH F31 or F32 Fellowships or NSF Graduate Research Fellowships do not preclude eligibility).
• The PD/PI does not have any space assigned directly by the institution for the conduct of their research.
• The PD/PI, according to institutional policy, cannot apply for an NIH R01 grant without a special waiver or exemption from the institution.

Though PDs/PIs must not be functionally independent at the time of application submission, they may become functionally independent prior to time of award and still retain eligibility for the award.

Prospective PDs/PIs should contact appropriate institutional leaders to seek an appointment to an independent research position. Alternatively, institutions may actively recruit eligible junior scientists to apply for support through this program. In either case, the institution is expected to provide substantial support for the junior scientist, as detailed below. To foster independence, PDs/PIs may benefit from being hosted by an institution at which they have not previously studied or trained.

PDs/PIs may apply for a research career development (K) award and DP5 at the same time, but NIH policy prohibits scientific and commitment overlap. A PD/PI may not hold a DP5 and career development (K) award concurrently. If the PD/PI receives a career development (K) award, the career development (K) award must be relinquished to receive the DP5.

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

TERA will recognize and promote excellence in teaching in the food and agricultural sciences within colleges and universities; teaching is defined to include all aspects of developing human capital in order to help meet current and future national food, agricultural, natural resources, and human sciences (FANH) workplace needs. Examples of relevant activities under this project type include (but are not limited to) the following: formal classroom instruction; laboratory instruction; and practicum experience such as faculty development, student recruitment and services, curriculum development, and innovative teaching methodologies. It also includes activities that directly or indirectly contribute to student learning such as research, extension/outreach, and organizational arrangements needed for the proper functioning of the educational institution.

This program addresses the national priority of developing competent human capital for employment in the food, agriculture, natural resources, and human (FANH) sciences.  NIFA, subject to the availability of funds, will administer this TERA project. This cooperative agreement program also addresses the national priority of developing competent human capital for employment in the food, agriculture, natural resources, and human (FANH) sciences. USDA is designated as the lead federal agency that supports higher education in the FANH sciences. In this context, NIFA has a specific responsibility to initiate and support projects that strengthen higher education teaching programs in these areas.

Program Goals include:

• Annually recognize and honor a select group of college and university teachers who excel at teaching, research and extension.

• Help disseminate best practices in teaching through workshops, conferences, blogs, social media and other appropriate activities; and

• Increase the number and diversity of academic programs participating in TERA.