Limited Submissions Calendar

02/22/2024

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

This Notice of Funding Opportunity (NOFO) invites applications for Silvio O. Conte Digestive Diseases Research Core Centers (DDRCCs). The DDRCCs are part of an integrated program of digestive and liver diseases research support provided by the NIDDK.  The purpose of this Centers program is to bring together basic and clinical investigators as a means to enhance communication, collaboration, and effectiveness of ongoing research related to digestive and/or liver diseases within the NIDDK's mission.  DDRCCs are based on the core concept, whereby shared resources aimed at fostering productivity, synergy, and new research ideas among the funded investigators are supported in a cost-effective manner.  Each proposed DDRCC must be organized around a central theme that reflects the focus of the digestive or liver diseases research of the Center members. The central theme must be within the primary mission of the NIDDK, and not thematic areas for which other NIH Institutes or Centers are considered the primary source of NIH funding. 

This NOFO requires a Plan for Enhancing Diverse Perspectives (PEDP), which will be assessed as part of the scientific and technical peer review evaluation. Applications that fail to include a PEDP will be considered incomplete and will be withdrawn. Applicants are strongly encouraged to read the NOFO instructions carefully and view the available PEDP guidance material.

3/11/2024

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

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

This Notice of Funding Opportunity (NOFO) supports research to implement and evaluate strategies aligned with CDC’s What Works in Schools (WWIS) approach for successful implementation in local education agencies and schools serving rural or American Indian and/or Alaska Native (AI/AN) adolescents to address students’ health behaviors, experiences, and outcomes, particularly those related to sexual and reproductive health and mental and behavioral health, as well as suicidality, substance use, and experiences of violence. The purpose of the research is to build the evidence base for innovative, school-based or school-linked strategies that promote the health of youth across multiple health domains while also supporting translation and dissemination of the research findings. Strategies may include programs, policies, or practices that seek to improve sexual and reproductive health as well as improve mental and behavioral health in a manner that also addresses health equity among youth in local education agencies and schools serving rural or AI/AN adolescents. Additionally, strategies may also seek to reduce suicidality, substance use and experiences of violence among school-aged adolescents.

The estimated total funding (direct and indirect) for the first year (12-month budget period) will be $1,000,000.00 with individual awards of $500,000.00 each for two awards. The estimated total funding (direct and indirect) for the entire project period will be $5,000,000.00. The project period is anticipated to run from 09/29/2024 to 09/28/2029.

02/14/2023

Limit: 1  // PI:  J. Denno (Cyber Convergence Center)  - Competitive Resubmission

Only one application per institution is allowed.

The Department of Defense (DoD) Cyber Scholarship Program (CySP) is authorized by Chapter 112 of title 10, United States Code, Section 2200. The purpose of the program is to support the recruitment of new cyber talent and the retention of current highly skilled professionals within the DoD cyber workforce. Additionally, this program serves to enhance the national pipeline for the development of cyber personnel by providing grants to institutions of higher education. The DoD Cyber and Digital Services Academy (DCDSA) will partner with the DoD CySP/DCDSA in 2024.

Regionally and nationally accredited U.S. institutions of higher education, designated under the National Centers of Academic Excellence in Cybersecurity (NCAE-C) and known as National Centers of Academic Excellence in Cyber Defense, Research, and/or Cyber Operations (hereinafter referred to as NCAE-Cs) are invited to submit proposals for developing and managing a full-time, institution-based, grant-funded scholarship program in cyber-related disciplines for Academic Year 2024- 2025. NCAE-Cs may propose collaboration with other accredited institutions, and are encouraged to include accredited post-secondary minority institutions. NCAE-Cs must be in good standing with the NCAE-C Program Office and not be delinquent on any required documentation by the NCAE-C Program Office.

Consistent with 10 U.S.C. 2200b, NCAE-C proposals to this solicitation may also request modest collateral support for purposes of institutional capacity building to include faculty development, laboratory improvements, and/or curriculum development, in cyber-related topics to providing a strong foundation for a DoD CySP/DCDSA/DCDSA. [Special note: Requirements for proposing modest capacity building support are detailed in ANNEX II.]

To continue the development of a strong foundation for recruitment scholarship program during the Academic Year 2024-2025, students falling into one of the following categories may apply:

• • Rising second-year NCAE-C Community College students who will be transitioning into a bachelor’s degree program at a 4-year NCAE-C
• • Current individuals who hold a non-cyber related bachelor’s or graduate degree, cross training into cyber by pursuing an associate’s degree.
• • Juniors or Seniors pursuing a bachelor's degree (Sophomore's promoting to a Junior in Fall 2024 are eligible to apply)
• • Students in their first or second year of a master's degree; or
• • Students pursuing doctoral degrees.

Traditional National Guardsmen and reservists are eligible to apply under the recruitment program. Current DoD civilians and active duty military members are only eligible for the retention program. Applications for the retention program are processed under a different memorandum. NCAE-C are not required to forward or handle retention student applications. These individuals may also participate in the retention community college program.

Reserve Officer’s Training Corps (ROTC) participants are eligible to apply as long as they do not currently have a service obligation with their ROTC activities.

03/08/2024

UArizona is ineligible to propose as a lead institution * // Limit: 1 

The proposal must be submitted by Institutions of Higher Education (IHEs) accredited in, and having a campus located in the U.S., that are not currently classified as a Doctoral University with “Very High Research Activity” (R1 institutions) according to the 2021 Carnegie Classification update: https://carnegieclassifications.iu.edu/.

These include two- and four-year IHEs (including community colleges) accredited in, and having a campus located in the U.S., acting on behalf of their faculty members. Eligibility is based on the classification on the date of proposal submission deadline.

All U.S.-based accredited Institutions of Higher Education, including R1 institutions, are eligible to be named a subawardee (partner) institutions. Funding of partnering institutions must be requested via subawards; separately submitted collaborative proposals are not permitted. The total amount of funding to subawardee institutions is limited to no more than 30% of the total award amount.

02/20/2024

Institutionally Coordinated // Limit: 2 //  PIs: 
Track 3 - Inter-institutional Consortia:
K. Ogden (Chemical and Environmental Engineering) 

Track 3 - Inter-institutional Consortia:
D.Glickenstein (Mathematics)

An institution may submit up to two proposals (either as a single institution or as a subawardee or a member of an inter-institutional consortia project (lead or co-lead) for a given S-STEM deadline. Multiple proposals from an institution must not overlap with regard to S-STEM eligible disciplines. See Additional Eligibility Information below for more details (see IV. Eligibility Information).

Institutions with a current S-STEM award should wait at least until the end of the third year of execution of their current award before submitting a new S-STEM proposal focused on students pursuing degrees in the same discipline(s).

The above restrictions do not apply to collaborative planning grant proposals.

The S-STEM program provides institutions of higher education (IHEs) with funds for scholarships to encourage and enable domestic low-income students with academic ability, talent or potential and demonstrated financial need to enter the US workforce following completion of associate, baccalaureate, or graduate degrees in S-STEM eligible disciplines. To enable social mobility of these students with academic talent, funds should be allocated to support scholars in areas of regional or national need. 

Description of Program Tracks

• Track 1 (Institutional Capacity Building)
  UA is not eligible to apply to Track 1, due to a previous award under this track.
   
• Track 2 (Implementation: Single Institution)
  Track 2 proposals have the same S-STEM goals as Track 1 proposals. They generally involve and benefit only one institution, but they will serve more scholars than Track 1 proposals. Any IHE (as described under the eligibility section) can submit a Track 2 proposal, whether or not the institution has received prior S-STEM or STEP awards.
  Track 2 proposals may, in some cases, also include a focus on student transfer or progression to graduate school. In this case, if needed, two or more institutions could partner.
  Track 2 projects must be led by a PI who is (a) a faculty member currently teaching in one of the S-STEM eligible disciplines being pursued by the targeted scholars, or (b) an academic administrator who has taught in one of the eligible disciplines in the last two years from submission and can dedicate the time necessary to assure project success. The PI must be a member of the proposed project's leadership and management team. The leadership and management team should also include a STEM administrator (department head or above). Faculty members from all departments or academic units involved should have a role in the project either as Co-PIs, senior personnel, or scholar mentors. The project team could include, if appropriate, a non-teaching institutional, educational, or social science researcher to support evidence-based responses to items raised by the external evaluator through formative evaluation. This additional researcher cannot take the place of the external evaluator. Proposals for Track 2 may request up to $2,500,000 total for up to 6 years.
  
   
• Track 3 (Inter-institutional Consortia)
  Track 3 projects support multi-institutional collaborations that focus on a common interest or challenge. Inter-institutional Consortia projects represent diverse collaborations, including partnerships between 2-year colleges and 4-year colleges and universities, between 4-year colleges and graduate programs, or between comparable institutions looking to implement and study parallel interventions. For example, a collaboration among community colleges and four-year institutions may focus on issues associated with successful transfer of low-income students from 2-year institutions to 4-year programs. In another example, a multi-institutional collaboration may focus on factors that contribute to the success or degree attainment of domestic, low-income students in different types of institutions.
  Proposals with a strong focus on the transfer or advancement of students from one educational level to another should collaborate with appropriate institutional partners. For example, proposals focused on the transfer of students from 2-year institutions to 4-year institutions should include faculty and administrators from 2-year institutions and 4-year institutions in the leadership team; likewise, proposals focusing on the advancement of undergraduate students at predominately undergraduate institutions to graduate programs should include institutions, administrators and Co-PIs representing both the undergraduate programs and the receiving graduate programs.
  Track 3 projects have the same overall goals as Track 1 and 2 projects but seek to accomplish these goals at a very large scale by leveraging multi-institutional efforts and infrastructure. In addition to the expectations stated below in section II.B.2 for all tracks, Track 3 projects are also expected to:

1. Establish an authentic, strong and mutually beneficial collaboration across all institutions involved in the consortia, providing comparable benefits to all institutions in terms of number of scholarships as well as in the infrastructure established to serve low-income students;
2. Establish strong technical assistance and processes that support and manage project activities across institutions involved in the collaborative effort.
3. Engage in high quality educational or social sciences research to advance understanding of how to adapt, implement and scale up effective evidence-based programs and practices designed to foster positive outcomes for low-income students in STEM.
   
   NSF does not favor a particular research design over others. How the chosen research methods and approaches are aligned with and appropriate for the research goals should be fully explained in the proposal. The ultimate goal of S-STEM is to support low-income students with awards covering their unmet need, up to the maximum allowable scholarship amount (whatever is less). Projects are strongly discouraged from allowing a desired sample size to play a role in the determination of the size of awarded scholarships.
   Track 3 projects are managed by leadership and management teams composed of faculty members who are currently teaching in an S-STEM eligible discipline(s), STEM administrators, and non-teaching institutional, educational, or social science researchers. The PI of Track 3 proposals must be either (a) a faculty member currently teaching in one of the S-STEM eligible disciplines, (b) a STEM administrator (department head or above), or (c) a non-teaching researcher whose expertise is in institutional, educational, or social science research in higher education. Faculty from all the institutions and disciplines involved need to be included in the leadership team and/or senior personnel. The lead PI needs to demonstrate the capacity, experience and resources needed to manage a complex, large-scale project and the necessary time to dedicate to assure project success.
   Track 3 proposals may request up to $5 million total for up to 6 years.
   Proposers should be aware that Track 3 projects will be formally reviewed by NSF during their third year to determine whether satisfactory progress has been made, with continued funding contingent on the result of the third-year review. See section VII.C on reporting requirements.

• Collaborative Planning Grants to Develop an Inter-institutional Consortium
  Collaborative Planning projects provide support for groups of two or more IHEs and other potential partner organizations to establish fruitful collaborations, increase understanding of complex issues faced by low-income students at each institution, establish inter-institutional agreements when necessary and develop mechanisms for cooperation in anticipation of a future Track 3 proposal that will benefit all institutions and their scholars as equal partners.
  This category of projects aims to provide proposers from two or more institutions the funds and time to establish the relationships and agreements necessary for submitting an Inter-institutional Consortia S-STEM proposal. It is expected that proposers will be ready to write and submit this Inter-institutional Consortia proposal within 1-2 years of receiving a Collaborative Planning grant award. Any subsequent proposals to S-STEM based on this work must describe the results of the planning effort.

New institutional restrictions for this program for 2022:

1. An institution may submit up to two proposals (either as a single institution or as subawardee or a member of an inter-institutional consortia project) for a given S-STEM deadline. Multiple proposals from an institution must not overlap with regard to S-STEM eligible disciplines. See Additional Eligibility Information below for more details (see IV. Eligibility Information).
2. Institutions with a current S-STEM award should wait at least until the end of the third year of execution of their current award before submitting a new S-STEM proposal focused on students pursuing degrees in the same discipline(s).

The above restrictions do not apply to collaborative planning grant proposals.

04/05/2024

Institutionally Coordinated // Limit: 1
Please contact RDS for more information. 

This award recognizes an outstanding assistant-level faculty member who demonstrates leadership potential in addressing inequity in medical education and health care; demonstrates efforts in addressing educational, societal, and health care needs of racial and ethnic minorities in the United States; and is committed to a career in academic medicine.

The recipient receives a $25,000 grant to support a project performed in the United States to support racial and ethnic minorities. Recipients are required to accept the award at Learn Serve Lead 2024: The AAMC Annual Meeting in Atlanta, GA.

A medical school may nominate one current faculty member per year for this award. A candidate must:

• Be a U.S. citizen or permanent resident.
• Hold the rank of full-time assistant professor in a LCME-accredited U.S. medical school department.
• Have held the assistant professor position appointment beginning no earlier than July 1, 2021.
• Have received only one appointment as assistant professor.
• Hold a MD, PhD, or have earned another doctoral degree.

02/28/2024

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.

12/01/2023

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

The purpose of this document is to advise the public that NOAA is soliciting applications to administer a 5-year, applied research program that supports collaborative research in the National Estuarine Research Reserve System (NERRS).

This funding opportunity will provide support for the grantee to develop and administer a comprehensive national program that funds extramural collaborative science projects to address the system-wide research and management needs of the National Estuarine Research Reserve System, while being responsive to local and regional reserve priorities and those of NOAA. The NERRS collaborative science program is intended to deliver highly credible and relevant information to the coastal management community by incorporating user input into the design and implementation of research projects, ensuring that the outcomes support the needs of stakeholders. This program will also increase the capacity of the NERRS management, research, education, stewardship, and coastal training sectors to transfer information and skills to end-users and more effectively support coastal and estuarine resource management. A NERRS collaborative science program has been in existence for fifteen years, and this is the fourth competition for the five-year program. This funding opportunity is intended to support the administration of the collaborative research program and is not intended to directly support individual research projects or short term activities focused on specific local coastal and estuarine issues. Eligible funding applicants are: non-federal institutions of higher education, other non-profits, state, local, Indian Tribal Governments, and commercial organizations. Federal agencies and employees are not allowed to receive funds under this announcement but may serve as collaborators or project partners.

Amount Description

Total anticipated funding is approximately $25,000,000 for five years. The anticipated federal funding per year is approximately $5,000,000. Funding in FY 2024 and future years is subject to the availability of appropriations. It is anticipated that one multi-year award will be made with these funds and the total will be adjusted based on available funding.

04/04/2024

Limit:1 // A. Mostafa (Maricopa County)


Beginning farmer education for adult and young audiences in the United States can generally be traced back to the advent of the 1862 and 1890 Morrill Land-Grant Acts. But, for the first time, the Food, Conservation, and Energy Act of 2008 (Pub .L. No. 110-234, Section 7410) appropriated $75 million for FY 2009 to FY 2012 to develop and offer education, training, outreach and mentoring programs to enhance the sustainability of the next generation of farmers.

The Agriculture Act of 2014 provided an additional $20 million per year for 2014 through 2018. The reasons for the renewed interest in beginning farmer and rancher programs are as follows: the rising average age of U.S. farmers; the 8% projected decrease in the number of farmers and ranchers between 2008 and 2018; and the growing recognition that new programs are needed to address the needs of the next generation of beginning farmers and ranchers.

The Agriculture Improvement Act of 2018 (aka the 2018 Farm Bill) reauthorized the Beginning Farmer and Rancher Development Program and provides mandatory funds for which supports education, mentoring, and technical assistance initiatives for beginning farmers and ranchers.

The technical assistance webinar related to this FY 2024 funding opportunity will be scheduled soon. Please visit again for more information.

04/01/2024

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.

01/15/2023

Submit ticket request  // Limit: 1 // Tickets Available: 1 

NIFA requests applications for the ARME for fiscal year (FY) 2024 to provide resources for four regional risk management education centers for the purpose of developing and delivering agricultural risk managementeducation materials. In addition, this program will provide one grant for a Risk Management Education Electronic Support Center to provide associated support to the regional centers.

The primary goals and objectives of the ARME program are to 1) provide U.S. agricultural producers and their families, as appropriate, with the knowledge, skills, and tools needed to make informed risk management decisions that enhance profitability of their operations, and 2) deliver risk management education to agricultural producers underserved by the Federal crop insurance program. 

01/18/2024

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

This program assists organizations in effectively integrating arts, culture, and design into local efforts to strengthen communities over the long-term by funding creative placemaking projects across the country. Creative placemaking is when artists, arts organizations, and community development practitioners integrate arts and culture into community work by placing the arts at the table with other sectors, such as agriculture and food, economic development, education and youth, environment and energy, health, housing, public safety, transportation, and workforce development.