Grants for Exclusive - see details - Science and Technology

This grant opportunity is a directed supplement to continue funding the University of Maryland, College Park's "Railroad Information Sharing Environment (RISE) Data Steward" Project. It is focused on supporting research and development activities in the railroad sector, specifically through enhancing data stewardship for the RISE initiative. The total funding available is $100,000, with a maximum award amount of $100,000. The application deadline is August 16, 2024.

The US Geological Survey is offering a funding opportunity to a CESU partner for research that will improve cloud engineering and networking solutions, geospatial applications, data integration and delivery, and authentication and security support for a broad suite of web applications that provide technical outreach and data management used to inform adaptive management decisions.

The US Geological Survey is offering a funding opportunity to a CESU partner to leverage the expertise and infrastructure to support and accelerate data collection and research on the impacts of climate on species range shifts in the North Central CASC.

The US Geological Survey (USGS) is offering a funding opportunity to a CESU partner for research to incorporate additional datasets and to develop visualization and analysis tools for those large spatial datasets within the context of the USGS glacier dashboard. The utility of the rapidly increasing availability of spatially distributed datasets from remote sensing and modelling is primarily limited by the ability to visualize and analyze these data concurrently in context with the other available data. The goal of the glacier dashboard is to democratize data availability and usability through a single online interactive platform. Specifically, the intention of this funding opportunity is to add additional datasets to the glacier dashboard and to increase the analysis capabilities. Additional datasets include, but are not limited to, minimum snow-covered area data from Zeller et al., in press, time-variable glacier outlines from various sources, and proglacial and periglacial lake datasets from Rick et al, 2023. The principal additional analysis capabilities are to create functionalities to view time-variable data, and to create functionalities to allow aggregation and averaging of data by management units (i.e., what is the range and average of any given dataset within a particular National Park, or within a particular National Forest).

The US Geological Survey is offering a funding opportunity to a CESU partner to leverage the expertise and infrastructure to support and accelerate data collection and research on the impacts of climate on species range shifts in the Southwest.

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate’s or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board’s vision for, and the NSF’s commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the student's needs and institution’s expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institution’s ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. In addition to the core research of the proposed project, all tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research outside of the core research of the proposed project should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences.Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities as well as support opportunities to advance diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the projects goals. Additionally, under a specified heading, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America’s Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 Garca, Gina A. 2017. "Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions." American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are accredited colleges and universities (including two-year community colleges) that award Associates degrees, Bachelors degrees, and/or Masters degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years. PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.

Please note that this program requests optional Notices of Intent, which are due via NSPIRES by April 18, 2024. See the full posting on NSPIRES for details. Proposers must retrieve the instructions document (zip file) associated with the application package for this opportunity as there is at least one required form that must be attached to the submitted proposal package. The National Aeronautics and Space Administration (NASA) Science Mission Directorate (SMD) released its annual omnibus Research Announcement (NRA), Research Opportunities in Space and Earth Sciences (ROSES) 2024 (OMB Approval Number 2700-0092, CFDA Number 43.001) on February 14, 2024. In this case "omnibus" means that this NRA has many individual program elements, each with its own due dates and topics. All together these cover the wide range of basic and applied supporting research and technology in space and Earth sciences supported by SMD. Awards will be made as grants, cooperative agreements, contracts, and inter- or intra-agency transfers, depending on the nature of the work proposed, the proposing organization, and/or program requirements. However, most extramural research awards deriving from ROSES will be grants, and many program elements of ROSES specifically exclude contracts, because contracts would not be appropriate for the nature of the work solicited. The typical period of performance for an award is three years, but some programs may allow up to five years and others specify shorter periods. In most cases, organizations of every type, Government and private, for profit and not-for-profit, domestic and foreign (with some caveats), may submit proposals without restriction on teaming arrangements. Tables listing the program elements and due dates (Tables 2 and 3), a table that provides a very top level summary of proposal contents (Table 1), and the full text of the ROSES-2024 "Summary of Solicitation", may all be found NSPIRES at http://solicitation.nasaprs.com/ROSES2024. This synopsis is associated with one of the individual program elements within ROSES, but this is a generic summary that is posted for all ROSES elements. For specific information on this particular program element download and read the PDF of the text of this program element by going to Tables 2 or 3 of this NRA at http://solicitation.nasaprs.com/ROSES2024table2 and http://solicitation.nasaprs.com/ROSES2024table3, respectively, click the title of the program element of interest, a hypertext link will take you to a page for that particular program element. On that page, on the right side under "Announcement Documents" the link on the bottom will be to the PDF of the text of the call for proposals. For example, if one were interested in The Lunar Data Analysis Program (NNH24ZDA001N-LDAP) one would follow the link to the NSPIRES page for that program element and then to read the text of the call one would click on C.8 Lunar Data Analysis Program (.pdf) to download the text of the call. If one wanted to set it into the context of the goals, objectives and know the default rules for all elements within Appendix C, the planetary science division, one might download and read C.1 Planetary Science Research Program Overview (.pdf) from that same page. While the letters and numbers are different for each element within ROSES (A.12, B.7, etc.) the basic configuration is always the same, e.g., the letter indicates the Science Division (A is Earth Science, B is Heliophysics etc.) and whatever the letter, #1 is always the division overview. Frequently asked questions for ROSES are posted at http://science.nasa.gov/researchers/sara/faqs. Questions concerning general ROSES-2024 policies and procedures may be directed to Max Bernstein, Lead for Research, Science Mission Directorate, at sara@nasa.gov, but technical questions concerning specific program elements should be directed to the point(s) of contact for that particular element, who may be found either at the end of the individual program element in the summary table of key information or on the web list of topics and points of contact at: http://science.nasa.gov/researchers/sara/program-officers-list. Not all program elements are known at the time of the release of ROSES. To be informed of new program elements or amendments to this NRA, proposers may subscribe to: (1) The SMD mailing lists (by logging in at http://nspires.nasaprs.com and checking the appropriate boxes under "Account Management" and "Email Subscriptions"), (2) The ROSES-2024 blog feed for amendments, clarifications, and corrections to at https://science.nasa.gov/researchers/solicitations/roses-2024/, and (3) The ROSES-2024 due date Google calendars (one for each science division). Instructions are at https://science.nasa.gov/researchers/sara/library-and-useful-links (link from the words due date calendar).

This funding opportunity provides financial support for collaborative research projects focused on natural resource management and environmental science, specifically targeting federal, state, tribal partners, and academic institutions aligned with USGS priorities.

Synopsis of Program: In response to the CHIPS Act of 2022 (Pub.L. 117-167), NSF is establishing the National STEM Teacher Corps Pilot Program.The purpose of this program is to elevate the profession of STEM teaching by establishing a National STEM Teacher Corps Pilot Program to recognize outstanding STEM teachers in our Nations classrooms, reward them for their accomplishments, elevate their public profile, and create rewarding career paths to which all STEM teachers can aspire, both to prepare future STEM researchers and to create a scientifically literate public. With this solicitation, NSF is inviting proposals to establish an initial set of Regional Alliances responsible for (a) recruiting eligible applicants to become members of the National STEM Teacher Corps (see definitions in section II.A.); (b) screening, interviewing, and selecting members; and (c) supporting other activities detailed in the Program Description and the law (136 STAT. 1515). Each Alliance will be awarded as a cooperative agreement that represents the breadth of activities important to National STEM Teacher Corps Pilot Program and serves to elevate the public profile of STEM teachers within the region. Collectively these Alliances are expected to have a national impact. The National STEM Teacher Corpsalso welcomes planning proposals submitted at any time during the year. See Section II.E for additional information about the preparation and submission of planning proposals.

Developmental Sciences supports basic research that increases our understanding of perceptual, cognitive, linguistic, social, cultural, and biological processes related to human development across the lifespan. Research supported by this program will add to our knowledge of the underlying developmental processes that support social, cognitive, and behavioral functioning, thereby illuminating ways for individuals to live productive lives as members of society. The Developmental Sciences program supports research that addresses developmental processes within the domains of perceptual, cognitive, social, emotional, language, and motor development across the lifespan by working with any appropriate populations for the topics of interest including infants, children, adolescents, adults (including aging populations), and non-human animals. The program also supports research investigating factors that affect developmental change, including family, peers, school, community, culture, media, physical, genetic, and epigenetic influences. The program funds research that incorporates multidisciplinary, multi-method, and/or longitudinal approaches; develops new methods, models, and theories for studying development; and integrates different processes (e.g., memory, emotion, perception, cognition), levels of analysis (e.g., behavioral, social, neural) and time scales. The program funds basic research that advances our understanding of developmental processes and mechanisms; the program does not fund clinical trials and research focused primarily on health outcomes. The budgets and durations of supported projects vary widely and are greatly influenced by the nature of the project. Investigators should focus on innovative, potentially transformative research plans and then develop a budget to support those activities, rather than starting with a budget number and working up to that value. While there are no specific rules about budget limitations, a typical project funded through the Developmental Sciences program is approximately three years in duration with a total cost budget, including both direct and indirect costs, between $100,000 and $200,000 per year. Interested proposers are urged to explore the NSF awards database for the Developmental Sciences program to review examples of awards that have been made. Proposals that contain budgets significantly beyond this range may be returned without review. The Developmental Sciences program also considers proposals for workshops and small conferences on a case-by-case basis. These typically have total cost budgets, including direct and indirect costs, of approximately $35,000. Conference proposals may only be submitted following an invitation from the Program Directors. In addition to consulting the NSF awards database, it is often useful for interested proposers to submit (via email) a summary of no more than one page so that a program director can advise the investigator on the fit of the project for DS before the preparation of a full proposal. New investigators are encouraged to solicit assistance in the preparation of their project proposals via consultation with senior researchers in their area, pre-submission review by colleagues, and attendance at symposia and events at professional conferences geared towards educating investigators seeking federal funding. The Developmental Sciences Program is always interested in identifying new reviewers. Potential reviewers should have a Ph.D. in psychology or a related field and have a demonstrated area of expertise relevant to developmental science. Individuals interested in reviewing for the program should complete an expression of interest form. SBE/BCS welcomes the submission of proposals to this funding opportunity that include the participation of the full spectrum of diverse talent in STEM,e.g., as PI, co-PI, senior personnel, postdoctoral scholars, graduate or undergraduate students, or trainees. This includes historically under-represented or underserved populations, diverse institutions including Minority Serving Institutions (MSIs), Primarily Undergraduate Institutions (PUIs), and two-year colleges, as well as major research institutions. Proposals from EPSCoR jurisdictions are especially encouraged.

This grant provides funding to nonprofit organizations and government units for projects that directly benefit the residents of Blaine County, Montana, addressing important community needs.

The SFY 2025 Local Warrant Apprehension & Absconding Grant Program (WAAG), funded by the State of Maryland's Governor's Office of Crime Prevention and Policy, aims to support local law enforcement agencies in reducing the number of open warrants, particularly those for violent crimes, and in apprehending individuals who have absconded from court-ordered drug and/or alcohol treatment facilities. The program is designed to improve the quality of life and create safer communities by reducing violent crime through the effective apprehension of wanted individuals. This initiative supports coordinated criminal justice strategies and enhances data availability for informed decision-making. The program anticipates a minimum of $2,000,000 in grant funding and plans to make up to 35 awards ranging from $10,000 to $150,000. Applications that do not meet the minimum or exceed the maximum award allocation may be removed during the initial technical review. The funding is contingent upon final approval of the budget by Maryland’s General Assembly.

To support research complementary to USGS program efforts in classification of the public lands and examination of the geological structure, water, mineral, and biological resources, and products of the national domain. As required by Section 70914 of the Bipartisan Infrastructure Law (also known as the Infrastructure Investment and Jobs Act), P.L. 117-58, on or after May 14, 2022, none of the funds under a federal award that are part of Federal financial assistance program for infrastructure may be obligated for a project unless all of the iron, steel, manufactured products, and construction materials used in the project are produced in the United States, unless subject to an approved waiver. The requirements of this section must be included in all subawards, including all contracts and purchase orders for work or products under this program.

The US Geological Survey, Columbia Environmental Research Center (CERC), is offering a funding opportunity to a CESU partner for research in the Identification, Verification, and Validation of Pallid Sturgeon Spawning Sites Using Genetic Analyses.

The US Geological Survey is offering a funding opportunity to a CESU partner for research in floodplain surface/subsurface hydrology, soils, and vegetation dynamics of the Upper Mississippi River System.

This grant provides funding for eligible institutions to assist the U.S. Marine Corps in implementing environmental and cultural resource management plans at Marine Corps Base Hawaii, ensuring compliance with various environmental laws while supporting military readiness.

This funding opportunity provides financial support for innovative projects that aim to improve the lives of people living in poverty in developing countries, with a focus on scalable and cost-effective solutions.

The biodiversity found in nature is essential for healthy ecosystems and human well-being. However, the disruption and decline of Earths biodiversity is currently occurring at an unprecedented rate. The resulting shifts in biodiversity dynamics including changes in the scope and structure of biodiversity are increasingly significant but not well understood. Shifting biodiversity dynamics (i.e., shifts in scope, structure, and interactions of biodiversity) in turn influence functional biodiversity, which includes the roles of traits, organisms, species, communities, and ecosystem processes in natural systems. Changes in biodiversity dynamics and functional biodiversity are components of future planetary resilience under environmental change, including climate change. The connection between functional biodiversity and biodiversity dynamics on a changing planet is the main focus of the Biodiversity on a Changing Planet (BoCP) program. The program encourages proposals that integrate ecological and evolutionary approaches in the context of the continual gain, loss, and reorganization of biodiversity on a changing planet. To advance a comprehensive understanding of functional biodiversity requires a highly integrative approach including consideration of spatial and temporal dimensions from the organismal to the ecosystem level, and from recent to deep timescales. The BoCP program is a cross-directorate and international program led by NSF that invites submission of interdisciplinary proposals addressing grand challenges in biodiversity science within the context of unprecedented environmental change, including climate change. Successful BoCP proposals will test novel hypotheses about functional biodiversity and its connections to shifting biodiversity on a changing planet, with respect to both how environmental change affects taxonomic and functional biodiversity, as well as how the resulting functional biodiversity across lineages feeds back on the environment. Proposals that seek to improve predictive capability about functional biodiversity across temporaland spatial scales by considering the linkages between past, present, and future biological, climatic, and geological processes are also encouraged. While this focus complements several core programs at NSF, it differs by requiring an integrative approach to understanding functional biodiversity as it relates to shifting biodiversity under changing environmental conditions. The program supports both US-only collaborative proposals and proposals with international partnerships with the National Natural Science Foundation of China (NSFC), the So Paulo Research Foundation (FAPESP) of Brazil, and the National Research Foundation (NRF) of South Africa. International collaborative proposals are to be submitted jointly, with the U.S. PIs submitting to NSF and the collaborating Chinese, Brazilian, or South African PIs submitting to their appropriate national funding agencies. These agreements do not preclude other international collaborations (see solicitation for additional details).

Program Mission: The IUCRC program catalyzes breakthrough pre-competitive research by enabling close and sustained engagement between industry innovators, world-class academic teams, and government agencies. IUCRCs help industry partners and government agencies connect directly and efficiently with university researchers to achieve three primary objectives:1) Conduct high-impact research to meet shared and critical industrial needs in companies of all sizes; 2) Enhance U.S. global leadership in driving innovative technology development, and 3) Identify, mentor and develop a diverse, highly skilled science and engineering workforce. Program Overview: The IUCRC program provides a structure for academic researchers to conduct fundamental, pre-competitive research of shared interest to industry and government organizations. These organizations pay membership fees to a consortium so that they can collectively envision and fund research, with at least 90% of Member funds allocated to the direct costs of these shared research projects. IUCRCs are formed around research areas of strategic interest to U.S. industry.Industry is defined very broadly to include companies (large and small), startups and non-profit organizations. Principal Investigators form a Center around emerging research topics of current research interest, in a pre-competitive space but with clear pathways to applied research and commercial development.Industry partners join at inception, as an existing Center grows or they inspire the creation of a new Center by recruiting university partners to leverage NSF support.Government agencies participate in IUCRCs as Members or by partnering directly with NSF at the strategic level. Universities, academic researchers, and students benefit from IUCRC participation through the research funding, the establishment and growth of industry partnerships, and educational and career placement opportunities for students. Industry Members benefit by accessing knowledge, facilities, equipment, and intellectual property in a highly cost-efficient model; leveraging Center research outcomes in their future proprietary projects; interacting in an informal, collaborative way with other private sector and government entities with shared interests; and identifying and recruiting talent. NSF provides funding to support Center administrative costs and a governance framework to manage membership, operations, and evaluation. Successful IUCRCs require: A capable research/management team with an entrepreneurial mindset; Universities, faculty, and students interested in engaging in research of interest to industry; A community of industry partners seeking pre-competitive, use-inspired research projects. Each IUCRC is expected to grow and become independently sustainable by the end of the NSF support.

This funding opportunity provides financial support for collaborative research and data collection on land classification and natural resources, targeting federal, state, tribal, and academic partners.