Grants for Private Institutions Of Higher Education

This funding opportunity provides financial support to universities in specific states and territories to enhance their research capabilities in science and engineering, aligning with the needs of the Department of Defense.

The Louis Stokes Alliances for Minority Participation (LSAMP) program invests in the Nation's colleges and universities to aid student success to create a new generation of STEM discoverers for the national STEM enterprise. The program takes a comprehensive approach to the STEM Learning Ecosystem to impact STEM student development and retention. LSAMP is an alliance-based program, whereby a group of institutions of higher education (IHEs) work together to diversify the nation's science, technology, engineering, and mathematics (STEM) workforce by increasing the number of STEM baccalaureate and graduate degrees awarded to persons from LSAMP populations. LSAMP populations are defined as persons from groups underrepresented in the STEM enterprise: Blacks and African-Americans, Hispanic and Latino Americans, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders. The LSAMP program provides funding to alliances that implement comprehensive, evidence-based, innovative, and sustained strategies that ultimately result in the graduation of well-prepared, highly competitive students from LSAMP populations who pursue graduate studies or careers in STEM, while also supporting knowledge generation, knowledge utilization, assessment of program impacts, dissemination activities and dissemination of scholarly research into the field. Projects supported by the LSAMP program include: --Alliance Development Grants (ADG) support the conceptualization and development of new B2B and new SPIO alliances. (New) --Bridge-to-the-Baccalaureate (B2B) alliances facilitate the successful transfer of students from LSAMP populations to four-year institutions in pursuit of STEM baccalaureate degrees. --STEM Pathways Implementation-Only (SPIO) alliances are designed for new and reconstituted alliances. These projects focus on building and strengthening strategies and approaches to assist Institutions of Higher Education (IHEs) increase STEM baccalaureate degrees to LSAMP populations and facilitate entry into STEM graduate degree programs. --STEM Pathways Research Alliances (SPRA) are designed for well-established alliances. These projects serve as models of excellence in STEM broadening participation by (1) steadily increasing STEM baccalaureate degrees to LSAMP populations and facilitating entry into STEM graduate degree programs; (2) producing and disseminating new scholarly research on the broadening participation of LSAMP populations (or underrepresented and underserved populations in STEM disciplines and the nation's STEM workforce) and, (3) holistically assess the state of institutionalization and sustainability of the alliance. --Bridge to STEM Graduate Degrees in National Priorities (BD-Master's) projects support cohorts of six graduate students pursuing a M. S. degree in STEM national priority areas, providing financial support (stipends and cost of education) and support to help develop and maintain academic and research skills that enable participants to successfully persist in STEM graduate degree programs at Master's comprehensive-degree producing institutions only. (New) --Bridge to STEM Graduate Degrees in National Priorities (BD-Doctoral) projects support cohorts of twelve graduate students pursuing a Ph.D. degree in STEM national priority areas, providing financial support (stipends and cost of education) and support to help develop and maintain academic and research skills that enable participants to successfully persist in STEM doctoral degree programs. --STEM Networking Incentives and Engagement (NETWORKS) projects provide support to incentivize the creation and participation of LSAMP populations in STEM networks. (New)

The NISTs Accelerating Federal Technology Transfer (AFTT) Program is seeking applications from eligible applicants for activities to help promote, educate, and facilitate federal technology transfer. Under the AFTT Program, members of the Federal Laboratory Consortiums (FLC) Executive Board, including NIST, will collaborate with the awardee on the development of outreach and educational programs, tools, and best practices that will enhance the ability of the academic and private sectors to engage with Federal laboratories in technology transfer and research commercialization. Specifically, the awardee will collaborate with the FLCs Executive Board, including NIST, in the areas of technology transfer and research commercialization by: developing the necessary tools and services to promote the utilization of Federal intellectual property, user facilities, and other R resources by non-federal partners; creating a suitable education and training infrastructure in technology transfer for the relevant stakeholders; and engaging industry, academic, and state and local government communities to facilitate access to federal R collaborations and federal technology transfer opportunities on both a regional and a national level.

The Office of Community Oriented Policing Services (COPS Office) is the component of the U.S. Department of Justice responsible for advancing the practice of community policing by the nations state, local, territorial, and tribal law enforcement agencies through information and grant resources. The COPS Office is pleased to announce that it is seeking applications for funding for the FY24 CPD Accreditation: Addressing Gaps in State and Regional Accreditation program. Community Policing Development (CPD) funds are used to develop the capacity of law enforcement to implement community policing strategies by providing guidance on promising practices through the development and testing of innovative strategies; building knowledge about effective practices and outcomes; and supporting new, creative approaches to preventing crime and promoting safe communities. FY24 Addressing Gaps in State and Regional Accreditation CPD program funds will support the establishment of new accreditation entities in states and regions that currently do not have an accreditation program.

This program provides funding to universities in eligible states to enhance their research capabilities in science and engineering that support the needs of the Department of Defense.

This program is authorized by 34 U.S.C. 12514. This Fiscal Year 2024 Restorative Practices Pilot Program Evaluation Solicitation (RPPP Evaluation) invites applications to conduct research and evaluation on restorative practices in collaboration with pilot sites and training and technical assistance (TTA) providers. The pilot sites and TTA providers will be funded under separate funding announcements; this solicitation is exclusively to fund research and evaluation. OVW anticipates investing approximately $8 million in RPPP Evaluation efforts to answer some but not all of the research questions found on page 8 of this solicitation through approaches that align with OVWs methodological principles for research and evaluation, found on page 12. Applicants should also demonstrate the capacities and competencies described on page 12. OVW expects to issue one award under this solicitation to support various research projects under one award that will generate knowledge that practitioners, policymakers, and the public can use to make decisions about developing, implementing, and using restorative practices to redress the harm caused by domestic violence, sexual assault, dating violence, and stalking. The recipient will work in close collaboration with OVW staff, TTA providers, evaluation liaisons, and pilot site practitioners to develop reasonable and useful evaluation measures across and within pilot sites. Additionally, the research that OVW will fund through this award will mirror the aims of restorative practices, use mixed methods approaches, and be adaptable and community-specific with strong researcher-practitioner-community partnerships. OVW anticipates issuing the RPPP Evaluation award as a cooperative agreement that will involve multiple junctures at which the recipient will be required to submit detailed plans for OVWs approval before those plans can proceed. The reason for this is that pilot sites have not been identified yet, and an evaluator cannot realistically determine a detailed and comprehensive evaluation approach without information about the pilot sites. Applicants proposals should include recommended check points at which the evaluator and OVW staff will confer before different phases of project activities proceed.

The U.S. Department of Justice (DOJ), Office of Justice Programs (OJP), Office of Juvenile Justice and Delinquency Prevention (OJJDP) is seeking applications for funding. OJP is committed to advancing work that promotes civil rights and equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety, protects the public from crime and evolving threats, and builds trust between law enforcement and the community. With this solicitation, OJJDP seeks to increase the technological investigative capacity and associated training of Internet Crimes Against Children Task Force personnel nationwide through the development, refinement, and advancement of widely used investigative tools, methods, and technologies that address child pornography (herein referred to as child sexual abuse material - CSAM), exploitation, and sex trafficking.

PROGRAM DESCRIPTION The U.S. Embassy Yerevan, of the U.S. Department of State, announces an open competition for organizations to submit applications to carry out a program that will enhance the knowledge of English among the target audiences. The initiative will advance the U.S. Government goal of promoting English language learning and enhancing the understanding of U.S. culture and values. The initiative will also advance youth empowerment through skills-development activities for them to become competitive in academic and professional pursuits, and to become active citizens of their country. The initiative will specifically focus on the displaced Armenian youth of Nagorno-Karabakh (NK), aiming to provide them with English language skills and capacity-building activities to facilitate integration and preparation for the workforce. Priority Region: Yerevan and its suburbs (including neighboring communities). Applicants are strongly encouraged to involve beneficiaries from under-privileged/under-served communities. Executive Summary The U.S. Embassy in Armenia advances U.S. interests by helping Armenia succeed as a secure, prosperous, and democratic country, at peace with its neighbors, and more closely integrated with the Euro-Atlantic community. One of U.S. Embassy Yerevan Public Diplomacy Sections objectives is to promote English language learning and to enhance the understanding of U.S. culture and values. The initiative aims to enhance English language proficiency among youth and young adults as well as provide capacity-building activities. Recognizing the unique challenges faced by Armenians from Nagorno-Karabakh in acquiring the skills necessary to access educational and employment opportunities, this Notice of Funding Opportunity (NOFO) is designed to address these challenges by supporting individual capacity-building in English education. Background The U.S. Embassy in Yerevan has invested in projects and activities that have promoted English language learning and offered professional development opportunities to the English teaching community. These initiatives aim to equip educators with modern teaching methodologies, fostering a student-centered learning environment, and facilitating growth through mentorship and expert guidance in the field. The U.S. Embassy has broadened its programming to cater to a more diverse audience, offering support for English language skill development and professional development that enhance employability and foster a global perspective. Beneficiaries of the U.S. missions English programs have expanded to include representatives of media outlets, government communications team members, and young adults from diverse backgrounds. English language proficiency enables beneficiaries to access diverse sources of information, attain better employment opportunities, compete in academic arenas, actively engage in community life, and communicate effectively on an international level in an increasingly globalized world. This initiative will address the emergent needs of young displaced Armenians from Nagorno-Karabakh. By equipping them with English language proficiency and essential skills, this project will enhance their prospects for professional development and employment, and contribute to their integration into wider educational and employment networks, fostering resilience and empowerment within this community. This project not only serves the broader objectives of promoting English language learning and fostering cultural understanding, but also addresses the specific needs of displaced Armenians, thereby contributing to their long-term inclusion. Project Goals and Objectives The goal of this program is to expand the community of English language learners among Armenian youth and young adults, and to promote understanding of U.S. culture and democratic values through tailored content. The current project also addresses the need for skills development among youth and young adults from Nagorno Karabakh to contribute to resilience and integration for displaced Armenians resulting from Azerbaijans military offensive in Nagorno Karabakh in September 2023. The project aims to support Armenians from NK to diversify their skills to be able to aspire to more opportunities in education and employment. More details can be found in the attached NOFO

To implement a project aimed at advancing U.S. foreign policy and national security priorities outlined in the Creating Helpful Incentives to Produce Semiconductors (CHIPS) Act of 2022 (Div. A, P.L. 117-167). The Act established a new International Technology Security and Innovation Fund (ITSI Fund) to to support the development and adoption of secure semiconductors, [and] semiconductor supply chains with the goal to make the global semiconductor supply chain more resilient, diversified, and secure.

The purpose of this document is to advise the public that the NOAA RESTORE Science Program is soliciting proposals for projects of five years in duration with the option for a five year, non-competitive renewal award for high-performing projects. This announcement invites proposals that request funding for partnerships that include researchers, resource managers, and other interested parties to conduct a collaborative research project that will identify, track, understand, or predict trends and variability in the Gulf of Mexicos natural resources and the abiotic and biotic factors driving those trends. Funding is contingent upon the availability of funds in the Gulf Coast Restoration Trust Fund. It is anticipated that final recommendations for funding under this Announcement will be made in June 2025, and that projects funded under this Announcement will have a October 1, 2025 start date. Total funding for this competition will be approximately $17.5 million over five years and approximately six projects may be funded. The minimum individual award amount is approximately $1 million over five years (an average of $200,000 per year) and the maximum individual award amount is approximately $4 million over five years (an average of $800,000 per year). An additional $21 million may be available for five year, non-competitive renewals for high performing projects. Information regarding this Announcement, including webinars and additional background information, is available on the Science Programs website (https://restoreactscienceprogram.noaa.gov/funding-opportunities/ffo-2025).The NOAA RESTORE Science Program encourages applicants and awardees to support the principles of diversity, equity, and inclusion when writing their proposals and performing their work. Promoting diversity, inclusion, and equity improves the creativity, productivity, and vitality of the research and management communities and leads to more robust natural resource management decisions.Electronic Access: The NOAA RESTORE Science Program website (http://restoreactscienceprogram.noaa.gov/) furnishes supplementary information. Full proposals should be submitted electronically through Grants.gov (http://www.grants.gov).

To implement a project aimed at advancing U.S. foreign policy and national security priorities by supporting initiatives that make decision-making structures and processes in fragile, conflict, or crisis-affected contexts more reflective of and responsive to the needs and perspectives of partner states to ensure strategic trade control systems meet international standards and by engaging on bilateral, regional and multilateral levels with foreign governments to aid in the establishment of independent capabilities to regulate transfers of weapons of mass destruction, WMD-related items, conventional arms, and related dual-use items, and to detect, interdict, investigate, and prosecute illicit transfers of such items.

The Regional Alliances and Multistakeholder Partnerships to Stimulate (RAMPS) Cybersecurity Education and Workforce Development (RAMPS) Program seeks to build multistakeholder workforce partnerships of employers, schools and institutions of higher education, and other community organizations. Effective multistakeholder workforce partnerships will organize multiple employers with skill shortages in specific occupations to focus on developing the skilled workforce to meet industry needs within the local or regional economy.

The objective of the Data Science Corps program is to help build a strong national data science infrastructure and workforce. The Data Science Corps program seeks to engage data science students in real-world data science implementation projects. This engagement will help bridge the data-to-knowledge gap in organizations and communities at all levels, including local, state, and national, and will empower better use of data for more effective decision making. Data Science Corps participants will be able to sharpen their skills in data science by working on real-world projects focused on specific community needs, including rural communities, urban communities, academia, industry, or government. This partnership between communities and data scientists will serve the nation by helping produce a workforce-ready cohort of data scientists and technologists, who have experience with data science in action in real-world settings. The program welcomes proposals that seek to broaden participation inscience, technology, engineering and mathematics (STEM) and STEM education. This solicitation prompts the community to respond to one or more mechanisms by which to provide students with data science education and training, including in data science issues related to knowledge representation and creation and use of knowledge graphs. The solicitation supports opportunities for undergraduates (including students from community colleges, Minority Serving Institutions, other emerging research institutions as defined in the CHIPS and Science Act, https://www.congress.gov/bill/117th-congress/house-bill/4346, and institutions in EPSCoR jurisdictions), and grade 6-12 teachers and students. When responding to this solicitation, even though proposals must be submitted through theDirectorate for STEM Education, Division of Research on Learning in Formal and Informal Settings (EDU/DRL), once received, the proposals will be managed by a cross-disciplinary team of NSF Program Directors This solicitation grew out of the NSF-wide activity known as Harnessing the Data Revolution (HDR), a national-scale activity to enable new modes of data-driven discovery addressing fundamental questions at the frontiers of science and engineering. HDR has supported an interrelated set of efforts in foundations of data science; data-intensive research in science and engineering; and education and workforce development. Contact Information: Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact. General inquiries may be addressed to HDR-DSC@nsf.gov.

The Hestia Woman’s Giving Circle makes grants to promote economic self sufficiency and well being for women and girls in Emmet and Charlevoix Counties, Michigan. The giving circle supports programs delivered by eligible community organizations and educational institutions. Typical grants range from 1,000 to 4,000 dollars. Eligible applicants include 501(c)(3) nonprofits, educational institutions from preschool through college, and all units of government that provide programs or services for women and girls in the two county area. Applicants without tax exempt status must use a qualified fiduciary. Applicants must be current with tax status and, where applicable, registration to solicit charitable donations in Michigan. Projects should clearly benefit women and girls in the service area and demonstrate organizational capacity to deliver the proposed work. The grant duration is not specified in the public description. Applications are due May 1, 2024 through the giving circle’s process. Additional information is available from the Hestia Woman’s Giving Circle.

The Oregon Natural Resources Education Fund (ONREF) offers grants to public or private high schools in Oregon committed to providing educational opportunities in Forestry. Grants support the acquisition of natural resource-related tools, equipment, technology, and other educational resources. The funding range is between $500 to $2,500, with the possibility of larger awards under special circumstances. The application period is from January 1 to March 1 annually. Eligible schools must demonstrate a commitment to Forestry Programs of Study, focusing on a comprehensive curriculum that includes wood products, silviculture, harvesting, and the management of Oregon's forest-related natural resources, alongside career and leadership development. There are also four Subfunds with specific funding objectives and eligibility requirements. Grant renewed every year. Grant annual opening/closing deadline: January 1st to March 1st

The D.E. & Jane Clark Fund, established by the Oregon Community Foundation in 2013, is dedicated to supporting the general operations of nonprofits within Baker County and the town of North Powder. This fund focuses on charitable purposes, targeting organizations that contribute positively to these areas. The grant program offers financial support with an average grant size of $2,500, and considers applications from nonprofits with 501(c)(3) status, churches, and schools. Eligible proposals undergo a committee review process, with grants awarded during the fall season. The application window is open annually from June 1 to July 15, strictly disallowing multiyear funding requests. Applicants must use the MyOCF portal for submission, with required attachments including IRS 501(c)(3) tax-exempt status letters and organizational financial documents. Grant sizes typically range between $2,000 and $10,000. Grant renewed every year. Grant annual opening/closing deadline: June 1st to July 15th

The Illinois EPA is seeking proposals for projects aimed at addressing nonpoint source (NPS) pollution to enhance the quality of Illinois' surface and groundwater. Funded through the Clean Water Act's Section 319(h), this program supports the development and implementation of watershed-based planning projects. These projects may include creating new watershed-based plans, updating existing plans, providing technical assistance for NPS pollution control, and conducting environmental and social indicator monitoring. The goal is to prevent, eliminate, or reduce water quality impairments through strategic planning and community engagement. Grant renewed every year.

The Heartland Area Action Fund, Stockton Community Fund, and Ellis, Rooks, and Trego County Legacy Funds are designed to support a wide range of charitable needs within the Heartland area, aiming to enhance the quality of life across these communities. The funds are unrestricted, allowing for flexible support of various community needs and populations, but some are geographically restricted to specific areas within Kansas, including Ellis, Rooks, Trego Counties, and the city of Stockton. Eligible applicants for these grants include 501(c)(3) nonprofit organizations, educational institutions, government entities, and religious organizations. Other individuals or organizations not falling into these categories are encouraged to partner with a fiscal agent that does. There's a universal grant application process for all requests, with two application cycles annually. Grant renewed every year. Grant Fall annual opening/ closing deadline: September 15th to November 15th

The Racial Equity Research Grants program supports education research projects that will contribute to understanding and ameliorating racial inequality in education. We are interested in funding studies that aim to understand and disrupt the reproduction and deepening of inequality in education, and which seek to (re)imagine and make new forms of equitable education. Thus, we are interested in research projects that seek to envision educational opportunities in a multiplicity of education systems, levels, settings, and developmental ranges and that reach beyond documenting conditions and paradigms that contribute to persistent racial inequalities. 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 relation to racial equity in education. In this cycle of funding, we will continue to fund scholarship focused on a range of communities and issues with respect to equity. We encourage proposals from across the methodological spectrum, including qualitative methods, mixed-methods, and quantitative methods. We want to especially encourage Racial Equity proposals that focus on the following areas: (1) innovative forms of measurement and assessment, (2) artificial intelligence (AI), and (3) current political challenges in k-12 and higher education around diversity, equity, and inclusion. As with other Spencer grant programs, this program is “field-initiated” in that proposal submissions are not required to be developed around a particular research topic, discipline, design, method, or geographic location. We will be accepting applications for projects ranging from one to five years with budgets up to $75,000. The Racial Equity Research Grants program supports education research projects that will contribute to understanding and disrupting racial inequality in education and work to reimagine generative possibilities to advance educational equity, with budgets up to $75,000 for projects ranging from one to five years. While the field of education has long focused on issues of rising inequality across the globe, we now find ourselves in a time of increased urgency given the current intersections of the COVID19 public health crisis, rapid shifts in educational systems, economic challenges, and growing civil resistance to systemic racism, Indigenous erasure, and anti-Blackness. There is perhaps no issue of greater importance right now than racial inequality across all systems and structures. We believe that educational research can play an important role in developing new forms of education that are humane, equitable, and just. As such, there is a pressing need for robust approaches to scholarship that can contribute consequentially to achieving equity in education. We encourage a wide range of methodological approaches to creatively and ambitiously engage in advancing racial equity. This program is “field-initiated” in that proposal submissions are not required to focus on a particular research topic, discipline, design, or method. We hope that scholars will identify the most compelling and needed areas of research. For instance, scholars might focus on: instructional challenges and innovations; racial and geographic disparities and promising directions for engaging and supporting children, families, and communities; informal learning environments and informal educators; assessment challenges and opportunities; climate change and equity, social-emotional learning and well-being; educator and leader development; digital learning environments; systems change and policy making; and intersections between housing, health, and education. We are interested in proposals at all levels and in all settings of learning, including early childhood, higher education, and in schools, families, and communities across the world. We are also interested in studies that seek to understand the situated experiences of minoritized groups, including but not limited to, Black, Latine/x, AAPI, and Indigenous communities. In addition, we are interested in studies that focus on those learners who are multiply marginalized, including intersections with English language learners, immigrants, students with disabilities, highly mobile and institutionalized youth (e.g., foster youth or those in youth prisons), LGTBQIA+ youth, and those in rural communities. Finally, we encourage proposals that are reflective of other international, national, and local contexts. We recognize that the experiences of inequality, as well as the histories and structures producing it, will vary. Thus, we expect to fund proposals that explore meanings and possibilities of equity, as well as explanations of inequality, in a variety of ways. For example, engaging and understanding issues of coloniality may be central to scholarship focused on and with Indigenous communities. We see wrestling with these complexities as necessary to cultivating educational equity. Finally, we especially welcome proposals that advance strength-based perspectives and push beyond solely documenting current paradigms. 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 relation to racial equity in education. We seek to support scholarship that develops new foundational knowledge that may have a significant impact on practice and policy. We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education and inequality. We also value work that is engaging emerging possibilities. We invite proposals that aim to grow the current scope of research on racial equity, develop new knowledge through interdisciplinary scholarly engagement, and include collaboration in the service of increasing the impact of educational research. To this end, this program supports proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, and from scholars at various stages in their careers. We anticipate that proposals will span a wide range of topics and disciplines. 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, and historical research, to name a few. We are also interested in methodological research that can enable and support research on and with racialized communities that build capacity for equitable educational systems. This could include exploration of methods appropriate in small samples and populations, the development of new measures and indices, and studies regarding the impact of methods and algorithms on reducing or promoting inequality. We are open to projects that might incorporate data from multiple and varied sources or work closely with practitioners or community members over the life of the project. We expect that projects will interrogate the systems and structures that are associated with racial inequities. We seek proposals that focus on a strengths-based, rather than a deficit oriented, approach. A strengths-based perspective affirms and extends the knowledge, resources, goals, capacities, and interests of individuals, families, and communities, and identifies and builds upon existing assets and resources. LOI: May 29th 2024

The Heartland Healthy Living Fund is a grant initiative designed to improve public health in Ellis, Rooks, and Trego Counties, Kansas. Established by the Kansas Health Foundation, this fund is part of the Giving Resources to our World (GROW II) match grant challenge. It aims to support programs and projects that promote healthy living by encouraging healthy lifestyles, behaviors, and environments. Grants will focus on preventative measures rather than healthcare services or support for existing illnesses. Grant renewed every year. Grant Fall annual opening/ closing deadline: September 15th to November 15th