Discovery Research PreK-12 (DRK-12)

Overview:

Situated at the intersection of fundamental and applied research and development, the DRK-12 program supports research projects that seek to transform and strengthen formal preK-12 STEM education through innovative approaches, tools, and practices. Studies at the intersection of fundamental and applied research will address both generalizable scientific knowledge and applied classroom strategies (Stokes, 1997). As a research program, DRK-12 aims to support continuous accumulation of knowledge about STEM teaching and learning, in particular knowledge that is relevant to, or is instrumental for, practical innovations. 

Innovations can include but are not limited to teacher preparation and professional development programs, potentially transformative teaching practices, curriculum development, development and testing of formative or summative assessment systems, instructional technologies, models of collaborative partnerships between teachers and researchers, and combinations of approaches that improve STEM learning and learning environments for students and their teachers, and provide the foundation to generalize to other contexts. Proposals are encouraged to adapt ideas, concepts, theories, practices and test them across contexts and populations. Proposals can address any STEM subject matter; interdisciplinary proposals that focus on two or more STEM domains are welcomed. The DRK-12 program invests in projects with potential to immediately address longstanding challenges, inequities, and opportunities in formal education. It also invests in proposals that anticipate and provide the foundation for preK-12 STEM education as it could be in future decades. 

Given the importance of early learning in students' STEM trajectories, the program is particularly interested in supporting research and innovations that promote high-quality and innovative STEM education in the preschool years and early elementary grades. Proposals that focus on this developmental span are encouraged to draw from knowledge and practice of teaching and learning in out-of-school and informal settings, such as families and community organizations, to enhance preK-12 formal education. DRK-12 proposals must have clear implications for and ties to learning in formal K-12 settings. Proposals situated solely in informal contexts will be returned without review. Proposals situated in informal contexts should be submitted to the Advancing Informal STEM Learning program. 

Finally, the program welcomes proposals that connect prekindergarten (PreK) through grade 12 formal education to STEM workforce development. Proposers choosing to focus on workforce development should note the following differences between the Teaching and Learning strands. Proposals submitted to the Teaching Strand that choose to focus on workforce development aspects such as teacher preparation, learning, and continuing education should align their aims and content to professional teaching and curricular standards. Proposals submitted to the Learning Strand that focus on workforce development should demonstrate

DRK-12 Program Strands 

DRK-12 proposals must be submitted to one of the program's two strands: Learning or Teaching. The program recognizes that there is overlap and interdependence among the two strands; however, each proposal should have a clear, foregrounded focus on only one strand. 

1. Teaching Strand
   Effective STEM learning requires a well-prepared, skilled, and knowledgeable STEM teacher workforce. As advances in STEM continue to unfold, teachers need support to learn about new discoveries in the STEM disciplines and how to integrate contemporary and dynamic content from STEM fields into their classroom practice. The DRK-12 program invites proposals that advance current understanding of pre- and in-service teachers' knowledge, beliefs, and practices related to STEM content and that demonstrably enhance teaching practice. The overarching goal of the Teaching Strand is to contribute to the development of a science of teaching that addresses the complexity of how people facilitate other people's STEM learning. Submissions to the Teaching Strand should describe how the proposed innovation or approach aligns with current STEM education frameworks (e.g., curriculum, pedagogies, standards). In doing so, proposals should also provide a compelling argument for how the innovation or approach would be an improvement relative to current practice, and why and how it would lead to improved teacher practices and related outcomes for teachers and students. Teaching Strand proposals should focus primarily on teacher knowledge, beliefs, and practices as the unit of analysis. Student learning outcomes can be assessed and framed as evidence of the effectiveness of innovative approaches to supporting teacher practice.
    
2. Learning Strand
   Like their teachers, students need support to learn about new discoveries in the STEM disciplines and how to integrate contemporary and dynamic STEM content into their developing understandings of the world and their place in it. The program invites proposals that seek to understand how and why novel and potentially transformative STEM education innovations or approaches may improve student learning and interest in STEM. Further, the program invites proposals that aim to provide all students with STEM learning experiences that prepare them to understand and use scientific information, to serve their communities, and prepare students for potential post-secondary education opportunities and workforce participation. Proposals submitted to the Learning Strand should describe how the proposed STEM education innovation or approach aligns with current curricular frameworks, understandings of child and youth development, and evidence of how students engage with and learn STEM content. Moreover, proposals should demonstrate how a proposed innovation would be an improvement relative to students' current opportunities to learn. Learning Strand proposals should focus primarily on student learning and other characteristics as the unit of analysis. Teacher professional development and related outcomes can also be assessed and framed as part of the innovation's efforts to support student outcomes.

DRK-12 Research Project Types (See full funding announcement for details.)

1. Exploratory
2. Design and Development
3. Impact Studies
4. Implementation and Improvement Studies
5. Measurement and Assessment
6. Syntheses

Other DRK-12 Project Types (See full funding announcement for details.)

1. NEW: Partnership Development
2. Workshops & Conferences

Other information:

Funding level ranges for research projects are as follows:
Level I = requests up to $450,000 with a duration of up to three years; 
Level II = up to $3,000,000 with a duration of up to four years; 
Level III = up to $5,000,000 with a duration of up to five years. 

Funding levels for other project types are as follows: 
Partnership Development proposals are up to $100,000 for one year; 
Synthesis proposals are up to $600,000 and three-years duration;
Workshop /Conference proposals are up to $200,000 and one-year duration.

NSF Implementation of Recent Executive Orders 

Clif Family Foundation Open Call Grants Program

Overview:

We believe that much of our nation's needed innovation will spring from grassroots organizations' daily efforts in local communities. The foundation has been proud to support hundreds of nonprofits that are working tirelessly to transform our food system, revitalize the environment, and enhance community health. We aspire to transform food systems, revitalize the environment, and enhance community health. We envision a healthy, just, ecologically thriving world for all people. 

Clif Family Foundation currently offers two types of grants, Open Call and By Invitation Only. 

Priority is given to applicants that:
•    Advance our strategic priorities and align with our values
•    Focus their work primarily in the United States and its unincorporated territories 
•    Demonstrate strong community ties 
•    Have operating budgets under $3MM 
•    Operate at the grassroots level to implement change at the local, state or national stage 

Values:
•    People Power: People most impacted by health, climate, and food systems challenges are foremost to design, develop, and implement solutions. 
•    Transformation: Systemic change is needed to address the root causes of societal problems and enable people to reach their full human potential. 
•    JEDI: Justice, Equity, Diversity, and Inclusion are essential to the effectiveness, long-term health, and well-being of all people. JEDI compels us to continuously progress toward a deeper understanding of the fundamental roles played by oppression. 
•    Collaboration: Partnerships are essential to achieve the mission, foster learning, and enable trusting relationships. 
•    Creativity: Ingenuity and imagination, coupled with listening and learning, generate effective new ideas and help solve long-standing problems. 
•    Joy: Joyful approaches in our philanthropic work enliven positive human potential that furthers efforts for change. 
•    Nature: Diverse connections with the natural world inspire us to learn from, respect, and support regenerative solutions. 

Priorities:
•    Regenerative and Organic Farming--Accelerate the adoption of regenerative farming practices, including organic, climate-resilient, equitable, and agroecological approaches. 
•    Food Production Workers’ Health and Safety--Amplify efforts to secure healthy, safe, just, and empowering working and living conditions for food production workers. 
•    Climate Justice--Expand community-centered solutions to climate change that build resilience and empower those who have been historically marginalized. 
•    Healthy Food Access--Advance food systems’ changes that make healthy and sustainably produced food accessible, affordable, and culturally appropriate. 
•    Inclusive Outdoor Access--Catalyze solutions that expand access to safe places to enable healthy physical activity and improve mental health. 
•    Indoors and Outdoors Safe from Pollution--Promote preventative health approaches by identifying and eliminating toxics from our air, water, soil, and human-made materials.

Other information:

he Foundation reviews applications twice a year. Deadlines are March 1 and August 1.

Grant announcements occur approximately four months after the deadline. Typical grants range from $5,000 - $50,000 and last for one year.

Interlinkages and Innovation for Future Societies

Overview:

The Toyota Foundation Research Grant Program, Interlinkages and Innovation for Future Societies, invites research proposals that address social issues with an awareness of the “connections” among people, between people and nature, and between people and things and technologies. This is based on the belief that in order to realize an affluent and harmonious world, we need to fundamentally reexamine existing social systems and design the future from the perspective of interlinkages.

In evaluating proposals, the Research Grant Program will place emphasis on the interdisciplinary nature of the research, the diversity of the participants, international perspectives, and the impacts on society. It invites ambitious projects that transcend conventional research activities, which often contribute only to the academic world, to address important social issues. It will support researchers who boldly challenge the world and encourage the transformation of social systems using a free-thinking approach that is not constrained by existing values.

Targeted Projects 

(1) Joint research projects conducted by two persons or more are eligible. 

(2) Project representatives must have a contact address in Japan and must be 45 years old or under on the date when the grant begins. 

● Project team members other than the representatives are not subject to any restrictions with regard to age or residency. 

● Neither representatives nor team members of the project are subject to any restrictions with regard to nationality, academic or career background, or institutional affiliation. The research grant program welcomes applications from a variety of people, including practitioners, who are involved in civil society activities such as those by NGOs or NPOs, and independent researchers. 

● Grant recipients (project representatives) are required to maintain close communication with the Toyota Foundation program officers during the grant period. 

(3) Projects will have a clear idea of the social issues that they address and will include concrete plans and ideas toward the transformation of social systems. Projects will also aim to actively share research findings with the wider society. 

• We value trial and error and unintended developments in research activities. However, we require researchers to go beyond simply sticking to research alone to take into consideration the specific ways for sharing and implementing their research findings with the wider society. We place particular emphasis on sharing with society through policy recommendations, construction of models, and the development of platforms and/or networks.  

Solicitation limitations:

No limitations are placed on proposals with regard to the nationality of the project representative or participants; nor is there any restriction with regard to their affiliation (or lack thereof) with a university, research institute, NPO/NGO, or other organization.

Other information:

Grant Period: Two years (Nov 1, 2025 to Oct 31, 2027)

Application Language: English or Japanese

Applications are due June 6, 2025 (until 3:00 p.m. Japan Standard Time).

Project representatives must be 45 years old or under on the day of the beginning of the grant.

Project representatives must have a contact address in Japan.

Projects must be Joint research conducted by two persons or more.

Traffic on the Toyota Foundation website may increase immediately prior to the application deadline (June 6, 2025, 3:00 p.m.), making it impossible in some cases to submit a project proposal, so we recommend that you apply as early as possible.

Pathways to Enable Open-Source Ecosystems (POSE)

Overview:

The purpose of the POSE program is to support a new pathway for translating research or innovation results by supporting managing organizations that facilitate the creation and growth of sustainable, high-impact OSEs around already-developed open-source products, tools, and artifacts. The POSE program aims to grow the community of researchers who develop and contribute to OSE efforts, and enable pathways to intentionally transition promising, robust open-source innovations into self-sustaining OSEs that could lead to new technology products or services with broad societal impacts.

This solicitation seeks two types of proposals, allowing teams to propose specific activities to scope and plan the establishment of an OSE (Phase I), and to establish a sustainable OSE based on a robust open-source product that shows promise in the ability to both meet an emergent societal or national need and build a community to help develop it (Phase II).

Phase I: OSE Scoping and Planning Proposals
Phase I projects are for open-source research products with a small community of external users though the product may not necessarily have external content developers. The objectives of Phase I projects are to: (1) enable scoping activities that will inform the transition of promising research products that are already available in open-source formats into sustainable and robust OSEs that will have broad societal impacts, and (2) provide training to teams interested in building such an OSE.

Each Phase I proposal must describe the current context and, to the extent known at the time of the Phase I proposal, the long-term vision and potential impact of the proposed OSE. The proposals should also include specific scoping activities that will inform plans for ecosystem discovery; organizational and governance structure; continuous development, integration, and deployment of the open-source product(s); and community building for users and intellectual content developers. Phase I scoping activities are intended to help teams determine (a) whether their open-source product is suitable and ready to be transitioned into an OSE; (b) whether there is a user base that is ready to serve as early adopters; and (c) whether there is a distributed intellectual content developer community that can help develop and maintain the core product going forward.

Phase II: Establishment and Expansion Proposals Phase II projects are for open-source research products with a small community of external users and external content developers. The objective of Phase II projects is to support the transition of a promising open-source product into a sustainable and robust OSE. Phase II proposals are expected to have conducted the scoping activities (not necessarily via a Phase I award) needed to develop a detailed project plan to support the community-driven distributed development and deployment of successful open-source tools into operational environments. The proposals must include a community outreach plan that outlines activities to engage the intended intellectual content developer community that will further develop and maintain the technology and identifies user communities and/or organizations that will serve as early adopters of the technology.

Each Phase II proposal must describe the current context and the long-term vision and impact of the proposed OSE. The proposal should also include a well-developed, cohesive plan for building an OSE, including ecosystem establishment/growth, organizational and governance structure, a framework for continuous development, integration, and deployment of the technology, methods for evaluating the OSE's effectiveness, and activities to ensure security and privacy, build the community, and sustain the ecosystem.

Solicitation limitations:

By the submission deadline, any PI, co-PI, or other senior project personnel must hold either:

• a tenured or tenure-track position, or
• a primary, full-time, paid appointment in a research or teaching position

Phase I awardees are not obligated to submit Phase II proposals in the future.
An NSF POSE Phase I award is not required for the submission of a Phase II proposal.

Other information:

Phase I proposals are limited to a total budget of $300,000 with durations of up to one year.  

Phase II proposals are limited to a total budget of $1,500,000 with durations of up to two years.

Importantly, the POSE program is not intended to fund the development of open-source products, including tools and artifacts. The POSE program is also not intended to fund existing well-resourced, open-source communities or ecosystems. Instead, the program aims to support new managing organizations to catalyze distributed, community-driven development and growth of new OSEs.

2025 Research Grants on Reducing Inequality

Overview:

This program funds research studies that aim to build, test, or increase understanding of programs, policies, or practices to reduce inequality in the academic, social, behavioral, or economic outcomes of young people ages 5-25 in the United States, along dimensions of race, ethnicity, economic standing, language minority status, or immigrant origins.

We fund:

• Descriptive studies that describe, explore, or explain how programs, practices, or policies reduce inequality
•  Intervention studies that provide causal evidence on the effectiveness of programs or policies for reducing inequality
• Measurement development studies that can enhance the work of researchers, practitioners, or policymakers to reduce inequality

Background 
Our focus on reducing inequality grew out of our view that research can do more than help us understand the problem of inequality—it can generate effective responses. We believe that it is time to build stronger bodies of knowledge on how to reduce inequality in the United States and to move beyond the mounting research evidence about the scope, causes, and consequences of inequality. 
 
Research Interests 
Our research interests center on studies that examine ways to reduce inequality in youth outcomes. We welcome descriptive studies that clarify mechanisms for reducing inequality or elucidate how or why a specific program, policy, or practice operates to reduce inequality. We also welcome intervention studies that examine attempts to reduce inequality. Finally, we welcome studies that improve the measurement of inequality in ways that can enhance the work of researchers, practitioners, or policymakers.

Recognizing that findings about programs and practices that reduce inequality will have limited societal impact until the structures that create inequality in the first place have been transformed, the Foundation is particularly interested in research to uproot systemic racism and the structural foundations of inequality that limit the life chances of young people.

Applications for research grants on reducing inequality must:

1. Identify a specific inequality in youth outcomes. We are especially interested in research to reduce inequality in academic, social, behavioral, or economic outcomes. 

• Show that outcomes are unequal in a brief discussion of existing literature. 

2. Highlight the main explanations for the unequal outcomes that are relevant for your study. 

• Make a convincing case for the dimension(s) of inequality the study will address. We are especially interested in research to reduce inequality along the dimensions of race, ethnicity, economic standing, sexual or gender minority status, language minority status, or immigrant origin status. 
• Be very specific in naming the groups on which the study will focus. Avoid vague terms such as “at-risk youth” or “vulnerable youth.”
• Offer a well-developed conceptualization of inequality. Avoid treating dimensions of inequality (e.g., race, economic standing) as variables without providing conceptual and/or theoretical insight into why and how the identified inequality exists. 

• Research that focuses on a dimension other than race, ethnicity, economic standing, sexual or gender minority status, language minority status, or immigrant origins must be in intersection with one of these dimensions. 

3. Articulate how findings from your research will help build, test, or increase understanding of a program, policy, or practice to reduce the specific inequality that you have identified. 

• Draw on extant theoretical and empirical literature to provide a rationale for why the specific programs, policies, or practices under study will equalize outcomes between groups or improve outcomes of a particular group. In other words, specify your theory of change. 
• Identify how the study will investigate this rationale to determine whether it holds up to empirical scrutiny.

Solicitation limitations:

The Foundation makes grants only to tax-exempt organizations. We do not make grants to individuals. 

We encourage proposals from organizations that are under-represented among grantee institutions, including Historically Black Colleges and Universities, Hispanic-serving Institutions, Tribal Colleges and Universities, Alaska Native Serving Institutions, Native Hawaiian-Serving Institutions, and Asian American Native American Pacific Islander Serving Institutions.

Other information:

LOI Required: The application process for all research grants begins with a letter of inquiry, a five-page proposal.

While we value research on the causes and consequences of inequality, we do not fund this work. Instead, we support research that informs or examines a policy, program, or practice response that can be implemented through an organization, institution, or system. 

Only studies that:

1. align with the stated research interests of this program and 
2. relate to the outcomes of young people between the ages of 5 and 25 in the United States are eligible for consideration.

We do not support non-research activities such as program implementation and operational costs, or make contributions to building funds, fundraising drives, endowment funds, general operating budgets, or scholarships.

Award Information
Major Research Grants 
• $100,000 to $600,000 over 2-3 years, including up to 15% indirect costs. 
• Projects involving secondary data analysis are typically at the lower end of the budget range, whereas projects involving new data collection and sample recruitment can be at the higher end. Proposals to launch experiments in which settings (e.g., classrooms, schools, youth programs) are randomly assigned to conditions are usually on the higher end. We encourage applicants pursuing cluster randomized designs to apply for additional sources of funding to ensure support for a sufficient sample. 

Officers’ Research Grants 
• $25,000–$50,000 over 1-2 years, including up to 15% indirect costs. 
• Studies may be stand-alone projects or may build off larger projects. The budget should be appropriate for the activities proposed.

Faculty Early Career Development Program (CAREER)

Overview:

This program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from early-career faculty at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.

All CAREER proposals should describe an integrated path that will lead to a successful career as an outstanding researcher and educator. NSF recognizes that there is no single approach to an integrated research and education plan, but encourages all applicants to think creatively about the reciprocal relationship between the proposed research and education activities and how they may inform each other in their career development as both outstanding researchers and educators. These plans should reflect the proposer's own disciplinary and educational interests and goals, as well as the needs and context of his or her organization. Because there may be different expectations within different disciplinary fields and/or different organizations, a wide range of research and education activities may be appropriate for the CAREER program. In addition, NSF recognizes that some investigators, given their individual disciplinary and career interests, may wish to pursue an additional activity such as entrepreneurship, industry partnerships, or policy that enhances their research and education plans.

View the funding announcement for important updates to the CAREER competition.

• The PI needs to meet all eligibility criteria as of the annual deadline
• Clarification regarding the minimum percentage appointment (tenure-track and tenure-track equivalent) for eligibility to the program 
• Only one annual deadline applies to all CAREER submissions, regardless of Directorate 
• Added guidance on the CAREER proposal submission timeline

Solicitation limitations:

An eligible Principal Investigator may submit only one CAREER proposal per annual competition. No co-PIs are permitted.

A Principal Investigator (PI) may submit only one CAREER proposal per annual competition. In addition, a Principal Investigator may not participate in more than three CAREER competitions. Proposals that are not reviewed (i.e., are withdrawn before review or are returned without review) do not count toward the three-competition limit.

Faculty members who are Associate Professors or in equivalent appointments, with or without tenure, are not eligible for the CAREER program. Faculty members who hold Adjunct Faculty or equivalent appointments are not eligible for the CAREER program

Other information:

The CAREER award, including indirect costs, is expected to total a minimum of $400,000 for the 5-year duration. Proposers must meet all of the following eligibility requirements as of the annual deadline:
•    Hold a doctoral degree in a field supported by NSF;
•    Be engaged in research in an area of science, engineering, or education supported by NSF;
•    Hold at least a 50% tenure-track (or tenure-track-equivalent) position as an assistant professor (or equivalent title);
•    Be untenured; and
•    Have not previously received a CAREER award. (Prior or concurrent Federal support for other types of awards for non-duplicative research does not preclude eligibility.)

Tenure-Track Equivalency 
For a position to be considered a tenure-track-equivalent position, it must meet all of the following requirements: 

1. the employee has a continuing appointment that is expected to last the five years of a CAREER grant; 
2. the appointment has substantial research and educational responsibilities; and 
3. the proposed project relates to the employee's career goals and job responsibilities as well as to the mission of the department or organization.

As stated in the Proposal Preparation Instructions, for non-tenure-track faculty, the Departmental Letter must affirm that the investigator's appointment is at an early-career level equivalent to pre-tenure status, and the Departmental Letter must clearly and convincingly demonstrate how the faculty member's appointment satisfies all the above requirements of tenure-track equivalency

Research Grants on Education: Large

Overview:

The Large Research Grants on Education Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets ranging from $125,000 up through $500,000 for projects ranging from one to five years.

This program is “field-initiated,” meaning that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, or method. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education. We seek to support scholarship that develops new foundational knowledge that may have a lasting impact on educational discourse.

We recognize that learning occurs across the life course as well as across settings—from the classroom to the workplace, to family and community contexts and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study that makes significant contributions to the field. We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, this program supports proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, from scholars at various stages in their career. We anticipate that proposals will span a wide range of topics and disciplines that innovatively investigate questions central to education, including for example education, anthropology, philosophy, psychology, sociology, law, economics, history, or neuroscience, amongst others.

Moreover, we expect and welcome methodological diversity in answering pressing questions; thus, we are open to projects that utilize a wide array of research methods including quantitative, qualitative, mixed-methods, ethnographies, design-based research, participatory methods, historical research, to name a few. We are open to projects that might incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, or work closely with practitioners or community members over the life of the project. In addition, we welcome proposals submitted by multidisciplinary and multigenerational teams who are positioned to both contribute to the project as well as contribute to the teaching and learning of fellow team members.

Finally, we encourage teams to thoughtfully consider and describe plans regarding the trajectories of their project’s findings, implications, and potential effects, especially how the knowledge may be shared and utilized across the field in practice, policy making, or with broader publics

Solicitation limitations:

Projects proposed may not be longer than 5 years in duration.

PIs and Co-PIs may only hold one active research grant from the Spencer Foundation at a time. (This restriction does not apply to the administering organization; organizations may submit as many proposals as they like as long as they are for different projects and have different research teams.)

PIs and Co-PIs may not submit more than one research proposal to the Spencer Foundation at a time. This restriction applies to the Small Grants Program, Large Grants Program, Racial Equity Research Grants Program, and Research-Practice Partnership Program. If the PI or any of the Co-PIs currently have a research proposal under consideration in any of these programs, they are required to wait until a final decision has been made on the pending proposal before they can submit a new proposal

Other information:

The application process begins with an Intent to Apply form. Once your Intent to Apply form has been submitted, you will have access to the Full Proposal application on your Workbench. 
Intent to Apply Deadline: May 14, 2025, 12:00 PM noon (Central/Chicago Time)
Full Proposal Deadline: June 17, 2025, 12:00 PM noon (Central/Chicago Time)

We accept applications twice a year.

We anticipate awarding grants with budgets across each of the following funding tiers -- $125,000 to 250,000; $250,001 to $375,000; and $375,001 to $500,000

U.S. Mission to Germany, Transatlantic Partnership Program

Overview:

The Public Diplomacy Section at the U.S. Mission to Germany is offering funding through the Transatlantic Partnership Program. This program aims to strengthen transatlantic relationships by promoting mutual understanding and collaboration between the United States and Germany.

The program focuses on three main objectives: 
•    Sustaining and Expanding Transatlantic Networks. 
•    Fostering Democratic Civil Societies. 
•    Building Equitable and Sustainable Economies. 

Eligible projects must feature U.S. elements, have a clear audience focus, and include a strategic implementation plan. They should enhance target audience awareness, inform attitudes, or improve skills, and include a monitoring and evaluation plan. 

The program emphasizes diversity, equity, and inclusion [MLFC’s editor note: confirm with agency PO prior to applying], ensuring that all activities are accessible and representative of the diverse political, social, and cultural life in the U.S. and abroad. Proposals should demonstrate how they will engage diverse and underserved communities and maintain a non-political character.

The Public Diplomacy Section will consider proposals from Germany-based applicants, including: 
•    Registered not-for-profit organizations, including think tanks and civil society/non-governmental organizations with a presence in Germany; 
•    Non-profit or governmental educational institutions; 
•    Governmental institutions and other public entities. 

Non-German organizations are required to partner with a German institution. We will not entertain applications from U.S. or third-country organizations that cannot show evidence of a German partner institution.

Sample Projects which could be eligible for funding: 
•    Workshops for experts/practitioners/educators and youth audiences (high school through university students and young professionals) focused on countering malign influence, countering extremism, or media literacy. 
•    Trainings or activities to empower advocacy for shared democratic values. 
•    Youth leadership and civic engagement programs. 
•    Green innovation and energy transformation hackathons for German students. 
•    Digital economy and innovation summits bringing together young innovators, policymakers, and business leaders from the United States and Germany.

Other information:

Programs starting August 1, 2025: Submit by May 30, /2025
Length of Performance Period: Up to 24 months with options for non-competitive continuation (NCC) subject to availability of funds, satisfactory progress of the program, and a determination that continued funding would be in the best interest of the U.S. Department of State.
Cost Sharing or Matching: Applicants are not required to include third-party funding in their project proposals, but applications with cost-sharing will be given special consideration during merit review.

Internationalizing Teacher Prep & Innovations in Internationalization

Overview:

The Longview Foundation builds purposeful partnerships between state government, NGOs, colleges of education, and communities to integrate global competence into teacher and student experiences to prepare them for tomorrow. The tradition of supporting teachers and working with myriad policy and non-governmental partners to deliver high-quality international educational experiences to students.

As a small foundation, the Longview Foundation must focus its resources in order to have impact. Trustees have identified K-12 education in the U.S. as their area of interest and only fund projects that directly support building global perspectives in teachers and students. Proposals funded will advance the field or impact significant numbers of students.

Longview funds proposals for one-year grants focused on increasing global dimensions within K-12 education in the U.S. submitted using one of the following strategies. Successful applications will contribute to the field and/or will impact significant numbers of students.

We are placing a priority on applications that support professional development for teachers, globalizing career pathways, using AI to bring the world into your classroom, fostering civic discourse, and access to strong on-line global content in the categories as described below.

Innovations in Internationalization -- We seek to weave global competence into the fabric of school and teacher experiences to engage and inspire the people living in them to want to connect more meaningfully to the world.

We believe that there are many catalysts for public dialogue and that making global–local connections and encouraging shared cultural experiences contribute to a sense of place and communal identity.

Our innovations work specifically supports strategic, field–building activities that help address gaps in knowledge or capacity. Advancement of global education in new and creative mechanisms is particularly of interest. Previous grants in this field have ranged from connecting schools with communities around international children’s literature to building professional development resources for teachers that internationalize the U.S. History perspectives taught in middle and high school.

Learn more about the work we have supported and about current funding strategies in the innovations category.

Internationalizing Teacher Preparation -- As economic, social, and technological transformations link us in unprecedented ways, the critical role of teachers in preparing young people for a new global reality has never been clearer; yet, few teachers begin their careers with the deep knowledge and robust skills necessary to bring the world into their classrooms.

In February 2008, the Longview Foundation brought together leaders in education, government, and other sectors to examine what is currently being done in schools, colleges, and departments of education to prepare future teachers for the new global reality and to generate momentum to do more. The result was the commissioning of a new report and funding stream for Longview.

Teacher Preparation for the Global Age: The Imperative for Change, highlights promising practices identified during this meeting and subsequent discussions and suggests a framework for internationalizing the education of all pre–service teachers and increasing the number of world language teachers, especially in less commonly taught languages.

Teacher preparation programs that have been comprehensively internationalized ensure that the following actions occur:

• General education coursework helps each prospective teacher to develop deep knowledge of at least one world region, culture, or global issue, and facility in one language in addition to English.

• Professional education courses teach the pedagogical skills to enable future teachers to teach the global dimensions of their subject matter.

• Field experiences for faculty and students support the development of pre–service teachers’ global perspectives and contribute the broader research base of the aligned strategic plan.

• More teachers are prepared to teach less commonly taught languages and language education pedagogy is updated based on current research and best practice.

• There are incentives, not barriers, to faculty at all levels engaging in this work.

In addition, since the publication of the report, the following elements have been identified as critical to comprehensive, sustainable internationalization for today’s teacher education programs:

• Programs and courses are creating and utilizing formative and summative assessments to evaluate the effectiveness of new strategies in developing the global competence of prospective teachers.

• Technology is integrated into the student experience to enhance instructional practice and to facilitate connections to the world.

• Prerequisites for language study are in place and opportunities to build further proficiency and language application exist during students’ course of study.

• Key partnerships locally, regionally, and nationally exist and larger reform initiatives tie back to campus and college’s strategic plans.

• All work aligns to the global aspects of the college and campus strategic vision.

Though the strategies outlined in this report have begun to represent a consensus on the best way forward, we hope they will continue to inspire and challenge teacher preparation to embrace its pivotal role in educating teachers to better prepare tomorrow’s citizens for their roles in the world. We know this is just a beginning. Please share your ideas and examples with us!

Learn more about our fellows program, other work we have supported and about current funding strategies in the teacher preparation category.

Other information:

The grant application process has three stages:
1) an eligibility quiz, 2) a short form Letter of Intent, 3) and a Full Proposal by invitation only. 

The foundation is interested in supporting activities that have other sources of funding and can demonstrate sustainability beyond the grant period.

Most grants will be between $15,000 and $25,000.