Document Type: Modification to Previous Grants Notice
Funding Opportunity Number: ONRFOA10-023
Opportunity Category: Discretionary
Posted Date: Jul 12, 2010
Creation Date: Nov 01, 2010
Original Closing Date for Applications: Sep 30, 2011
Current Closing Date for Applications: Sep 30, 2011
Archive Date: Oct 30, 2011
Funding Instrument Type: Cooperative Agreement
Grant
Category of Funding Activity: Education
CFDA Number(s): 12.300 -- Basic and Applied Scientific Research
Cost Sharing or Matching Requirement: No
Eligible Applicants
City or township governments
Independent school districts
Public and State controlled institutions of higher education
Native American tribal organizations (other than Federally recognized tribal governments)
Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education
Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education
Private institutions of higher education
For profit organizations other than small businesses
Small businesses
Additional Information on Eligibility:
Agency Name
Office of Naval Research
Description
The Office of Naval Research (ONR) seeks proposals as provided under the authority set forth in subdivision (1) of subsection 2192 (b) of title 10 in support ofeducation programs in science, technology, engineering and mathematics (STEM). The ONR mission of STEM is to: foster an interest in, knowledge of, and study in science, technology, engineering and mathematics nationwide to ensure an educated and well-prepared workforce, which meets the naval and national competitive needs. In support of this mission, the following five goals have been identified:● Inspire the next generation of scientists and engineers. [Grades K-10]● Engage students in STEM-related hands-on learning activities using Navy content. [Grades 3-12]● Educate students to be well-prepared for employment in STEM disciplines in the Navy or in supporting academic institutions or the Naval contractor community. [Higher Education]● Employ, retain and develop Naval STEM professionals. [Higher Education, Professional Development, Faculty]● Collaborate across Naval STEM programs to maximize benefits to participants and the Navy.The purpose of this announcement is to receive proposals in support of the Office of Naval Research’s mission of scientific outreach and education in working to develop the next generation of scientists capable of providing support to the continued development of critical technologies in support of the Department of Defense. The objective of these activities will be to:1. Establish and ensure successful, sustainable, and affordable long-term Navy wide programs targeted at elementary and secondary schools and institutions of higher learning.2. Establish and maintain a pipeline of students, particularly women and members of minority groups, who will apply for and participate in Navy education and outreach programs. 3. Increase the number of domestic students (particularly students from under-represented groups) completing STEM degrees through enhancing student interest and attitudes toward science, technology, engineering, and mathematics. 4. Strengthen peer, family, and school support for such interests. 5. Ensure long-term inclusiveness of women and minorities in science and technology programs. 6. Increase the number of students taking college-prep science and mathematics courses. 7. Demonstrate appropriate curricular connections with the applicable state and national standards of learning for science, technology, engineering, and mathematics (STEM). Additional activities supported may include providing financial assistance to organizations supporting STEM activities, providing funding and support for national competitions by arranging for DoD personnel to participate as judges and presenters, providing support for STEM education and outreach conferences and supporting teacher STEM education and training initiatives. Stipends for teachers undertaking professional training in connection with these activities may be supported as well as funding for the acquisition of materials and resources needed to launch, implement, assess, and improve the program. Additionally, evaluations of existing Navy/DoD program efforts and strategies to maximize marketing program opportunities to affected populations may be supported.ONR encourages the project results to be published in appropriate academic journals at the end of the period of performance.
Link to Full Announcement: http://www.onr.navy.mil/en/Contracts-Grants/Funding-Opportunities/Broad-Agency-Announcements.aspx
If you have difficulty accessing the full announcement electronically, please contact:
Tracie Simmons
Contract Specialist
Phone 703-696-7827 Grants.gov Questions Only
Thursday, August 18, 2011
Thursday, July 14, 2011
Gateway to College- Deadline August 1, 2011
Link to site: http://www.gatewaytocollege.org/start.asp
From Philanthropy News Digest:
The Gateway to College National Network, a nonprofit organization supported by the Bill & Melinda Gates Foundation and other major grantmakers, has funds available for partnerships between colleges and K-12 school districts to implement the Gateway to College dropout recovery program.
The GtC National Network works to build the capacity of colleges, school districts, and states to revolutionize education for high school dropouts and underprepared college students so that all young people can achieve college credentials. The nationally recognized dual-credit program serves youth (ages 16 to 21) who have dropped out of school or are significantly behind in credits and unlikely to graduate. GtC classes are taught on the college campus. After completing a program of developmental skills courses in a learning community of their peers, students transition to regular college classes where they continue working toward their high school diploma and, simultaneously, an associate's degree.
The initial start-up funding from GtCNN pays for planning and early implementation costs. The programs are then funded through formal partnerships between colleges and school districts. K-12 districts provide funds on a per-pupil basis to cover the cost of tuition, books, and support staff. Colleges can work with multiple school district partners.
The network currently serves programs at thirty-one community colleges in seventeen states.
This year, GtCNN will select up to nine college/K-12 partnerships to enter into multiyear contracts of between $300,000 and $450,000 each. In addition to start-up funds, successful applicants will receive training, technical assistance, professional development opportunities, and program evaluation — from the initial year of planning and training through program implementation — for as long as the program remains in the network.
The network has identified the following target states for the current round of funding: Alabama, Arizona, California, Florida, Georgia, Indiana, Kentucky, Louisiana, Michigan, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee, Texas, and Washington.
Successful applicants for start-up funds will demonstrate flexible systems that allow students to earn a high school diploma (either through the college or in cooperation with a K-12 partner) and provide access to public K-12 education funds for high school completion; strong partnerships between the college and the local school district(s) involved in program implementation; the desire to embrace the GtC academic approach and student support strategies at every level throughout the college; and, compatibility of the GtC model with the mission and vision of the college and school district in order to support the required commitment to working with dropout youth.
Visit the Gateway to College National Network Web site for complete program guidelines and application information.
From Philanthropy News Digest:
The Gateway to College National Network, a nonprofit organization supported by the Bill & Melinda Gates Foundation and other major grantmakers, has funds available for partnerships between colleges and K-12 school districts to implement the Gateway to College dropout recovery program.
The GtC National Network works to build the capacity of colleges, school districts, and states to revolutionize education for high school dropouts and underprepared college students so that all young people can achieve college credentials. The nationally recognized dual-credit program serves youth (ages 16 to 21) who have dropped out of school or are significantly behind in credits and unlikely to graduate. GtC classes are taught on the college campus. After completing a program of developmental skills courses in a learning community of their peers, students transition to regular college classes where they continue working toward their high school diploma and, simultaneously, an associate's degree.
The initial start-up funding from GtCNN pays for planning and early implementation costs. The programs are then funded through formal partnerships between colleges and school districts. K-12 districts provide funds on a per-pupil basis to cover the cost of tuition, books, and support staff. Colleges can work with multiple school district partners.
The network currently serves programs at thirty-one community colleges in seventeen states.
This year, GtCNN will select up to nine college/K-12 partnerships to enter into multiyear contracts of between $300,000 and $450,000 each. In addition to start-up funds, successful applicants will receive training, technical assistance, professional development opportunities, and program evaluation — from the initial year of planning and training through program implementation — for as long as the program remains in the network.
The network has identified the following target states for the current round of funding: Alabama, Arizona, California, Florida, Georgia, Indiana, Kentucky, Louisiana, Michigan, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee, Texas, and Washington.
Successful applicants for start-up funds will demonstrate flexible systems that allow students to earn a high school diploma (either through the college or in cooperation with a K-12 partner) and provide access to public K-12 education funds for high school completion; strong partnerships between the college and the local school district(s) involved in program implementation; the desire to embrace the GtC academic approach and student support strategies at every level throughout the college; and, compatibility of the GtC model with the mission and vision of the college and school district in order to support the required commitment to working with dropout youth.
Visit the Gateway to College National Network Web site for complete program guidelines and application information.
Barbara Bush Foundation for Family Literacy 2012 National Grant Competition- Deadline 9/9/11
Link to RFP: http://www.barbarabushfoundation.com/site/c.jhLSK2PALmF/b.4344531/k.BD31/Home.htm
From Philanthropy News Digest:
The Barbara Bush Foundation for Family Literacy has announced its 2012 National Grant competition, which supports nonprofits working to develop or expand projects designed to promote the literacy skills of adult primary caregivers and their children.
In order to be considered eligible for a grant, applicant organizations must have current nonprofit or public status, have been in existence two or more years as of the date of the application, and have maintained fiscal accountability. Applicants must operate an instructional literacy program that has been in existence for at least two years and must include one or more of the following components: literacy for adults, parent education, pre-literacy or literacy instruction for children pre-K to grade 3, and/or intergenerational literacy activities.
A total of approximately $650,000 will be awarded; no grant request should exceed $65,000.
Visit the Barbara Bush Foundation Web site for complete program guidelines and application instructions.
From Philanthropy News Digest:
The Barbara Bush Foundation for Family Literacy has announced its 2012 National Grant competition, which supports nonprofits working to develop or expand projects designed to promote the literacy skills of adult primary caregivers and their children.
In order to be considered eligible for a grant, applicant organizations must have current nonprofit or public status, have been in existence two or more years as of the date of the application, and have maintained fiscal accountability. Applicants must operate an instructional literacy program that has been in existence for at least two years and must include one or more of the following components: literacy for adults, parent education, pre-literacy or literacy instruction for children pre-K to grade 3, and/or intergenerational literacy activities.
A total of approximately $650,000 will be awarded; no grant request should exceed $65,000.
Visit the Barbara Bush Foundation Web site for complete program guidelines and application instructions.
Monday, June 27, 2011
GEAR UP- Due July 14, 2011
Link to announcement in Federal Register: http://www.gpo.gov/fdsys/pkg/FR-2011-06-14/pdf/2011-14736.pdf
Purpose of Program: The GEAR UP program is a discretionary grant program that provides financial support for academic and related support services that eligible low-income students, including students with disabilities, need to enable them to obtain a secondary school diploma and to prepare for and succeed in postsecondary education.
Priorities: This notice contains two competitive preference priorities and one invitational priority.
Background: The President has set a clear goal for our education system: By 2020, the United States will once again lead the world in college completion. To achieve this goal, the Department has consistently encouraged four key reforms to improve elementary and secondary education—in particular the Department is seeking to: improve the effectiveness of teachers and school leaders and promote equity in the distribution of effective teachers and school leaders; strengthen the use of data to improve teaching and learning;provide high-quality instruction based on rigorous college- and career-ready standards and measure students’ mastery of standards using high-quality assessments aligned with those standards; and turn around the lowes tperforming schools.
The Department views the GEAR UP program as a critical component in the effort to improve the quality of secondary schools so that more students are well prepared for college and careers. In order to more strategically align GEAR UP with these overarching reform strategies for school improvement, the Department is announcing two competitive preference priorities for this competition. The Department also proposes one invitational priority for this competition.
We are using two priorities from the Department’s notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 15, 2010 (75 FR 78486).
The Department is using Competitive Preference Priority 1—Turning Around Persistently Lowest-Achieving Schools because an essential element in strengthening our education system is dramatic improvement of student performance in each State’s persistently lowest-achieving schools. These schools often require intensive interventions to improve the school culture and climate, strengthen the school staff and instructional program, increase student attendance and enrollment in advanced courses, provide more time for learning, and ensure that social services and community support are available for students in order to raise student achievement, graduation rates, and college enrollment rates. In addition, students in these schools can benefit from participating in programs, such as GEAR UP, that offer additional services designed to increase student success.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $102,211,000. Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2012 from the list of unfunded applicants from this competition.
Estimated Range of Awards: $100,000–$7,000,000.
Estimated Average Size of Awards: $1,161,489.
III. Eligibility Information
1. Eligible Applicants: Partnership consisting of (A) one or more local educational agencies (LEA), and (B) one or more degree granting institutions of higher education (IHE). Partnerships may also contain not less than two other community organizations or entities, such as businesses, professional organizations, State agencies, institutions or agencies sponsoring programs authorized under the Leveraging Educational Assistance
Purpose of Program: The GEAR UP program is a discretionary grant program that provides financial support for academic and related support services that eligible low-income students, including students with disabilities, need to enable them to obtain a secondary school diploma and to prepare for and succeed in postsecondary education.
Priorities: This notice contains two competitive preference priorities and one invitational priority.
Background: The President has set a clear goal for our education system: By 2020, the United States will once again lead the world in college completion. To achieve this goal, the Department has consistently encouraged four key reforms to improve elementary and secondary education—in particular the Department is seeking to: improve the effectiveness of teachers and school leaders and promote equity in the distribution of effective teachers and school leaders; strengthen the use of data to improve teaching and learning;provide high-quality instruction based on rigorous college- and career-ready standards and measure students’ mastery of standards using high-quality assessments aligned with those standards; and turn around the lowes tperforming schools.
The Department views the GEAR UP program as a critical component in the effort to improve the quality of secondary schools so that more students are well prepared for college and careers. In order to more strategically align GEAR UP with these overarching reform strategies for school improvement, the Department is announcing two competitive preference priorities for this competition. The Department also proposes one invitational priority for this competition.
We are using two priorities from the Department’s notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 15, 2010 (75 FR 78486).
The Department is using Competitive Preference Priority 1—Turning Around Persistently Lowest-Achieving Schools because an essential element in strengthening our education system is dramatic improvement of student performance in each State’s persistently lowest-achieving schools. These schools often require intensive interventions to improve the school culture and climate, strengthen the school staff and instructional program, increase student attendance and enrollment in advanced courses, provide more time for learning, and ensure that social services and community support are available for students in order to raise student achievement, graduation rates, and college enrollment rates. In addition, students in these schools can benefit from participating in programs, such as GEAR UP, that offer additional services designed to increase student success.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $102,211,000. Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2012 from the list of unfunded applicants from this competition.
Estimated Range of Awards: $100,000–$7,000,000.
Estimated Average Size of Awards: $1,161,489.
III. Eligibility Information
1. Eligible Applicants: Partnership consisting of (A) one or more local educational agencies (LEA), and (B) one or more degree granting institutions of higher education (IHE). Partnerships may also contain not less than two other community organizations or entities, such as businesses, professional organizations, State agencies, institutions or agencies sponsoring programs authorized under the Leveraging Educational Assistance
Wednesday, June 1, 2011
THE JOBS AND INNOVATION ACCELERATOR CHALLENGE- Deadline for letter of intent June 10
Link to full announcement: http://www.eda.gov/PDF/JobsAccelerator_FFO.pdf
Regions across the nation can compete for complementary Federal resources that will be targeted to address the gaps and opportunities specific to their self-identified, high-potential industry clusters. The Jobs Accelerator leverages existing financial and technical resources from 16 Federal agencies and bureaus to support the development of approximately 20 high-growth industry clusters selected through a competitive inter-agency grant process. Funds awarded to the winning applicants can be used to achieve measurable outcomes such as commercialization, business formation, expansion of existing businesses, job creation, and exports. Total proposed funding for the Jobs Accelerator is approximately $33 million in direct Federal support from funding agencies, subject to the availability of appropriations.
The funding agencies are the Department of Commerce's Economic Development Administration, the Department of Labor's Employment and Training Administration, and, subject to the availability of appropriations, the Small Business Administration. This collaboration is designed to allow applicants to submit one application to access three complementary Federal sources to comprehensively support cluster development, and applicants must apply for all three funding sources available under the Jobs Accelerator FFO. Awards are expected to range from approximately $1.5 million to $2.2 million per cluster through the three funding agencies, and matching funds are required for a portion of the funding.
For prospective applicants, the EDA, ETA and SBA will hold an information teleconference on June 7, 2011. Please visit the Jobs and Innovation Accelerator Challenge website for the teleconference registration requirements and protocols, http://www.eda.gov/InvestmentsGrants/jobsandinnovationchallenge
Regions across the nation can compete for complementary Federal resources that will be targeted to address the gaps and opportunities specific to their self-identified, high-potential industry clusters. The Jobs Accelerator leverages existing financial and technical resources from 16 Federal agencies and bureaus to support the development of approximately 20 high-growth industry clusters selected through a competitive inter-agency grant process. Funds awarded to the winning applicants can be used to achieve measurable outcomes such as commercialization, business formation, expansion of existing businesses, job creation, and exports. Total proposed funding for the Jobs Accelerator is approximately $33 million in direct Federal support from funding agencies, subject to the availability of appropriations.
The funding agencies are the Department of Commerce's Economic Development Administration, the Department of Labor's Employment and Training Administration, and, subject to the availability of appropriations, the Small Business Administration. This collaboration is designed to allow applicants to submit one application to access three complementary Federal sources to comprehensively support cluster development, and applicants must apply for all three funding sources available under the Jobs Accelerator FFO. Awards are expected to range from approximately $1.5 million to $2.2 million per cluster through the three funding agencies, and matching funds are required for a portion of the funding.
For prospective applicants, the EDA, ETA and SBA will hold an information teleconference on June 7, 2011. Please visit the Jobs and Innovation Accelerator Challenge website for the teleconference registration requirements and protocols, http://www.eda.gov/InvestmentsGrants/jobsandinnovationchallenge
Monday, May 16, 2011
National Resource Center for the First-Year Experience and Students in Transition Invites Research Applications- Deadline July 1, 2011
From Philanthropy News Digest:
National Resource Center for the First-Year Experience and Students in Transition Invites Research Applications
Based at the University of South Carolina, the National Resource Center for the First-Year Experience and Students in Transition works to support and advance efforts to improve student learning and transitions into and through higher education.
The center's Paul P. Fidler Research Grant is designed to encourage the development and dissemination of knowledge that has the potential to improve the experiences of college students in transition. The grant competition is open to faculty, staff, and graduate students who plan to conduct research on issues of college student transitions. Cross-institutional research teams are encouraged to apply.
The grant award includes a cash stipend of $5,000; travel to the Eighteenth National Conference on Students in Transition (November 2011), at which the award will be presented; travel to the Nineteenth National Conference on Students in Transition (November 2012), at which the winner's research findings will be reported; award announcement on the National Resource Center Web page and in print publications; and priority consideration for publication by the National Resource Center.
Complete program guidelines and the application form are available at the National Resource Center Web site.
Link to RFP: http://sc.edu/fye/research/grant/index.html
National Resource Center for the First-Year Experience and Students in Transition Invites Research Applications
Based at the University of South Carolina, the National Resource Center for the First-Year Experience and Students in Transition works to support and advance efforts to improve student learning and transitions into and through higher education.
The center's Paul P. Fidler Research Grant is designed to encourage the development and dissemination of knowledge that has the potential to improve the experiences of college students in transition. The grant competition is open to faculty, staff, and graduate students who plan to conduct research on issues of college student transitions. Cross-institutional research teams are encouraged to apply.
The grant award includes a cash stipend of $5,000; travel to the Eighteenth National Conference on Students in Transition (November 2011), at which the award will be presented; travel to the Nineteenth National Conference on Students in Transition (November 2012), at which the winner's research findings will be reported; award announcement on the National Resource Center Web page and in print publications; and priority consideration for publication by the National Resource Center.
Complete program guidelines and the application form are available at the National Resource Center Web site.
Link to RFP: http://sc.edu/fye/research/grant/index.html
FIPSE's FY 2011 Comprehensive Program Competition Has Been Cancelled
"The FY 2011 Comprehensive Program of the Fund for the Improvement of Postsecondary Education (FIPSE) has been cancelled. For more information, please go to the Applicant Information page for the Comprehensive Program, which can be found at http://www2.ed.gov/programs/fipsecomp/applicant.html.
Interest in FIPSE and its Comprehensive Program is much appreciated. Despite the Comprehensive Program’s cancellation, FIPSE encourages continued efforts toward improving educational practice at the postsecondary level."
Interest in FIPSE and its Comprehensive Program is much appreciated. Despite the Comprehensive Program’s cancellation, FIPSE encourages continued efforts toward improving educational practice at the postsecondary level."
Thursday, April 28, 2011
FIPSE- Deadline May 23, 2011
Link to announcement in Federal Register: http://www.gpo.gov/fdsys/pkg/FR-2011-03-22/pdf/2011-6640.pdf
Document Type: Grants Notice
Funding Opportunity Number: ED-GRANTS-032211-001
Opportunity Category: Discretionary
Posted Date: Mar 22, 2011
Creation Date: Mar 22, 2011
Original Closing Date for Applications: May 23, 2011 Applications Available: March 22, 2011. Deadline for Transmittal of Applications: May 23, 2011.
Current Closing Date for Applications: May 23, 2011 Applications Available: March 22, 2011. Deadline for Transmittal of Applications: May 23, 2011.
Archive Date: Jun 22, 2011
Funding Instrument Type: Grant
Category of Funding Activity: Education
Category Explanation:
Expected Number of Awards: 28
Estimated Total Program Funding: $20,347,000
Award Ceiling: $750,000
Award Floor:
CFDA Number(s): 84.116 -- Fund for the Improvement of Postsecondary Education
Cost Sharing or Matching Requirement: No
Eligible Applicants
Public and State controlled institutions of higher education
Private institutions of higher education
Others (see text field entitled "Additional Information on Eligibility" for clarification)
Additional Information on Eligibility:
Eligible Applicants: IHEs or combinations of IHEs and other public and private nonprofit institutions and agencies.
Agency Name
Department of Education
Document Type: Grants Notice
Funding Opportunity Number: ED-GRANTS-032211-001
Opportunity Category: Discretionary
Posted Date: Mar 22, 2011
Creation Date: Mar 22, 2011
Original Closing Date for Applications: May 23, 2011 Applications Available: March 22, 2011. Deadline for Transmittal of Applications: May 23, 2011.
Current Closing Date for Applications: May 23, 2011 Applications Available: March 22, 2011. Deadline for Transmittal of Applications: May 23, 2011.
Archive Date: Jun 22, 2011
Funding Instrument Type: Grant
Category of Funding Activity: Education
Category Explanation:
Expected Number of Awards: 28
Estimated Total Program Funding: $20,347,000
Award Ceiling: $750,000
Award Floor:
CFDA Number(s): 84.116 -- Fund for the Improvement of Postsecondary Education
Cost Sharing or Matching Requirement: No
Eligible Applicants
Public and State controlled institutions of higher education
Private institutions of higher education
Others (see text field entitled "Additional Information on Eligibility" for clarification)
Additional Information on Eligibility:
Eligible Applicants: IHEs or combinations of IHEs and other public and private nonprofit institutions and agencies.
Agency Name
Department of Education
Thursday, March 24, 2011
Promise Neighborhoods- comments open
Reprinted from March 17, 2011 OVAE Connection Newsletter:
On March 10, 2011, Secretary of Education Arne Duncan submitted a Federal Register Notice announcing the Department of Education’s proposed priorities for the Promise Neighborhoods Program. The proposed priorities for the competition are now available for public comment through April 11, 2011, and include both planning and implementation grants. The level and allocation of funds among the grant types are contingent upon the final Fiscal Year 2011 budget.
The competitive grants provide funds to design comprehensive approaches for addressing challenges faced by students living in communities with concentrated poverty. Promise Neighborhoods projects are intended to support organizations that have a strategy for building a continuum of solutions, and have the capacity to achieve results for this population. The solutions must be designed to improve significantly the educational and developmental outcomes of children and youths from birth through college and a career. Under the proposed priorities, nonprofits, institutions of higher education and Indian tribes would be eligible for grants.
We encourage interested parties to review Proposed Implementation Grant Priority 8: Family Engagement in Learning Through Adult Education—a priority for applicants with plans that are coordinated with adult education providers serving neighborhood residents, such as those funded through the Adult Education and Family Literacy Act, as amended—given in the full list of proposed grant planning priorities.
Link to announcement: http://www.federalregister.gov/articles/2011/03/10/2011-5543/promise-neighborhoods-program
For info, contact: Jill Staton. Telephone: (202) 453-6615
On March 10, 2011, Secretary of Education Arne Duncan submitted a Federal Register Notice announcing the Department of Education’s proposed priorities for the Promise Neighborhoods Program. The proposed priorities for the competition are now available for public comment through April 11, 2011, and include both planning and implementation grants. The level and allocation of funds among the grant types are contingent upon the final Fiscal Year 2011 budget.
The competitive grants provide funds to design comprehensive approaches for addressing challenges faced by students living in communities with concentrated poverty. Promise Neighborhoods projects are intended to support organizations that have a strategy for building a continuum of solutions, and have the capacity to achieve results for this population. The solutions must be designed to improve significantly the educational and developmental outcomes of children and youths from birth through college and a career. Under the proposed priorities, nonprofits, institutions of higher education and Indian tribes would be eligible for grants.
We encourage interested parties to review Proposed Implementation Grant Priority 8: Family Engagement in Learning Through Adult Education—a priority for applicants with plans that are coordinated with adult education providers serving neighborhood residents, such as those funded through the Adult Education and Family Literacy Act, as amended—given in the full list of proposed grant planning priorities.
Link to announcement: http://www.federalregister.gov/articles/2011/03/10/2011-5543/promise-neighborhoods-program
For info, contact: Jill Staton. Telephone: (202) 453-6615
Wednesday, March 23, 2011
Career Pathways Innovation Fund Grants Program - SGA-DFA-PY-10-06 - Deadline March 31, 2011
The U.S. Department of Labor (DOL or the Department) announces the availability of up to $122 million in grant funds to be awarded under the Career Pathways Innovation Fund (CPIF) Solicitation for Grant Applications (SGA, or Solicitation). Based on statutory requirements, at least $65 million of the total designated funds will be reserved for projects that focus on the health care sector. Four types of entities are eligible to apply as lead grantees: Local Workforce Investment Boards (LWIBs), individual community and technical colleges, community college districts, and state community college systems. For the total amount of funds available through this SGA, DOL intends to fund approximately 40 to 50 grants ranging from $1 million to $5 million. In addition, DOL intends to reserve funding of approximately $6.25 million of the total appropriation to award additional funding to support grantee efforts to conduct a third-party evaluation of the grant activities.
http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-06.pdf
http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-06.pdf
Green Jobs Innovation Fund - SGA-DFA-PY-10-07 - Deadline March 29, 2011
The Department of Labor's Employment and Training Administration (ETA) announces the availability of approximately $40 million in grant funds authorized by the Workforce Investment Act of 1998, Title I, Subtitle D, Section 171(d), Public Law 105-220 for the Green Jobs Innovation Fund (GJIF) to increase the number of individuals completing training programs who receive industry-recognized credentials and to increase the number of individuals completing training programs for employment in green jobs. ETA proposes to fund approximately five to eight grants to national and statewide organizations with local affiliates with existing career training programs to provide technical and basic skills training that lead to green job opportunities in at least six communities per grant with this SGA. With these grants, the Department is emphasizing critical steps along green career pathways by: 1) forging linkages between Registered Apprenticeship and pre-apprenticeship programs, and/or 2) integrating the delivery of technical and basic skills training through community-based partnerships.
Link to full announcement: http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-07.pdf
Link to full announcement: http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-07.pdf
Bank of America Launches 2011 Neighborhood Excellence Initiative- Deadline June 1
Bank of America Launches 2011 Neighborhood Excellence Initiative
The Neighborhood Excellence Initiative, the Bank of America Foundation's signature philanthropic program, is designed to recognize, nurture, and reward community-based organizations, local heroes, and student leaders working to improve their communities. The program, which takes place annually in forty-five Bank of America markets in the United States as well as London, is focused on areas of critical importance to community well-being, including education, community development/neighborhood preservation, arts and culture, and health and human services.
The program has three components:
1) The Neighborhood Builders program provides two outstanding nonprofit/charitable organizations in the forty-five eligible markets with operating support and rigorous leadership training. Neighborhood Builders recipients are awarded $200,000 ($100,000 annually for two years) in general operating support. They also benefit from specially designed leadership development programs for their senior executives and emerging leaders. Senior executives gather for two four-day workshops covering a range of topics, including strategic thinking, business planning in tough economic times, leadership development and succession planning, long-term business growth, and building a diverse funding base. Emerging leaders gather for three four-day workshops covering a range of topics, including developing organizational management skills, managing strategic opportunities, forging alliances, and building communities. Applicants must be registered nonprofit organizations that are based in and serve communities in the forty-five eligible Neighborhood Excellence Initiative markets. (Deadline: June 1, 2011.)
2) The Local Heroes program honors community champions who are working to measurably improve their communities and who inspire others to get involved.
3) The Student Leaders program seeks to further develop the leadership skills of students who demonstrate a passion for improving their communities.
Complete program guidelines, a list of eligible markets, and the online application process are available at the Bank of America Web site: http://www.bankofamerica.com/foundation/index.cfm?template=fd_grantapp
The Neighborhood Excellence Initiative, the Bank of America Foundation's signature philanthropic program, is designed to recognize, nurture, and reward community-based organizations, local heroes, and student leaders working to improve their communities. The program, which takes place annually in forty-five Bank of America markets in the United States as well as London, is focused on areas of critical importance to community well-being, including education, community development/neighborhood preservation, arts and culture, and health and human services.
The program has three components:
1) The Neighborhood Builders program provides two outstanding nonprofit/charitable organizations in the forty-five eligible markets with operating support and rigorous leadership training. Neighborhood Builders recipients are awarded $200,000 ($100,000 annually for two years) in general operating support. They also benefit from specially designed leadership development programs for their senior executives and emerging leaders. Senior executives gather for two four-day workshops covering a range of topics, including strategic thinking, business planning in tough economic times, leadership development and succession planning, long-term business growth, and building a diverse funding base. Emerging leaders gather for three four-day workshops covering a range of topics, including developing organizational management skills, managing strategic opportunities, forging alliances, and building communities. Applicants must be registered nonprofit organizations that are based in and serve communities in the forty-five eligible Neighborhood Excellence Initiative markets. (Deadline: June 1, 2011.)
2) The Local Heroes program honors community champions who are working to measurably improve their communities and who inspire others to get involved.
3) The Student Leaders program seeks to further develop the leadership skills of students who demonstrate a passion for improving their communities.
Complete program guidelines, a list of eligible markets, and the online application process are available at the Bank of America Web site: http://www.bankofamerica.com/foundation/index.cfm?template=fd_grantapp
Friday, February 11, 2011
Grant for FBCOs- Reintegration of Ex-Offenders – Adult Program Grants- Due March 17, 2011
Link to announcement: http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-10-2011.pdf
Summary:
SUMMARY: The Employment and Training Administration (“ETA”), U.S. Department of Labor (“Department”), announces the availability of $11.7 million dollars to serve adult ex-offenders returning to their communities. The Department expects to award approximately 10 grants of approximately $1,170,000 each for a 27-month period of performance. Grants will be awarded to faith-based and community organizations (FBCOs) to provide pre-release and post-release services to ex-offenders returning to high-poverty, high-crime communities. These services will include job training and employment preparation, mentoring, and assistance connecting to supportive services such as housing, substance abuse programs, and mental health treatment. Specifically, the employment component of the grant will focus on the development of employment opportunities in in-demand occupations, including emerging “green” jobs. Applicants must describe their community’s need for reentry services and the degree to which reentry is an issue; describe their program’s design to provide services to adult ex-offenders that will result in employment in in-demand industries, including “green” jobs; and provide evidence of partnerships with the criminal justice system, local Workforce Investment Boards and One-Stop Career Centers, the local public housing authority and other providers of housing services, and mental health and substance abuse treatment service providers.
Summary:
SUMMARY: The Employment and Training Administration (“ETA”), U.S. Department of Labor (“Department”), announces the availability of $11.7 million dollars to serve adult ex-offenders returning to their communities. The Department expects to award approximately 10 grants of approximately $1,170,000 each for a 27-month period of performance. Grants will be awarded to faith-based and community organizations (FBCOs) to provide pre-release and post-release services to ex-offenders returning to high-poverty, high-crime communities. These services will include job training and employment preparation, mentoring, and assistance connecting to supportive services such as housing, substance abuse programs, and mental health treatment. Specifically, the employment component of the grant will focus on the development of employment opportunities in in-demand occupations, including emerging “green” jobs. Applicants must describe their community’s need for reentry services and the degree to which reentry is an issue; describe their program’s design to provide services to adult ex-offenders that will result in employment in in-demand industries, including “green” jobs; and provide evidence of partnerships with the criminal justice system, local Workforce Investment Boards and One-Stop Career Centers, the local public housing authority and other providers of housing services, and mental health and substance abuse treatment service providers.
Thursday, February 10, 2011
Garrett A. Morgan Technology and Transportation Education Program - Deadline Feb. 22, 2011
STATEMENT OF PURPOSE
The purpose of the Garrett A. Morgan Technology and Transportation Education Program (GAMTTEP) is to improve the preparation of students, particularly women and minorities, in science, technology, engineering, and mathematics (STEM) through curriculum development and other activities related to transportation.
LEGISLATIVE AUTHORITY
The authority to award a grant for this effort is found in the Safe, Accountable, Flexible, Efficient, Transportation Equity Act: A Legacy for Users (SAFETEA-LU), Section 5204 (d)(1) (Public Law 109-59, 119 Stat. 1144 (Aug 10, 2005)) which states, “The Secretary shall establish the Garrett A. Morgan Technology and Transportation Education Program to improve the preparation of students, particularly women and minorities, in science, technology, engineering, and mathematics through curriculum development and other activities related to transportation. (2) Authorized activities--The Secretary shall award grants under this subsection on the basis of competitive peer review. Grants awarded under this subsection may be used for enhancing science, technology, engineering, and mathematics at the elementary and secondary school level through such means as--(A) internships that offer students experience in the transportation field; (B) programs that allow students to spend time observing scientists and engineers in the transportation field; and (C)
A. FUNDING
Currently, total federal funding in the amount of $1,100,000 is available for up to 11 awards. Note: The Government reserves the right to award less than the anticipated number of awards and less than the estimated amount per grantee.
B. COST SHARING OR MATCHING
Although this program does not require cost sharing or matching, eligible parties are encouraged to contribute resources as well as leverage the resources of partners to achieve more significant outcomes and ensure an institutional financial commitment to the project.
C. NUMBER OF AWARDS ANTICIPATED
FHWA intends to award up to 11 grants as a result of this RFA.
D. PERIOD OF PERFORMANCE
The project period for this grant is one year. Projects will be funded for one year without the possibility of automatic renewal.
E. TYPE OF AWARD
Type of Award: Discretionary grants
A. ELIGIBLE APPLICANTS
Local educational agencies (LEAs) and State educational agencies (SEAs) are eligible to apply for these grants. (See Definitions section below for the meaning of a LEA and SEA). Applications will be rejected if they are not received from a LEA or SEA. Applicants must verify in Attachment A that they meet the eligibility requirements. Institutions of higher education, businesses, or other entities may enter into a partnership agreement with a LEA or SEA to assist with program activities.
Link to full application: http://apply07.grants.gov/apply/opportunities/instructions/oppDTFH61-11-RA-00002-cfda20.215-instructions.pdf
The purpose of the Garrett A. Morgan Technology and Transportation Education Program (GAMTTEP) is to improve the preparation of students, particularly women and minorities, in science, technology, engineering, and mathematics (STEM) through curriculum development and other activities related to transportation.
LEGISLATIVE AUTHORITY
The authority to award a grant for this effort is found in the Safe, Accountable, Flexible, Efficient, Transportation Equity Act: A Legacy for Users (SAFETEA-LU), Section 5204 (d)(1) (Public Law 109-59, 119 Stat. 1144 (Aug 10, 2005)) which states, “The Secretary shall establish the Garrett A. Morgan Technology and Transportation Education Program to improve the preparation of students, particularly women and minorities, in science, technology, engineering, and mathematics through curriculum development and other activities related to transportation. (2) Authorized activities--The Secretary shall award grants under this subsection on the basis of competitive peer review. Grants awarded under this subsection may be used for enhancing science, technology, engineering, and mathematics at the elementary and secondary school level through such means as--(A) internships that offer students experience in the transportation field; (B) programs that allow students to spend time observing scientists and engineers in the transportation field; and (C)
A. FUNDING
Currently, total federal funding in the amount of $1,100,000 is available for up to 11 awards. Note: The Government reserves the right to award less than the anticipated number of awards and less than the estimated amount per grantee.
B. COST SHARING OR MATCHING
Although this program does not require cost sharing or matching, eligible parties are encouraged to contribute resources as well as leverage the resources of partners to achieve more significant outcomes and ensure an institutional financial commitment to the project.
C. NUMBER OF AWARDS ANTICIPATED
FHWA intends to award up to 11 grants as a result of this RFA.
D. PERIOD OF PERFORMANCE
The project period for this grant is one year. Projects will be funded for one year without the possibility of automatic renewal.
E. TYPE OF AWARD
Type of Award: Discretionary grants
A. ELIGIBLE APPLICANTS
Local educational agencies (LEAs) and State educational agencies (SEAs) are eligible to apply for these grants. (See Definitions section below for the meaning of a LEA and SEA). Applications will be rejected if they are not received from a LEA or SEA. Applicants must verify in Attachment A that they meet the eligibility requirements. Institutions of higher education, businesses, or other entities may enter into a partnership agreement with a LEA or SEA to assist with program activities.
Link to full application: http://apply07.grants.gov/apply/opportunities/instructions/oppDTFH61-11-RA-00002-cfda20.215-instructions.pdf
Friday, February 4, 2011
Next Generation Learning- Wave 2- Deadline March 4
Link to announcement: http://nextgenlearning.org/the-grants/learn-more/
Link to RFP: http://nextgenlearning.org/sites/site-1/assets/Final_RFP.2.pdf
What is the timeline for Wave 2?
January 19, 2011 RFPs announced
March 4, 2011 Pre-proposals due
April 11, 2011 Invitations for full proposals issued
May 13, 2011 Full proposals due
June 13, 2011 Awards announced
EDUCAUSE is requesting the submission of grant applications for Wave II of the Next Generation Learning Challenges program.
Next Generation Learning Challenges is a collaborative, multiyear grant program aimed at dramatically increasing college readiness and completion through applied technology. Grant money will be issued in multiple funding "waves" launched approximately every six to twelve months.
Wave II focuses on addressing a single, complex challenge: How technology-enabled instructional and assessment materials may fundamentally alter and improve mastery of 7th-9th grade-level Common Core State Standards-aligned content with deeper learning competencies, which are critical to college and career readiness.
This second wave of the NGLC presents one single, integrated challenge comprised of two highly interdependent elements: 1) next-generation approaches to student learning of content with deeper learning competencies; and 2) next-generation assessments. Successful applicants will design, present, and demonstrate efficacy of technology-enabled learning environments that embed assessments. Learning environments should be structured as “learning modules,” which the program defines as Common Core Standards-based content that would typically be covered in a four- to eight-week period of a traditional course of study. Proposals should make clear and explicit how such modules would fit into larger semester or year-long learning sequences (of, for example, algebra or U.S. history) and how their embedded assessment capabilities will capture Common Core Standards-based performance data.
Awards will be made at one of two levels: 1) For proof of concept, awards of up to $250,000 each will be made for periods not to exceed fifteen months (with the option of a six-month no-cost extension); and 2) For early stage adoption, awards of up to $500,000 each will be made for periods not to exceed fifteen months (with the option of a six-month no-cost extension).There is a possibility that projects demonstrating particular effectiveness and proof of or potential for wide adoption will receive additional funds in a future wave of funding.
Visit the Next Generation Learning Web site for compete program guidelines and an updated FAQ.
SOURCE: http://foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=324500031
Link to RFP: http://nextgenlearning.org/sites/site-1/assets/Final_RFP.2.pdf
What is the timeline for Wave 2?
January 19, 2011 RFPs announced
March 4, 2011 Pre-proposals due
April 11, 2011 Invitations for full proposals issued
May 13, 2011 Full proposals due
June 13, 2011 Awards announced
EDUCAUSE is requesting the submission of grant applications for Wave II of the Next Generation Learning Challenges program.
Next Generation Learning Challenges is a collaborative, multiyear grant program aimed at dramatically increasing college readiness and completion through applied technology. Grant money will be issued in multiple funding "waves" launched approximately every six to twelve months.
Wave II focuses on addressing a single, complex challenge: How technology-enabled instructional and assessment materials may fundamentally alter and improve mastery of 7th-9th grade-level Common Core State Standards-aligned content with deeper learning competencies, which are critical to college and career readiness.
This second wave of the NGLC presents one single, integrated challenge comprised of two highly interdependent elements: 1) next-generation approaches to student learning of content with deeper learning competencies; and 2) next-generation assessments. Successful applicants will design, present, and demonstrate efficacy of technology-enabled learning environments that embed assessments. Learning environments should be structured as “learning modules,” which the program defines as Common Core Standards-based content that would typically be covered in a four- to eight-week period of a traditional course of study. Proposals should make clear and explicit how such modules would fit into larger semester or year-long learning sequences (of, for example, algebra or U.S. history) and how their embedded assessment capabilities will capture Common Core Standards-based performance data.
Awards will be made at one of two levels: 1) For proof of concept, awards of up to $250,000 each will be made for periods not to exceed fifteen months (with the option of a six-month no-cost extension); and 2) For early stage adoption, awards of up to $500,000 each will be made for periods not to exceed fifteen months (with the option of a six-month no-cost extension).There is a possibility that projects demonstrating particular effectiveness and proof of or potential for wide adoption will receive additional funds in a future wave of funding.
Visit the Next Generation Learning Web site for compete program guidelines and an updated FAQ.
SOURCE: http://foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=324500031
Thursday, January 27, 2011
Trade Adjustment Assistance Community College and Career Training Grant- Deadline April 12, 2011
For more information:
Abdullah.Melissa@dol.gov Phone 202-693-3346
Melissa Abdullah, Grants Management Specialist
Link to full announcement: http://www.doleta.gov/grants/find_grants.cfm
Reprinted from OVAE Connection Newsletter, January 27, 2011 edition:
On Jan. 20, the U.S. Department of Labor (DOL) announced a solicitation for grant applications under the Trade Adjustment Assistance Community College and Career Training Grant Program. DOL plans to award approximately $500 million this year through the program and a total of $2 billion over the next four years. Grants will support the development and improvement of postsecondary programs of two years or less that use evidence-based or innovative strategies to prepare students for successful careers in growing or emerging industries. The program will be administered by the Labor Department in coordination with the U.S. Department of Education. The application deadline is April 21, 2011, at 4 pm Eastern Time.
The grant program will expand opportunities for workers by: accelerating progress and reducing time to completion; improving retention and achievement rates; building instructional programs that meet industry needs; and strengthening online and technology-enabled learning. Applicants must be attending institutions of higher education as defined in Section 102 of the Higher Education Act of 1965 (20 U.S.C. 1002) which offer programs that can be completed in not more than 2 years. Grants will enable eligible institutions to expand their capacity to create new education or training programs—or improve existing ones—to meet the needs of local or regional businesses. Every state, the District of Columbia, and Puerto Rico will receive at least $2.5 million each year in grant awards, with $20 million being the highest award.
“Everyone, especially the trade-impacted workers who are the focus of this program, deserves access to the level of education necessary to obtain employment that can support a family,” said Secretary of Labor Hilda L. Solis. “These grants will help colleges create programs that make it possible for workers to come back to school and acquire skills and industry-recognized credentials needed to compete for good jobs in growing industries.”
“These grants will help educators and industry work together to ensure that more students are graduating with the skills that employers need,” said Secretary of Education Arne Duncan. “This program is not about tinkering — it’s about transformation. This is not about getting more students to enroll — it’s about getting more students to graduation day and into good jobs.”
Prospective applicants may view the online tutorial Grant Applications 101: A Plain English Guide to ETA Competitive Grants at http://www.workforce3one.org/page/grants_toolkit. The solicitation is available on http://www.grants.gov or http://www.doleta.gov/grants
Abdullah.Melissa@dol.gov Phone 202-693-3346
Melissa Abdullah, Grants Management Specialist
Link to full announcement: http://www.doleta.gov/grants/find_grants.cfm
Reprinted from OVAE Connection Newsletter, January 27, 2011 edition:
On Jan. 20, the U.S. Department of Labor (DOL) announced a solicitation for grant applications under the Trade Adjustment Assistance Community College and Career Training Grant Program. DOL plans to award approximately $500 million this year through the program and a total of $2 billion over the next four years. Grants will support the development and improvement of postsecondary programs of two years or less that use evidence-based or innovative strategies to prepare students for successful careers in growing or emerging industries. The program will be administered by the Labor Department in coordination with the U.S. Department of Education. The application deadline is April 21, 2011, at 4 pm Eastern Time.
The grant program will expand opportunities for workers by: accelerating progress and reducing time to completion; improving retention and achievement rates; building instructional programs that meet industry needs; and strengthening online and technology-enabled learning. Applicants must be attending institutions of higher education as defined in Section 102 of the Higher Education Act of 1965 (20 U.S.C. 1002) which offer programs that can be completed in not more than 2 years. Grants will enable eligible institutions to expand their capacity to create new education or training programs—or improve existing ones—to meet the needs of local or regional businesses. Every state, the District of Columbia, and Puerto Rico will receive at least $2.5 million each year in grant awards, with $20 million being the highest award.
“Everyone, especially the trade-impacted workers who are the focus of this program, deserves access to the level of education necessary to obtain employment that can support a family,” said Secretary of Labor Hilda L. Solis. “These grants will help colleges create programs that make it possible for workers to come back to school and acquire skills and industry-recognized credentials needed to compete for good jobs in growing industries.”
“These grants will help educators and industry work together to ensure that more students are graduating with the skills that employers need,” said Secretary of Education Arne Duncan. “This program is not about tinkering — it’s about transformation. This is not about getting more students to enroll — it’s about getting more students to graduation day and into good jobs.”
Prospective applicants may view the online tutorial Grant Applications 101: A Plain English Guide to ETA Competitive Grants at http://www.workforce3one.org/page/grants_toolkit. The solicitation is available on http://www.grants.gov or http://www.doleta.gov/grants
Tuesday, January 11, 2011
PG Public Grant Competition- Deadline Feb. 1
TG is pleased to announce that the Public Benefit Grant Program is now accepting Letters of Inquiry (LOIs) for projects to be funded in 2011-12. Application guidelines and materials are available online at www.tgslc.org/publicbenefit/. The LOI template must be submitted on or before Tuesday, February 1, to be considered. TG will send an e-mail within 24 hours, confirming receipt of each LOI.
As has been the case since its inception, the Public Benefit Grant Program is designed to support efforts by nonprofit educational institutions and organizations that aim to improve postsecondary access and completion. TG intends that the primary beneficiaries of these efforts, either directly or indirectly, be students who are from low- to moderate-income families.
For 2011-12, however, there are two significant changes:
1) This year, TG will consider proposals for direct service projects of up to three years. The anticipated grant range for these projects is between $75,000 and $350,000. Educational research and organizational capacity building projects remain limited to one year.
2) Within the direct service category, two-thirds of the awards will be made to organizations serving Texas students with the remaining one-third of awards made to organizations serving students outside of Texas. Awards made in the educational research and organizational capacity building categories are not subject to this geographic distribution.
The competitive grant program is open to nonprofit organizations and Title IV-eligible, nonprofit or state-supported postsecondary institutions. Other eligible entities are listed in the FAQ section at www.tgslc.org/publicbenefit/.
To learn more about the program, TG encourages prospective grantees to participate in the information session being offered online on Tuesday, January 11 at 11 a.m. (Central), or in person in El Paso on January 19 or in Houston on January 24. This session will include an overview of TG and the Public Benefit Program, explanation of the grant guidelines, and details about the changes to the application and review process. There is no cost to attend, and the recording of the online session will be posted after the event.
Early registration for the information sessions is strongly encouraged.
Please visit www.tgslc.org/publicbenefit/ for more information. If you have any questions, please contact TG's director of public benefit grants at kristin.boyer@tgslc.org or by calling (512) 219-4518.
Partnerships that involve community-based organizations are encouraged in proposed grant projects. If you have partnerships with nonprofit organizations or know of others who may benefit from attending TG's information forum, please forward this message on to anyone who may have an interest in this competitive grant program.
TG represents that there is no correlation or connection between its
selection of recipients for grant awards and an institution's or
individual's business relationship or potential business relationship
with TG. Participation in TG's Public Benefit Grant Program does not
require or impose any quid pro quo condition. If any participant
believes that a quid pro quo condition exists or may exist, it shall
call TG's ethics hotline at (877) 842-6675 or TG's Chief Ethics Officer
directly at (800) 252-9743, extension 4966, to report the condition.
As has been the case since its inception, the Public Benefit Grant Program is designed to support efforts by nonprofit educational institutions and organizations that aim to improve postsecondary access and completion. TG intends that the primary beneficiaries of these efforts, either directly or indirectly, be students who are from low- to moderate-income families.
For 2011-12, however, there are two significant changes:
1) This year, TG will consider proposals for direct service projects of up to three years. The anticipated grant range for these projects is between $75,000 and $350,000. Educational research and organizational capacity building projects remain limited to one year.
2) Within the direct service category, two-thirds of the awards will be made to organizations serving Texas students with the remaining one-third of awards made to organizations serving students outside of Texas. Awards made in the educational research and organizational capacity building categories are not subject to this geographic distribution.
The competitive grant program is open to nonprofit organizations and Title IV-eligible, nonprofit or state-supported postsecondary institutions. Other eligible entities are listed in the FAQ section at www.tgslc.org/publicbenefit/.
To learn more about the program, TG encourages prospective grantees to participate in the information session being offered online on Tuesday, January 11 at 11 a.m. (Central), or in person in El Paso on January 19 or in Houston on January 24. This session will include an overview of TG and the Public Benefit Program, explanation of the grant guidelines, and details about the changes to the application and review process. There is no cost to attend, and the recording of the online session will be posted after the event.
Early registration for the information sessions is strongly encouraged.
Please visit www.tgslc.org/publicbenefit/ for more information. If you have any questions, please contact TG's director of public benefit grants at kristin.boyer@tgslc.org or by calling (512) 219-4518.
Partnerships that involve community-based organizations are encouraged in proposed grant projects. If you have partnerships with nonprofit organizations or know of others who may benefit from attending TG's information forum, please forward this message on to anyone who may have an interest in this competitive grant program.
TG represents that there is no correlation or connection between its
selection of recipients for grant awards and an institution's or
individual's business relationship or potential business relationship
with TG. Participation in TG's Public Benefit Grant Program does not
require or impose any quid pro quo condition. If any participant
believes that a quid pro quo condition exists or may exist, it shall
call TG's ethics hotline at (877) 842-6675 or TG's Chief Ethics Officer
directly at (800) 252-9743, extension 4966, to report the condition.
Monday, January 10, 2011
Minority Serving Institution Programs- MSIP- ongoing
Link to description of program: http://www.nrc.gov/about-nrc/grants/minority-serving-institutions-program.pdf
Headquarters Office
Ms. Tuwanda M. Smith, Esq. Two White Flint North, 11545 Rockville Pike , Rockville, Maryland 20852 Email: EEOPrograms@nrc.gov Phone: 301- 415-7394
Web Site Address
http://www.nrc.gov/
Range and Average of Financial Assistance
Award amounts range from $5,400 to $117,500 with an average of $67,000 in FY2009.
Objectives
To fund minority serving programs and activities, projects, symposiums, and training for the exchange and transfer of knowledge and skills relevant to nuclear safety, security, environmental protection, or any other fields the Commission deems critical to its mission. To provide assistance for minority serving programs and activities to include, but not limited to, mentoring, leadership development, training, instruction, developmental learning, research and development, program evaluation, and technical assistance. To provide assistance to include direct institutional subsides, facilities and equipment acquisition, internships, fellowships, scholarships, and tuition and housing assistance.
Headquarters Office
Ms. Tuwanda M. Smith, Esq. Two White Flint North, 11545 Rockville Pike , Rockville, Maryland 20852 Email: EEOPrograms@nrc.gov Phone: 301- 415-7394
Web Site Address
http://www.nrc.gov/
Range and Average of Financial Assistance
Award amounts range from $5,400 to $117,500 with an average of $67,000 in FY2009.
Objectives
To fund minority serving programs and activities, projects, symposiums, and training for the exchange and transfer of knowledge and skills relevant to nuclear safety, security, environmental protection, or any other fields the Commission deems critical to its mission. To provide assistance for minority serving programs and activities to include, but not limited to, mentoring, leadership development, training, instruction, developmental learning, research and development, program evaluation, and technical assistance. To provide assistance to include direct institutional subsides, facilities and equipment acquisition, internships, fellowships, scholarships, and tuition and housing assistance.
Sunday, January 9, 2011
DHS HS-STEM Career Development Grants (CDG) for Post Secondary Institutions- Deadline 2/22/11
Link to full announcement: http://www07.grants.gov/search/search.do;jsessionid=yk1jNqTQJ54vbvpCh9NVqQgTly12vjQjSSG2sjMLMnFln0y7xLwJ!-2025565041?mode=VIEWREVISIONS&revNum=0
Eligible Applicants
Private institutions of higher education
Public and State controlled institutions of higher education
Additional Information on Eligibility:
Eligible institutions include U.S. accredited four-year colleges and universities with an existing and/or proposed homeland security-related science, technology, engineering, and mathematics (HS-STEM) research and/or education programs.
Agency Name
Office of Procurement Operations - Grants Division
Description
The Department of Homeland Security (DHS), Science and Technology Directorate (S&T), Office of University Programs (UP) is announcing the fifth annual competition for the Homeland Security Science Technology Engineering and Mathematics (HS-STEM) Career Development Grants (CDG). The CDG program enables U.S. accredited four-year colleges and universities with existing and/or proposed programs in homeland security-related science, technology, engineering or mathematics to award undergraduate scholarships and/or graduate fellowships to qualified students (refer to Section IV.C.5.c.ii) who intend to pursue homeland security scientific, technology, engineering, or mathematic careers. DHS S&T invites applications to this program from U.S. accredited four-year colleges and universities with HS-STEM curricula. Note: HS-STEM curricula are homeland security specific programs of study or concentrations within existing and/or proposed science, technology, engineering, or mathematics programs. These curricula may lead to majors, minors, certificates, or recognized concentrations in HS-STEM. DHS will support only those homeland security programs that are based on existing and/or proposed accredited science, technology, engineering, or mathematics curricula. As part of the mission, DHS S&T is responsible for providing U.S. leadership in homeland security related science and technology to protect the Nation from terrorist threats and the consequences of natural disasters. The CDG program attempts to create early and ongoing synergies between the homeland security professional and scientific communities and students studying in HS-STEM fields at the U.S. accredited four-year colleges and universities, and to ensure a steady flow of homeland security researchers and practitioners for the future.
If you have difficulty accessing the full announcement electronically, please contact:
Shareef Prater
Grants Specialist
Phone 202-447-0724 Grants Specialist
Eligible Applicants
Private institutions of higher education
Public and State controlled institutions of higher education
Additional Information on Eligibility:
Eligible institutions include U.S. accredited four-year colleges and universities with an existing and/or proposed homeland security-related science, technology, engineering, and mathematics (HS-STEM) research and/or education programs.
Agency Name
Office of Procurement Operations - Grants Division
Description
The Department of Homeland Security (DHS), Science and Technology Directorate (S&T), Office of University Programs (UP) is announcing the fifth annual competition for the Homeland Security Science Technology Engineering and Mathematics (HS-STEM) Career Development Grants (CDG). The CDG program enables U.S. accredited four-year colleges and universities with existing and/or proposed programs in homeland security-related science, technology, engineering or mathematics to award undergraduate scholarships and/or graduate fellowships to qualified students (refer to Section IV.C.5.c.ii) who intend to pursue homeland security scientific, technology, engineering, or mathematic careers. DHS S&T invites applications to this program from U.S. accredited four-year colleges and universities with HS-STEM curricula. Note: HS-STEM curricula are homeland security specific programs of study or concentrations within existing and/or proposed science, technology, engineering, or mathematics programs. These curricula may lead to majors, minors, certificates, or recognized concentrations in HS-STEM. DHS will support only those homeland security programs that are based on existing and/or proposed accredited science, technology, engineering, or mathematics curricula. As part of the mission, DHS S&T is responsible for providing U.S. leadership in homeland security related science and technology to protect the Nation from terrorist threats and the consequences of natural disasters. The CDG program attempts to create early and ongoing synergies between the homeland security professional and scientific communities and students studying in HS-STEM fields at the U.S. accredited four-year colleges and universities, and to ensure a steady flow of homeland security researchers and practitioners for the future.
If you have difficulty accessing the full announcement electronically, please contact:
Shareef Prater
Grants Specialist
Phone 202-447-0724 Grants Specialist
Historically Black Colleges and Universities Program (HBCU) - Deadline 2/24/11
Link to full announcement: https://apply07.grants.gov/apply/forms_apps_idx.html
Additional Information on Eligibility:
Colleges and universities that meet the definition of Historically Black Colleges and Universities as determined by the Department of Education in 34 CFR 608.2 in accordance with that Department's responsibilities under Executive Order 13256, dated February 12, 2002. Applicants must be accredited by a national or regional accrediting agency recognized by the U.S. Department of Education. If an applicant is one of several campuses of the same institution, the applicant may submit a separate application for each campus. If applying for funding from separate campuses of the same institution, an applicant must have a DUNS number and use the DUNS + 4 digits to identify the separate campuses from the parent university an administrative and budgeting structure independent of the other campuses in the system, and must meet the definition of an HBCU as outlined above to be eligible to receive HUD grant funds (see the General Section). Only one application can be submitted per campus. If multiple applications are submitted from the same campus, all will be disqualified. Institutions that received an HBCU grant awarded under the HBCU NOFA posted on Grants.gov July 17, 2010 are not eligible to submit an application under this NOFA.
Agency Name
Department of Housing and Urban Development
Description
The purpose of the Historically Black Colleges and Universities (HBCU) program is to assist HBCUs in expanding their role and effectiveness in addressing community development needs in their localities, including neighborhood revitalization, housing, and economic development, principally for persons of low- and moderate-income, consistent with the purpose of the Title I of Housing and Community Development Act of 1974 (42 U.S.C. § et seq.) as amended. For the purposes of this program Notice of Funding Availability (NOFA), the term “locality” includes any city, county, township, parish, village, or other general political subdivision of a state, or the U.S. Virgin Islands where the institution is located. A “target area” is the area within the locality in which the institution will implement its proposed HBCU grant. If an institution wants to provide services/activities in a location other than the target area of that institution, an applicant must provide justification in their application for why they want to do so.
If you have difficulty accessing the full announcement electronically, please contact:
Ophelia Wilson at (202) 402-4390 Program Contact
Additional Information on Eligibility:
Colleges and universities that meet the definition of Historically Black Colleges and Universities as determined by the Department of Education in 34 CFR 608.2 in accordance with that Department's responsibilities under Executive Order 13256, dated February 12, 2002. Applicants must be accredited by a national or regional accrediting agency recognized by the U.S. Department of Education. If an applicant is one of several campuses of the same institution, the applicant may submit a separate application for each campus. If applying for funding from separate campuses of the same institution, an applicant must have a DUNS number and use the DUNS + 4 digits to identify the separate campuses from the parent university an administrative and budgeting structure independent of the other campuses in the system, and must meet the definition of an HBCU as outlined above to be eligible to receive HUD grant funds (see the General Section). Only one application can be submitted per campus. If multiple applications are submitted from the same campus, all will be disqualified. Institutions that received an HBCU grant awarded under the HBCU NOFA posted on Grants.gov July 17, 2010 are not eligible to submit an application under this NOFA.
Agency Name
Department of Housing and Urban Development
Description
The purpose of the Historically Black Colleges and Universities (HBCU) program is to assist HBCUs in expanding their role and effectiveness in addressing community development needs in their localities, including neighborhood revitalization, housing, and economic development, principally for persons of low- and moderate-income, consistent with the purpose of the Title I of Housing and Community Development Act of 1974 (42 U.S.C. § et seq.) as amended. For the purposes of this program Notice of Funding Availability (NOFA), the term “locality” includes any city, county, township, parish, village, or other general political subdivision of a state, or the U.S. Virgin Islands where the institution is located. A “target area” is the area within the locality in which the institution will implement its proposed HBCU grant. If an institution wants to provide services/activities in a location other than the target area of that institution, an applicant must provide justification in their application for why they want to do so.
If you have difficulty accessing the full announcement electronically, please contact:
Ophelia Wilson at (202) 402-4390 Program Contact
Historically Black Colleges and Universities - Undergraduate Program - Deadline 2/7/11 for Letter of Interest (LOI)
Link to full announcement: http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf11519
Additional Information on Eligibility:
*Organization Limit: Proposals may only be submitted by the following: - Historically Black Colleges and Universities (HBCUs) that are accredited and offer undergraduate educational programs in science, technology, engineering and mathematics (STEM). The Principal Investigator and co-Principal Investigators for the Implementation Projects, ACE Implementation Projects, and Planning Grant proposals should be the key personnel that will be involved in the implementation of the projectThe Principal Investigator for Broadening ParticipationResearch Projects should be one of the individuals who will perform the research project. Other potential co-Principal Investigators include collaborators on the research project. At least one of the Principal Investigators must have formal training in education research or significant professional experience doing education research. The Principal Investigator for Targeted Infusion Projects should be the individual that will be involved in the implementation of the project activities.The Principal Investigator for a Research Initiation Awardshould be a faculty member in a STEM area at the HBCU.
Agency Name
National Science Foundation
Description
Historically Black Colleges and Universities (HBCUs) have awarded a large share of bachelor's degrees to African American students in science, technology, engineering and mathematics (STEM), and HBCUs are the baccalaureate origins of one-quarter to one-third of black science and engineering (S&E) doctorate recipients. To meet the Nation's accelerating demands for STEM talent, more rapid gains in achievement, success and degree production in STEM for underrepresented minority populations are needed. The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) provides awards to develop, implement, and study innovative models and approaches for making dramatic improvements in the preparation and success of underrepresented minority students so that they may participate in STEM graduate programs and the workforce. Support is available for Implementation Projects (including Achieving Competitive Excellence), Broadening Participation Research Projects, Targeted Infusion Projects, Planning Grants, Research Initiation Awards, and other funding opportunities.Implementation Projects provide support to design, implement, study, and assess comprehensive institutional efforts to increase the numbers of students and the quality of their preparation by strengthening STEM education and research. Implementation projects create and/or adapt and assess innovative models and materials for teaching and learning in STEM, embody knowledge about how students learn most effectively in STEM teaching and learning activities, and bring STEM disciplinary advances into the undergraduate experience. Proposers are encouraged to analyze the strengths and potential of the institution in STEM. Based on this analysis, they should design innovative educational strategies appropriate in content and context to increase the capacity and effectiveness of the institution to attract, retain, educate, and train underrepresented minority students in STEM. The students should graduate prepared competitively to go on to graduate school or the workforce. Transferability and dissemination of successful models, effective methods, and innovative materials for educating undergraduate STEM students are critical aspects of implementation projects. Implementation project components may include, but are not limited to: developing and assessing innovative STEM curriculum and teaching and learning techniques; using cyberinfrastructure for anytime, anywhere, anyone learning; providing novel undergraduate student development activities and educational enrichment services; enhancing undergraduate student research experiences; providing activities that promote the development of a globally engaged workforce; creating new approaches to recruitment and retention of undergraduate STEM students; providing faculty professional development in effective STEM teaching; preparing K-12 STEM teachers; addressing the critical transitions from K-12 to undergraduate, 2-year to 4-year, and undergraduate to graduate; and implementing other activities that enhance the quality and competitiveness of undergraduate STEM programs. A new focus of HBCU-UP is the recruitment and retention of Veterans in STEM fields as a means to diversify and increase the STEM workforce. Proposals that recruit a cohort of Veterans and suggest strategies to retain them, are strongly encouraged.Within this track, Achieving Competitive Excellence (ACE) Implementation Projects are intended for HBCUs with exemplary achievements and established institutionalized foundations from previous Implementation Project grants. ACE seeks ambitious, potentially transformative proposals that have the promise of significant advances in STEM undergraduate education at the institution. ACE projects should create more and varied pathways to success for STEM students by increasing intellectual resources. Possible approaches might include: establishing new collaborations and alliances with public and private research institutions, centers and national laboratories; providing access to tomorrow's science through computationally intensive tools and global networks; or increasing fiscal resources for frontier STEM education and research through innovative institutional integration, leveraging partnerships, and strong linkages with business and industry. The Broadening Participation Research in STEM Education (BPR) track (formerly Education Research Projects) provides support to research projects that seek to create and study new models and innovations in STEM teaching and learning, enhance understanding of the participation of diverse groups in STEM education, and inform STEM education practices and interventions. BPR projects add new research-based strategies and models to broadening participation in STEM and increase the capacity of scholars in minority-serving institutions to conduct this type of research. Proposed research may investigate behavioral, cognitive, affective, learning and social differences as well as organizational, institutional or systemic processes that may impact participation in STEM education. BPR projects are likely to use methods from sociology, psychology, anthropology, economics, statistics, and other social and behavioral science and education disciplines. Successful proposals will be grounded in appropriate theory and incorporate recent innovations and advances in research methodologies, conceptual frameworks and/or data gathering and analytic techniques. The goal of this track is to enhance our understanding of the underlying issues affecting the differential participation rates of students from underrepresented groups in STEM. The BPR track will catalyze acquisition of knowledge on what types of interventions have what types of impact on learning, persistence, and success in STEM for which groups under what conditions and in what contexts. The Broadening Participation Research in STEM Education track exists across programs in the Division of Human Resource Development (HRD) and may be found in the following solicitations: Louis Stokes Alliances for Minority Participation (LSAMP); Historically Black Colleges and Universities Undergraduate Program (HBCU-UP); Research in Disabilities Education (RDE); Research on Gender in Science and Engineering (GSE); and Tribal Colleges and Universities Program (TCUP). Priorities and restrictions on study populations and awardee institutions may apply depending on the HRD program to which the proposal is submitted.Targeted Infusion Projects (TIP) provide support to achieve a short-term, well-defined goal to innovate or improve the quality of undergraduate STEM education at HBCUs. Targeted Infusion Projects could develop innovative learning experiences in emerging fields of science and engineering such as energy science, climate science, and other dynamic interdisciplinary and multidisciplinary fields. Projects could develop creative uses of cyberinfrastructure for anytime, anywhere, anyone learning in STEM and next generation STEM undergraduate programs. Projects could enhance academic infrastructure by updating curriculum, modernizing laboratory research equipment, or improving the computational network array for research and education. Such approaches could help to improve the preparedness of students for graduate school and the recruitment of qualified STEM faculty. Projects could enhance existing degree programs, establish new degree programs or concentrations, secure specialized accreditation or certification, or infuse STEM programs with disciplinary field advances and evolving workforce requirements. These approaches should be aimed at improving the competitiveness of graduating students and recruiting more students to the program. Projects could build explicit collaborations between STEM disciplines and teacher education programs. Typically, projects are focused on one activity within a single STEM department; however interdisciplinary and cross-disciplinary projects are encouraged. Planning Grants provide support to undertake self-analysis of the institution's undergraduate STEM programs to identify components that need improvement or enhancement in order to provide a high quality undergraduate STEM education. Planning grants should also examine existing activities and strategies across the nation that could be implemented in a proposed project to improve the quality and competitiveness of undergraduate STEM education at the institution. The proposed activities should include an institutional STEM self-analysis leading to an action plan. This should include activities and strategies to identify the strengths, weaknesses, opportunities, and threats that affect the capacity and effectiveness of the institution to attract, retain, educate, and train underrepresented minority students in STEM and graduate them prepared competitively to go on to graduate school or the workforce. Typical activities include: data collection and analysis, stakeholder consultation, development of potential activities and strategies, site visits to model programs, and data gathering for a proposal for an Implementation Project (including ACE).Research Initiation Awards (RIA) provide support for faculty members in STEM areas at HBCUs to pursue research at an NSF-funded Center, at a research-intensive institution, or at a national laboratory. Awards are intended to help further the faculty member's research capability and effectiveness, to improve research and teaching at his or her home institution, and to involve undergraduate students in research experiences. These awards are particularly appropriate for junior faculty as a means of recruiting and retaining highly qualified scientists and engineers at HBCUs.Other funding opportunities include: Conferences, Symposia, and Workshops; EArly-concept Grants for Exploratory Research (EAGER) and Grants for Rapid Response Research (RAPID) grants; and Grant Supplements for existing awards. PIs are invited to seek supplemental support from NSF for their participating students and faculty who are accepted as participants in one of four Department of Energy initiatives: Science Undergraduate Laboratory Internships (SULI), Faculty-Student Teams (FaST), Community College Institutes (CCI),and Pre-Service Teacher (PST) Internships. The initiatives are intended to support the research opportunities in DoE national laboratories during the summer.
Additional Information on Eligibility:
*Organization Limit: Proposals may only be submitted by the following: - Historically Black Colleges and Universities (HBCUs) that are accredited and offer undergraduate educational programs in science, technology, engineering and mathematics (STEM). The Principal Investigator and co-Principal Investigators for the Implementation Projects, ACE Implementation Projects, and Planning Grant proposals should be the key personnel that will be involved in the implementation of the projectThe Principal Investigator for Broadening ParticipationResearch Projects should be one of the individuals who will perform the research project. Other potential co-Principal Investigators include collaborators on the research project. At least one of the Principal Investigators must have formal training in education research or significant professional experience doing education research. The Principal Investigator for Targeted Infusion Projects should be the individual that will be involved in the implementation of the project activities.The Principal Investigator for a Research Initiation Awardshould be a faculty member in a STEM area at the HBCU.
Agency Name
National Science Foundation
Description
Historically Black Colleges and Universities (HBCUs) have awarded a large share of bachelor's degrees to African American students in science, technology, engineering and mathematics (STEM), and HBCUs are the baccalaureate origins of one-quarter to one-third of black science and engineering (S&E) doctorate recipients. To meet the Nation's accelerating demands for STEM talent, more rapid gains in achievement, success and degree production in STEM for underrepresented minority populations are needed. The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) provides awards to develop, implement, and study innovative models and approaches for making dramatic improvements in the preparation and success of underrepresented minority students so that they may participate in STEM graduate programs and the workforce. Support is available for Implementation Projects (including Achieving Competitive Excellence), Broadening Participation Research Projects, Targeted Infusion Projects, Planning Grants, Research Initiation Awards, and other funding opportunities.Implementation Projects provide support to design, implement, study, and assess comprehensive institutional efforts to increase the numbers of students and the quality of their preparation by strengthening STEM education and research. Implementation projects create and/or adapt and assess innovative models and materials for teaching and learning in STEM, embody knowledge about how students learn most effectively in STEM teaching and learning activities, and bring STEM disciplinary advances into the undergraduate experience. Proposers are encouraged to analyze the strengths and potential of the institution in STEM. Based on this analysis, they should design innovative educational strategies appropriate in content and context to increase the capacity and effectiveness of the institution to attract, retain, educate, and train underrepresented minority students in STEM. The students should graduate prepared competitively to go on to graduate school or the workforce. Transferability and dissemination of successful models, effective methods, and innovative materials for educating undergraduate STEM students are critical aspects of implementation projects. Implementation project components may include, but are not limited to: developing and assessing innovative STEM curriculum and teaching and learning techniques; using cyberinfrastructure for anytime, anywhere, anyone learning; providing novel undergraduate student development activities and educational enrichment services; enhancing undergraduate student research experiences; providing activities that promote the development of a globally engaged workforce; creating new approaches to recruitment and retention of undergraduate STEM students; providing faculty professional development in effective STEM teaching; preparing K-12 STEM teachers; addressing the critical transitions from K-12 to undergraduate, 2-year to 4-year, and undergraduate to graduate; and implementing other activities that enhance the quality and competitiveness of undergraduate STEM programs. A new focus of HBCU-UP is the recruitment and retention of Veterans in STEM fields as a means to diversify and increase the STEM workforce. Proposals that recruit a cohort of Veterans and suggest strategies to retain them, are strongly encouraged.Within this track, Achieving Competitive Excellence (ACE) Implementation Projects are intended for HBCUs with exemplary achievements and established institutionalized foundations from previous Implementation Project grants. ACE seeks ambitious, potentially transformative proposals that have the promise of significant advances in STEM undergraduate education at the institution. ACE projects should create more and varied pathways to success for STEM students by increasing intellectual resources. Possible approaches might include: establishing new collaborations and alliances with public and private research institutions, centers and national laboratories; providing access to tomorrow's science through computationally intensive tools and global networks; or increasing fiscal resources for frontier STEM education and research through innovative institutional integration, leveraging partnerships, and strong linkages with business and industry. The Broadening Participation Research in STEM Education (BPR) track (formerly Education Research Projects) provides support to research projects that seek to create and study new models and innovations in STEM teaching and learning, enhance understanding of the participation of diverse groups in STEM education, and inform STEM education practices and interventions. BPR projects add new research-based strategies and models to broadening participation in STEM and increase the capacity of scholars in minority-serving institutions to conduct this type of research. Proposed research may investigate behavioral, cognitive, affective, learning and social differences as well as organizational, institutional or systemic processes that may impact participation in STEM education. BPR projects are likely to use methods from sociology, psychology, anthropology, economics, statistics, and other social and behavioral science and education disciplines. Successful proposals will be grounded in appropriate theory and incorporate recent innovations and advances in research methodologies, conceptual frameworks and/or data gathering and analytic techniques. The goal of this track is to enhance our understanding of the underlying issues affecting the differential participation rates of students from underrepresented groups in STEM. The BPR track will catalyze acquisition of knowledge on what types of interventions have what types of impact on learning, persistence, and success in STEM for which groups under what conditions and in what contexts. The Broadening Participation Research in STEM Education track exists across programs in the Division of Human Resource Development (HRD) and may be found in the following solicitations: Louis Stokes Alliances for Minority Participation (LSAMP); Historically Black Colleges and Universities Undergraduate Program (HBCU-UP); Research in Disabilities Education (RDE); Research on Gender in Science and Engineering (GSE); and Tribal Colleges and Universities Program (TCUP). Priorities and restrictions on study populations and awardee institutions may apply depending on the HRD program to which the proposal is submitted.Targeted Infusion Projects (TIP) provide support to achieve a short-term, well-defined goal to innovate or improve the quality of undergraduate STEM education at HBCUs. Targeted Infusion Projects could develop innovative learning experiences in emerging fields of science and engineering such as energy science, climate science, and other dynamic interdisciplinary and multidisciplinary fields. Projects could develop creative uses of cyberinfrastructure for anytime, anywhere, anyone learning in STEM and next generation STEM undergraduate programs. Projects could enhance academic infrastructure by updating curriculum, modernizing laboratory research equipment, or improving the computational network array for research and education. Such approaches could help to improve the preparedness of students for graduate school and the recruitment of qualified STEM faculty. Projects could enhance existing degree programs, establish new degree programs or concentrations, secure specialized accreditation or certification, or infuse STEM programs with disciplinary field advances and evolving workforce requirements. These approaches should be aimed at improving the competitiveness of graduating students and recruiting more students to the program. Projects could build explicit collaborations between STEM disciplines and teacher education programs. Typically, projects are focused on one activity within a single STEM department; however interdisciplinary and cross-disciplinary projects are encouraged. Planning Grants provide support to undertake self-analysis of the institution's undergraduate STEM programs to identify components that need improvement or enhancement in order to provide a high quality undergraduate STEM education. Planning grants should also examine existing activities and strategies across the nation that could be implemented in a proposed project to improve the quality and competitiveness of undergraduate STEM education at the institution. The proposed activities should include an institutional STEM self-analysis leading to an action plan. This should include activities and strategies to identify the strengths, weaknesses, opportunities, and threats that affect the capacity and effectiveness of the institution to attract, retain, educate, and train underrepresented minority students in STEM and graduate them prepared competitively to go on to graduate school or the workforce. Typical activities include: data collection and analysis, stakeholder consultation, development of potential activities and strategies, site visits to model programs, and data gathering for a proposal for an Implementation Project (including ACE).Research Initiation Awards (RIA) provide support for faculty members in STEM areas at HBCUs to pursue research at an NSF-funded Center, at a research-intensive institution, or at a national laboratory. Awards are intended to help further the faculty member's research capability and effectiveness, to improve research and teaching at his or her home institution, and to involve undergraduate students in research experiences. These awards are particularly appropriate for junior faculty as a means of recruiting and retaining highly qualified scientists and engineers at HBCUs.Other funding opportunities include: Conferences, Symposia, and Workshops; EArly-concept Grants for Exploratory Research (EAGER) and Grants for Rapid Response Research (RAPID) grants; and Grant Supplements for existing awards. PIs are invited to seek supplemental support from NSF for their participating students and faculty who are accepted as participants in one of four Department of Energy initiatives: Science Undergraduate Laboratory Internships (SULI), Faculty-Student Teams (FaST), Community College Institutes (CCI),and Pre-Service Teacher (PST) Internships. The initiatives are intended to support the research opportunities in DoE national laboratories during the summer.
Hispanic-Serving Institutions Education Grants Program - deadline 3/15/11
Eligible Applicants
Public and State controlled institutions of higher education
Private institutions of higher education
Others (see text field entitled "Additional Information on Eligibility" for clarification)
Additional Information on Eligibility:
Only public or other non-profit Hispanic-Serving Institutions are eligible to apply for this program. To qualify as an Hispanic-Serving Institution, applicants must at the time of application, have an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students.
Agency Name
National Institute of Food and Agriculture
Description
To promote and strengthen the ability of Hispanic-Serving Institutions to carry out higher education programs that attract, retain, and graduate outstanding students capable of enhancing the nation’s food, agricultural, and natural resource scientific and professional work force. Proposed projects should strengthen the ability of HSIs to enhance their Hispanic-serving capacity and attract, retain, and increase the number of Hispanics that graduate in food, agriculture, nutrition, and natural resources.
Link to full announcement: http://www.nifa.usda.gov/funding/rfas/hispanic.html
Public and State controlled institutions of higher education
Private institutions of higher education
Others (see text field entitled "Additional Information on Eligibility" for clarification)
Additional Information on Eligibility:
Only public or other non-profit Hispanic-Serving Institutions are eligible to apply for this program. To qualify as an Hispanic-Serving Institution, applicants must at the time of application, have an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students.
Agency Name
National Institute of Food and Agriculture
Description
To promote and strengthen the ability of Hispanic-Serving Institutions to carry out higher education programs that attract, retain, and graduate outstanding students capable of enhancing the nation’s food, agricultural, and natural resource scientific and professional work force. Proposed projects should strengthen the ability of HSIs to enhance their Hispanic-serving capacity and attract, retain, and increase the number of Hispanics that graduate in food, agriculture, nutrition, and natural resources.
Link to full announcement: http://www.nifa.usda.gov/funding/rfas/hispanic.html
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