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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

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.

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.

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

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

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.

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