Early Childhood Welfare, Early Childhood Education and Play, and Parenting Education (LOI)

Overview:

The Caplan Foundation for Early Childhood is an incubator of promising research and development projects that appear likely to improve the welfare of young children, from infancy through 7 years, in the United States.

Welfare is broadly defined to support, acculturation, societal integration and childcare. Grants are only made if a successful project outcome will likely be of significant interest to other professionals, within the grantee’s field of endeavor, and would have a direct benefit and potential national application.

The Foundation’s goal is to provide seed money to implement those imaginative proposals that exhibit the greatest chance of improving the lives of young children, on a national scale. Because of the Foundation’s limited funding capability, it seeks to maximize a grant's potential impact.

The Foundation provides funding in the following areas:

• Parenting Education
  To help parents create nurturing environments for their children, we support programs that teach parents about developmental psychology, cultural child rearing differences, pedagogy, issues of health, prenatal care and diet, as well as programs which provide both cognitive and emotional support to parents.
• Early Childhood Welfare
  Providing a safe and nurturing environment is essential as is imparting the skills of social living in a culturally diverse world. Therefore, the Foundation supports projects that seek to perfect child rearing practices and to identify models that can provide creative, caring environments in which all young children thrive.
• Early Childhood Education and Play
  We seek to improve the quality of both early childhood teaching and learning, through the development of innovative curricula and research based pedagogical standards, as well as the design of imaginative play materials and learning environments.

There are many proposals that we do not consider because they do not meet the criteria stated in our website. We strive to fund ideas that are adventurous, thoughtful and challenge the status quo. They should have a fresh concept (not rehash an older idea) and a defined method of implementation that promotes new approaches and understanding of early childhood and pushes the boundaries of academic, social and cultural studies and practices. 

Other information:

Application Process
The Foundation employs a two-step grant application process that includes the submission of both a Letter of Inquiry (LOI) and a Full Proposal–the latter only by those applicants requested to do so. This ensures that consideration of Full Proposals is limited to those applications that strictly comply with the Foundation’s programmatic guidelines.

The next deadline for submitting a LOI is May 31, 2025.

Applicants must submit Letters of Inquiry by clicking on the Email your Letter of Inquiry button below. Once a Letter of Inquiry is received by the Foundation, the Directors will determine if the proposed program fits the Foundation’s funding guidelines. Successful applicants will be invited via email to submit Full Proposals.

NSF 24-587 Research on the Science and Technology Enterprise: Indicators, Statistics, and Methods

Overview:

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF Supports analytic and methodological research focused on improving NSCSES data quality, as well as education and training in the use of large-scale nationally representative datasets to advance the understanding of the science and technology enterprise.

NCSES' core mission areas are:

• The collection, acquisition, analysis, reporting, and dissemination of statistical data on science, engineering, technology and research and development related to the United States and other nations;
• Support of research that uses NCSES data;
• Methodological research in areas related to its work; and
• Education and training of researchers in the use of large-scale nationally representative data sets

To that end, NCSES invites proposals for individual or multi-investigator research projects, doctoral dissertation improvement awards, conferences, experimental research, survey research and data collection, and dissemination projects under its program for Research on the Science and Technology Enterprise: Indicators, Statistics, and Methods (NCSES S&T). NCSES welcomes proposals for research, conferences, and studies to advance the understanding of the S&T enterprise and encourage development of methods that will improve the quality of our data. 

Research could include:

• improved approaches to indicator construction and presentation, new S&T indicator development, strengthening of data collection methodologies and privacy protection to improve surveys that collect S&T data, investigations of alternate data sources to study S&T topics, analyses to inform STEM education and workforce policy, and innovations in the communication of S&T statistics. 
• NCSES encourages proposals that analyze NCSES data or NCSES data in conjunction with those from other sources but does not limit the work to the analysis of the data it collects.

Potential topics for consideration include but are not limited to:

Improving analytical techniques to produce better indicators of issues related to: 

• the education and retention of scientists and engineers including minorities, women, or persons with disabilities as described in the NCSES publication Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023 | NSF - National Science Foundation, 
• the demand, supply, career pathways, and/or characteristics of science and engineering personnel, including those without bachelor’s degrees 
• outcomes and impacts of research and development (R&D) expenditures in various sectors, countries, and fields including emerging science and technology fields, 
• estimates of current and near-term future S&T resources; and (5) measures of U.S. competitiveness in S&T.
• international comparisons of S&T capabilities and activities, 
• indicators of international education and mobility of scientists and engineers, and foreign investment in S&T activities.

Developing new and/or improved methods of measuring the inputs, outputs, interactions, and social or economic impacts of S&T activities. These methods could involve the use of administrative records, social media, or novel data extraction methods.

Developing new data, analyses, and/or indicators of the globalization of science, engineering, and technology, as well as analyses leading to a better understanding of the changing global economy. This could include: 

Improving data collection methodologies for S&T surveys and censuses, including those conducted by NCSES. 

• Such studies could research improvements in the target population, sample frame, and sample design, focusing on coverage and sampling error. 
• Also included are developments of new data collection techniques and operational efficiencies such as adaptive survey design and passive data collection. 
• Studies focused on the respondent experience and reduction in respondent burden such as modular survey design are also relevant.

Improving analysis and data processing methodologies for NCSES data by researching topics such as imputation techniques, privacy protections, or data consistency with related surveys or administrative data. 

• This research could also involve investigations of linkage of alternate data sources to supplement NCSES data and reporting. 
• Pursuing innovations in the dissemination of S&T statistics to encourage communication of the information in a timely and user-friendly fashion. 
• This could include interactive visualizations, studies of user needs, and new reporting formats for indicators.

Broadening Participation In Stem:

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.
 

Solicitation limitations:

Doctoral Dissertation Research Improvement Grant proposals: The dissertation advisor must be listed as the Principal Investigator and the student must be listed as the co-Principal Investigator.

Other information:

Award Information
Estimated Number of Awards: 5 to 10 Based on the quality of proposals and the availability of awards each year.
 

DOS Mission to Uganda: U.S. Embassy Kampala Public Diplomacy APS

Overview:

The Bureau of African Affairs/Post Kampala of the U.S. Department of State is pleased to announce that funding is available through its Public Diplomacy Small Grants Program. This is an Annual Program Statement, outlining our funding priorities, the strategic themes we focus on, and the procedures for submitting requests for funding. 

Goals and Objectives 
The objectives of the Public Diplomacy Grant Program are to promote understanding and foster positive relations between the people of Uganda and the United States; reinforce shared values on the topics listed below; and connect high potential Ugandan youth and young professionals (aged 16-35) as well as established professional leaders to the American people. All programs MUST include an American cultural element, or connection with American expert(s), organization(s), or institution(s) in a specific field that will promote increased understanding of U.S. policy and perspectives. 

Priority Program Areas:
Strengthen media practitioners and institutions with U.S. principles and methods for achieving free, accurate, and objective media practices.

Strengthen media practitioners’ and consumers’ ability to detect and combat information manipulation.

Foster shared U.S. and African values on civic engagement and democratic principles among youth and young professionals, including civic education programs.

Strengthen alumni networks and associations.

Increase business skills for entrepreneurial activities for youth.

Strengthen ties between U.S. and Ugandan institutions of higher education.

Participants and Audiences: Ugandan youth and young professionals aged 16-35

Other information:

Substantial Involvement: The detailed descriptions of substantial involvement will be incorporated into the award provisions for grants issued as cooperative agreements.
•    Collaborative Program Design and Development: PDS may provide specific guidance in the design and development of the program’s objectives and activities.

•    Regular Monitoring and Reporting Requirements: PDS may require periodic progress reports, financial reports, and project updates. In addition, PDS might monitor the program through site visits, check-ins, or remote oversight to ensure compliance with the objectives of the cooperative agreement.

•    Facilitating partnerships with other U.S. Government Entities: PDS may facilitate collaborations with other U.S. government agencies or international organizations that are critical to the success of the program.

Award Information
Length of performance period: Program Performance Period: Proposed projects should be completed in 12 months or less
Number of awards anticipated: Three (3)
Award amounts: $15,000 to $40,000

Submission Dates and Times: Proposals will be accepted throughout the year. They will be reviewed according to the following schedule:

Proposals received between January 16 and March 15 will be reviewed by March 30, 2025. with responses going out by April 30.

Proposals received between March 16 and May 30 will be reviewed by June 30, 2025, with responses going out to the applicants by Aug 1, 2025.

Applications may be submitted for consideration at any time before the closing date of May 30, 2025. No applications will be accepted after that date.
 

NSF 23-510: Improving Undergraduate STEM Education: Directorate for STEM Education (IUSE: EDU)

Overview:

The IUSE: EDU program supports projects designed to contribute to a future in which all undergraduate students are fully engaged in their STEM learning. The IUSE: EDU program promotes (1) Engaged Student Learning: the development, testing, and use of teaching practices and curricular innovations that will engage students and improve learning, persistence, and retention in STEM, and (2) Institutional and Community Transformation: the transformation of colleges and universities to implement and sustain highly effective STEM teaching and learning.

NOTE: This announcement is for Institutional and Community Transformation (Capacity-Building and Level 1) proposals and Engaged Student Learning (Level 1) proposals only

All projects supported by IUSE: EDU must: 

• Demonstrate a strong rationale for project objectives or incorporate and build on educational practices that are demonstrably effective 
• Contribute to the development of exemplary undergraduate STEM education 
• Add to the body of knowledge about what works in undergraduate STEM education and the conditions that lead to improved STEM teaching and learning 
• Measure project progress and achievement of project goals 

To accomplish these goals, IUSE: EDU projects may focus their activities at any level, including the student, faculty, institutional or community levels. Development, propagation, adaptation, and transferability of evidence-based practices are also important considerations. Projects should consider designing materials and practices for use in a wide variety of institutions or institutional types. Topics of interest to the IUSE: EDU program include, but are not limited to, the following: 

• Development and study of the efficacy of innovative teaching and learning practices and resources 
• Development, testing, and dissemination of instruments for measuring student outcomes 
• Efforts to increase the diversity of the STEM workforce including K-12 teachers and/or the faculty and institutions engaged in work to improve undergraduate STEM education 
• Faculty professional development to increase the use of evidence-based teaching practices 
• Implementation of and research on sustained change processes involved in adopting evidence-based and effective instruction within or across departments, disciplines, or institutions 
• Efforts to achieve STEM educational goals through innovative partnerships, for example with community organizations, local, regional, or national industries, centers for teaching and learning, professional societies, or libraries, 
• Propagating and sustaining transformative and effective STEM teaching and learning through institutional practices or involvement of professional societies 

The IUSE: EDU program features two tracks:

Track 1: Engaged Student Learning (see full guidelines for descriptions of varying levels and their corresponding due dates)
The Engaged Student Learning (ESL) track focuses on design, development, and research projects that involve the creation, exploration, or implementation of tools, resources, and models. Projects must show high potential to increase student engagement and learning in STEM. Projects may focus directly on students or indirectly serve students through faculty professional development or research on teaching and learning. Whatever the focus, all projects should be both evidence-based and knowledge-generating, with well-developed plans to study student experiences and evaluate student outcomes. 
 
Track 2: Institutional and Community Transformation (see full guidelines for descriptions of varying levels and their corresponding due dates) 
The Institutional and Community Transformation (ICT) track funds innovative work applying evidence-based practices that improve undergraduate STEM education and research on the organizational change processes involved in implementing evidence-based practices. The emphasis of this track is on systemic change that may be measured at the departmental, institutional, or multi-institutional level, or across communities of STEM educators and/or educational researchers.

Solicitation limitations:

Limit on Number of Proposals per PI or co-PI: 3
An individual may serve as PI or co-PI on no more than three IUSE: EDU proposals submitted during the period of October 1 through September 30. This eligibility constraint will be strictly enforced. In the event that an individual exceeds this limit, proposals will be accepted based on earliest date and time of proposal submission (i.e., the first three proposals will be accepted and the remainder will be returned without review). No exceptions will be made.
 

Other information:

Important Information And Revision Notes and Update: (Replaces: NSF 21-579)

The IUSE: EDU program team will host webinars in which key features and expectations of the IUSE: EDU program will be discussed. Information about the webinars will be posted to the IUSE: EDU program webpage: https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem-education-education.

DUE DATES
Deadline of January 15, 2025 is for Institutional and Community Transformation (Capacity-Building and Level 1) proposals and Engaged Student Learning (Level 1) proposals only

AWARD INFORMATION
ESL Level 1 projects have a maximum award of $400,000 and a maximum duration of three years.
ICT Level 1 proposals have a maximum award size of $400,000 and a maximum duration of three years. 
ICT Capacity-Building proposals may be submitted as individual or collaborative projects. The maximum award size is $200,000 for a single institution proposal or $400,000 for a multi-institution proposal. The maximum duration of both single and multi-institutional proposals is two years.

The IUSE: EDU program team will host webinars in which key features and expectations of the IUSE: EDU program will be discussed. Information about the webinars will be posted to the IUSE: EDU program webpage: https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem-education-education.
 

Research Grants on Improving the Use of Research Evidence

Overview:

This program supports research on strategies focused on improving the use, usefulness, and impact of evidence in ways that benefit young people ages 5-25 in the United States. We welcome impact studies that test strategies for improving research use as well as whether improving research use leads to improved youth outcomes. We also welcome descriptive studies that reveal the strategies, mechanisms, or conditions for improving research use. Finally, we welcome measurement studies that explore how to construct and implement valid and reliable measures of research use.

We are particularly interested in research on ways to improve the use of research evidence by state and local policymakers, mid-level managers, and intermediaries. These decision-makers play important roles in deciding which programs, practices, and tools to adopt; deliberating ways to improve existing services; shaping the conditions for implementation; and making resource allocation decisions.

We invite studies from a range of disciplines, fields, and methods, and we encourage investigations into various youth-serving systems, including justice, housing, child welfare, mental health, and education. Previous studies have drawn on conceptual and empirical work from political science, communication science, knowledge mobilization, implementation science, and organizational psychology, among other areas.

Finally, we welcome critical perspectives that inform studies’ research questions, methods, and interpretation of findings.

We welcome studies that pursue one of three aims:
1.    Building, identifying, or testing ways to improve the use of existing research evidence
This may include:
-    Studies of strategies, mechanisms, or conditions that foster more routine and constructive uses of existing research evidence by decision-makers.
-    Studies that test the effects of deliberate efforts to improve routine and beneficial uses of research in decision-making.

2.    Building, identifying, or testing ways to facilitate the production of new research evidence that responds to decision-makers’ needs
This may include:
-    Studies to identify strategies for altering the incentive structures or organizational cultures of research institutions so that researchers conduct more practice- or policy-relevant studies and are rewarded for producing research that decision-makers consider useful.
-    Studies to identify the relationships and organizational structures that lead to the prioritization of decision-makers’ needs in developing research agendas.
-    Studies that examine ways to optimize organized collaborations among researchers, decision-makers, intermediaries, and other stakeholders to benefit youth.

3.    Testing whether and under what conditions using research evidence improves decision-making and youth outcomes
This may include:
-    Studies that examine the impact of research use on youth outcomes and the conditions under which using research evidence improves outcomes.
-    The notion that using research will improve youth outcomes is a long-standing assumption, but there is little evidence to validate it. We suspect that the impact of research on outcomes may depend on a number of conditions, including the quality of the research and the quality of research use. One hypothesis is that the quality of the research and the quality of research use will work synergistically to yield strong outcomes for youth.
-    Studies to identify and test other conditions under which using research evidence improves youth outcomes.

These research interests call for a range of methods, including experimental or observational research designs, comparative case studies, or systematic reviews.

Solicitation limitations:

Eligible Studies
•    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. Applications for ineligible projects are screened out without further review.

Other information:

Award Information
Major research grants
$100,000 to $1,000,000 over 2-4 years, including up to 15% indirect costs.

Officers’ research grants
$25,000–$50,000 over 1-2 years, including up to 15% indirect costs.

2025 Deadlines
Major Research Grants: January 8  |  May 7  |  August 6    
Officers' Research Grants: January 8  |  August 6

AWS Education Equity Initiave

Overview:

Since launching in 2006, Amazon Web Services has been providing world-leading cloud technologies that help any organization and any individual build solutions to transform industries, communities, and lives for the better.
As part of Amazon, we strive to be Earth’s most customer-centric company. We work backwards from our customers’ problems to provide them with cloud infrastructure that meets their needs, so they can reinvent continuously and push through barriers of what people thought was possible.
The AWS Education Equity Initiative expands access to future skills education for underserved learners globally. Amazon is committing up to $100 million in AWS credits and technical expertise to support socially-minded organizations develop innovative digital learning solutions that utilize cloud and AI technologies.
By future skills education, we refer to skills, knowledge and behaviors that help learners gain access to, and maintain jobs in today's increasingly tech-driven world. We welcome organizations' definitions of future skills education and you are able to share this as part of the application.
AWS will evaluate applications based on:
•    Succinct articulation of challenge(s) being faced by underrepresented and underserved learners in accessing future skills learning opportunities
•    Comprehensiveness of how proposed learning solution addresses challenge(s) outlined
•    Focus of learning solution on underserved and underrepresented communities and learners
•    Focus on skills, knowledge, and behaviors helping learners access and maintain jobs in an increasingly technology-driven world
•    Succinctly defined milestones along with timeline
•    Clearly defined impact metrics
•    Detailing and applicability of AWS services within the project scope
•    Viability of proposed sustainability plan
•    Cloud building capacity
 

Other information:

Award Information: Selected organizations will receive AWS credits to build and scale learning solutions and targeted technical advising from AWS Solutions Architects. 

Research on Innovative Technologies for Enhanced Learning (RITEL)

Overview:

The purpose of the Research on Innovative Technologies for Enhanced Learning (RITEL) program is to support early-stage research in emerging technologies for teaching and learning that respond to pressing needs in authentic (real-world) educational environments. RITEL supports future-oriented exploratory and synergistic research in emerging technologies (including, but not limited to, artificial intelligence (AI), robotics, and immersive or augmenting technologies) for teaching and learning. The program accepts proposals that focus on learning, teaching, or a combination of both. The scope of the program is broad and includes teaching and learning in science, technology, engineering, and mathematics (STEM) and in foundational areas that enable STEM (e.g., self-regulation, literacy, communication, collaboration, creativity, and socio-emotional skills). RITEL supports research in all learning contexts (e.g., formal, informal, workplace) and for all learner populations. RITEL has a special interest in diverse learner/educator populations and in developing new educational technologies that are cost-effective for budget-limited school districts, colleges and universities. 

Research in this program should be informed by the convergence (synthesis) of multiple disciplines: e.g., learning sciences; discipline-based education research; computer and information science and engineering; design; and cognitive, behavioral, and social sciences. RITEL is unique in its requirement that projects must advance research in both learning (and/or teaching) and technology.

RITEL is an exploratory research program that serves as an incubator to support cutting-edge research in advanced learning and teaching 4 technologies. Research should be theory-driven and apply human-centered design methods to explore proof-of-concept or feasibility of innovative learning technologies in support of new learning and/or teaching experiences. Emerging and innovative technologies have the potential to reshape teaching and learning processes, which in turn can influence new technology designs. RITEL encourages projects that explore new ideas and involve risk.

RITEL is unique in its requirement that projects must advance fundamental research in both learning (and/or teaching) and technology.

Projects that broaden participation, expand STEM pathways, ensure educational equity, or otherwise promote diversity, inclusion, and access in STEM education and careers are strongly encouraged. RITEL encourages proposals from Minority-Serving Institutions (MSIs).

All projects must be framed in terms of a pressing need in an authentic educational environment. The research should address a meaningful and practical teaching and/or learning problem identified by educators and/or other stakeholders who have expertise in the specific context.

This program supports a broad range of projects across: 
-Content areas: STEM and other foundational areas supported by NSF that enable STEM learning and teaching (e.g., self-regulation, literacy, communication, collaboration, creativity, curiosity, and social skills). 
-Populations and contexts: learners, teachers, mentors, educators, and other workers in formal (e.g., K12, higher education) or informal settings; and individual, collective, and collaborative learning and teaching across the lifespan.

The primary goal should be investigating a new technology in the context of advancing teaching and/or learning. RITEL will not fund projects that are primarily about development of a technology.

All projects must have clear research objectives that integrate teaching and/or learning and technology research to advance the respective fields (e.g., learning sciences, discipline-based education research, computer and information sciences, engineering, and/or social, cognitive, and behavioral sciences) as described below:

Teaching and/or learning research 
-For teaching, this includes researching new teaching processes and approaches (e.g., andragogy and pedagogy). 
-For learning, this includes researching new learning processes, principles, and theories (e.g., cognitive, behavioral, affective, socio-cultural, social, epistemological, problem-based, project-based, developmental, and other perspectives).

Technology research 
-Examples of emerging technology research include (but are not limited to): AI-driven technologies; virtual, immersive, embodied, interactive, or augmented environments; multimodal modeling/sensing of cognitive or affective states; language and speech processing; learning analytics and dashboards; and robotics. 
-The technology research must advance fields involving computer science, information science, and/or engineering. 
-It is insufficient to simply implement or test an existing technology, even if innovative. Incremental advances in existing technologies or deployment/implementation of existing technologies in novel learning contexts will not be funded through this program.

Solicitation limitations:

 An individual may participate as PI, co-PI, or other Senior Personnel in no more than one (1) proposal in response to this solicitation for each submission date. In the event that an individual exceeds the limit, the first proposal received (based on the date and time stamp of proposal submission) will be accepted and the remainder will be returned without review. No exceptions will be made.

Other information:

Each project will be funded for a duration of 3 years and up to $900,000.

Equitable Transformation in STEM Education (ETSE)

Overview:

The HSI program is guided by student-centered frameworks that build an intentional and supportive environment for students and reinforce cultural and mindset shifts that support the success of all students at HSIs. Proposals should discuss project designs that are based on data-informed decision-making processes to operationalize an institution’s student-centered approach. This competition is designed to leverage existing institutional strengths for advancing efforts toward student-centered environments. Proposals to ETSE should impact the STEM learning landscape, result in equitable undergraduate STEM degree attainment for all students, and position students for successful transition and retention into the STEM workforce or graduate education.

Institutional Transformation Track (ITT). Proposals to the Institutional Transformation track should articulate a vision for unifying academic equity research, practice, and policy to strengthen an institutional understanding of student learning outcomes from the context of the diverse community it serves. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposals are encouraged to consider moving efforts from enrollment driven strategies to student-centered principles. These projects seek to support the planning and implementation of institutional research infrastructure efforts which results in institutional-wide efforts toward broadening participation in STEM while engaging students in STEM undergraduate best practices to effectively guide students toward careers in STEM and/or graduate programs.

Project Descriptions for successful proposals to the Institutional Transformation Track (ITT) are strongly encouraged to:

• Discuss the proposal’s alignment with the institutional strategic plan to improve the enrollment, retention, and graduation of STEM associates and baccalaureate degrees.
• Discuss how the proposed ITT project will leverage and/or complement existing programs and initiatives to help the institution move towards a more student-centered undergraduate STEM ecosystem.
• Articulate the creation of institution-wide strategies to transform their policies or practices to foster inclusive STEM learning environments that promote equitable student learning and engagement in all STEM disciplines at the proposing HSI.
• Comprise a multidisciplinary team with the expertise and experience needed to implement the proposed project. The PI team may have members from other institutions or non-profit organizations to augment the team's expertise, which should be explained in the project description and management plan.

Solicitation limitations:

Other information:

Award Information: Estimated program budget, number of awards and average award size/duration are subject to the availability of funds.

Estimated Number of Awards: 11 to 17

Anticipated Funding Amount: $20,000,000 (The number of new awards is subject to the availability of funds.)

This Program anticipates making:
•    3-6 Departmental/Division Transformation Track (DDTT)
o    Award Size: Up to $1,000,000
o    Award Length: For up to five-year-long projects
•    2-3 Institutional Transformation Track (ITT)
o    Award Size: Up to $3,000,000
o    Award Length: For five-year-long projects
•    5-7 Emerging Faculty Research Tracks (EFRT)
o    Award Size: Up to $200,000
o    Award Length: For up to three-year-long projects
•    1 HSI Program Resource Hubs (Hubs)
o    Award Size: Up to $3,000,000
o    Award Length: For up to five-year-long projects

Due Dates: Full Proposal Deadline(s) (due by 5 p.m. submitting organization’s local time):  September 11, 2024 and August 27, 2025 (and the last Wednesday in August, Annually Thereafter)

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged.

U.S. Embassy Abidjan PDS Annual Program Statement

Overview:

The U.S. Embassy Abidjan Public Diplomacy Section (PDS) of the U.S. Department of State is pleased to announce that funding is available through its Public Diplomacy Small Grants Program. This is an Annual Program Statement, outlining our funding priorities, the strategic themes we focus on, and the procedures for submitting requests for funding. Please carefully follow all instructions below.

PDS Abidjan invites proposals for programs that strengthen ties between the U.S. and Côte d’Ivoire through programming that highlights shared values and promotes bilateral cooperation. All programs must include an American element, connection with American expert/s, organization/s, or institution/s in a specific field or promote shared policy objectives.

Public Diplomacy Priority Program Areas:

• Trade and Investment: Projects that promote the development of the digital economy, creative industries, tourism sector, small- and medium-sized enterprises, and innovation as the basis for strong, sustainable, inclusive economic growth;
• Media & Information: Projects that promote an understanding of freedom of the press, ethical journalism practices, increased access to information, improved media and digital literacy, and combat mis- and disinformation.

• Empowering Youth, Women & Populations experiencing marginalization: Projects that support the engagement or empowerment of marginalized or underserved communities in the digital economy, gender equity, minority rights, and persons with disabilities.

   

Priority Region: Côte d’Ivoire
PDS Abidjan will prioritize proposals with grant activities occurring outside of metropolitan Abidjan, including programs taking place in Northern Côte d’Ivoire.
 

Solicitation limitations:

Applicants are only allowed to submit only one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding.

Other information:

Award Information
Length of performance period: 1 to 12 months
Anticipated program start date:  On a rolling basis; awards must be executed prior to 9/30/25
Program Performance Period: Proposed programs should be completed in 12 months or less. PDS will entertain applications for continuation grants funded under these awards beyond the initial budget period on a non-competitive basis 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: Cost sharing is encouraged, but not required. Applicants who plan to include a cost share component to their proposal should clearly outline it in their budget breakdown and budget narrative. The Cost share will not be considered as a criteria in the proposal’s review.
 

2025 National Science Foundation Research Traineeship (NRT) Program

Overview:

The NSF Research Traineeship (NRT) program seeks proposals that explore ways for graduate students in research-based master's and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. The program is dedicated to effective training of STEM graduate students in high priority interdisciplinary or convergent research areas, through a comprehensive traineeship model that is innovative, evidence-based, and aligned with changing workforce and research needs. Proposals are requested that address any interdisciplinary or convergent research theme of national priority, as described in section II.D below.

The NRT program addresses workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. The program encourages proposals that involve strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners. 

A. Focus and Goals
The NRT Program is dedicated to shaping and supporting highly effective training of STEM graduate students in high priority interdisciplinary or convergent research areas through the use of comprehensive traineeship models that are innovative, evidence-based, and aligned with changing workforce and research needs. The goals of the program are to:

• Catalyze and advance cutting-edge interdisciplinary or convergent research in high priority areas;
• Increase the capacity of U.S. graduate programs to produce diverse cohorts of interdisciplinary STEM professionals with technical and transferable professional skills for a range of research and research-related careers within and outside academia; and
• Develop innovative approaches and knowledge that will promote transformative improvements in graduate education.

Creation of sustainable programmatic capacity at institutions is an expected outcome. Consequently, all proposals should describe mechanisms to
institutionalize effective training elements after award expiration and provide appropriate documentation of institutional support for such efforts (see Full Proposal
Content, section 8).

B. NRT Traineeship and Trainees
NRT traineeships are dedicated to the comprehensive development of graduate students as versatile STEM professionals for a range of research and research related careers within and outside academia. Accordingly, proposals should focus on and demonstrate strong commitment to technical and professional training of STEM graduate students that emphasizes research training and extends beyond into other aspects of students’ professional development. Specifically, NRT projects are expected to develop trainees’ technical skills broadly, including facility and/or familiarity with the techniques, languages, and cultures of fields integral to the interdisciplinary or convergent research theme; foster the development of transferable professional skills; and provide trainees with mentoring and vocational counseling from professionals who have the backgrounds, experience, and skills to advise trainees on how to prepare for a variety of STEM career pathways. NRT is intended to benefit a population of STEM graduate students beyond those who receive an NRT stipend. An NRT trainee is thus defined as a STEM graduate student, irrespective of funding source, who is accepted into an institution’s NRT program and completes the required NRT elements (e.g., courses, workshops, projects, and other training activities specific to the NRT experience) set by the program. To further maximize the number of students benefiting from NRT activities, proposers are expected to make available (within the capacity and budget limitations of the award) NRT program elements to other STEM graduate students who are not NRT trainees.

NRT trainees must be master’s and/or doctoral STEM students in a research-based degree program that requires a thesis or dissertation. If an NRT proposal from an institution includes both master’s and doctoral students, the proposal should identify any differences in NRT program requirements, as well as mechanisms to foster the development of a collective NRT graduate student community. NRT stipends and support for customary costs of education (tuition and required fees) are limited to U.S. citizens, nationals and permanent residents. However, international students can participate as non-stipend-supported NRT trainees or as non-trainees.

C. Key Features of NRT Projects
NRT projects demonstrate comprehensive approaches to graduate training and should include the following key features that are central to the NRT Program:

• Development of innovative and potentially transformative interdisciplinary approaches to STEM graduate education;
• Extension of NRT program elements to non-stipend-supported NRT trainees and to non-trainees to benefit a larger population of STEM graduate students across an institution;
• Dissemination of insights gained and results from NRT training approaches;
• Facilitation and advancement of novel, potentially transformative interdisciplinary or convergent research in areas of high priority to the nation;
• Comprehensive training of STEM graduate students, including the development of technical and professional skills for both research and research-related careers within and outside academia;
• Incorporation of evidence-based strategies to broaden participation of students from diverse backgrounds; and
• Implementation of robust program assessment and evaluation that is central to the traineeship and routinely informs and improves practice.

D. Priority Research Areas
The NRT Program accepts proposals in any interdisciplinary or convergent research theme of national importance, and encourages specific priority research areas that change periodically. All interdisciplinary or convergent research themes should align with NSF or other national STEM research priority areas and have high potential to develop novel, innovative practices in graduate education. Proposers should describe the importance of the NRT project’s thematic focus to the nation and the particular need to train students for a variety of careers in that thematic area.

For FY2021 and FY2022, proposals are encouraged in the research areas of Artificial Intelligence (AI), Quantum Information Science and Engineering (QISE) and the six research areas in NSF's 10 Big Ideas. The NSF research Big Ideas are Harnessing the Data Revolution (HDR), The Future of Work at the Human- Technology Frontier (FW-HTF), Navigating the New Arctic (NNA), Windows on the Universe: The Era of Multi-Messenger Astrophysics (WoU), The Quantum
Leap: Leading the Next Quantum Revolution (QL), and Understanding the Rules of Life: Predicting Phenotype (URoL). The FY2021 Budget Request to
Congress includes an additional $15 million to include a special focus on artificial intelligence and artificial intelligence engineering.

All proposals, regardless of research area, must clearly describe an overarching interdisciplinary or convergent research focus and outline how the research
theme will foster high-return, interdisciplinary synergies. Proposals should also describe how the training and research elements will be integrated and justify the need for bold and innovative approaches to train graduate students in the thematic area. In keeping with the broader goals of the NRT program, proposals should demonstrate significant impact on the design and testing of new curricula and career-focused training approaches specific to the research focus area.

Proposals should also discuss the project's potential to have impact beyond the institution, including the possible broad adoption of approaches, curricula, and
instructional material within the relevant disciplines.

E. Program Tracks
Proposals may be submitted under two tracks (i.e., Track 1 and Track 2).
Track 1 proposals may request a total budget (up to five years in duration) up to $3 million for projects with a focus on STEM graduate students in research-based PhD and/or master’s degree programs. All Institutions of Higher Education (IHEs) accredited in, and having a campus located in the US, acting on behalf of their faculty members and that award a research-based master’s degree and/or a doctoral degree in STEM disciplines supported by the National Science Foundation are eligible to apply to Track 1.

Track 2 proposals may request a total budget (up to five years in duration) of up to $2 million. Eligibility to apply to Track 2 is limited to non-R1 Institutions of Higher Education (IHEs) accredited in, and having a campus located in the US, acting on behalf of their faculty members, that award a research-based master’s degree and/or a research-based doctoral degree in STEM disciplines supported by the National Science Foundation. Such institutions include Master’s Colleges and Universities that award fewer than 20 research/scholarship doctoral degrees per year, Doctoral/Professional Universities (D/PU ) that award fewer than 20 research/scholarship doctoral degrees per year, and Doctoral Universities: High Research Activity (R2, as defined in the Carnegie classification of higher education institutions). Doctoral Universities: Very High Research Activity (R1) are not eligible for Track 2 consideration.

Other requirements for Track 1 and Track 2 are identical.

Solicitation limitations:

ASU may submit only two (2) applications to the sponsoring organization. 

An eligible IHE may participate in only two (2) proposals per NRT competition as lead or collaborative non-lead. All Track 1 and/or Track 2 NRT proposals will be counted toward this total limit of two proposals per institution.

An individual may serve as Principal Investigator (PI) or co-PI on only one (1) proposal submitted to the NRT program per annual competition. Proposals that exceed the PI/co-PI eligibility limit (beyond the first submission based on timestamp), will be returned without review regardless of the individual's role (PI or co-PI) in the returned proposal.

Other information:

Estimated Number of Awards: 8 to 20

NRT Track 1 Awards (14-16 awards each year) are expected to be up to five (5) years in duration with a total budget up to$3,000,000.

NRT Track 2 Awards (4-6 awards each year) are expected to be up to five (5) years in duration with a total budget up to$2,000,000.

NRT Track 2 Planning Grants (3-4 awards per year), are expected to be up to $100,000 per year (including indirect costs)and for up to two years in duration.

Anticipated Funding Amount: $53,000,000