Hence, submitted responses should not be worded as proposals. In accordance with FAR The Government will not reimburse respondents for any costs associated with submissions of the RFI being requested or reimburse expenses incurred to interested parties for responses. Towards this end, DoD invests in the future and current STEM talent pools by fostering pathways that connect to a continuum of enriching DoD programs to meet the unique mission needs of the Department.
DoD is the largest employer of scientists and engineers in the United States. Therefore, the Department must maintain a robust pipeline of STEM talent by investing in postsecondary STEM activities, specifically in 2-year colleges, to ensure the DoD has enduring access to the best and brightest talent in the near-, mid-, and long-term. This RFI explicitly encourages input from or regarding projects that involve consortia or communities of practices between 2-year institutions, Community Colleges, and relevant partners; improve the capacity of community colleges to create impactful STEM educational experiences for students and teachers; promote the transition from 2 to 4-year degrees; and prepare an agile and diverse 21st century technical workforce.
How could those needs and challenges best be addressed? What are effective ways to promote technical training and STEM certificate programs? What benefits would come from each type of partner?
Whether you are currently part of a consortium-based model or would be interested in participating in one, describe the benefits and drawbacks of such a partnership. What type of consortium structure maximized the creation of effective and lasting relationships between institutions in regards to promoting STEM education?
What would the role of the management entity look like, and what partners would be involved? If you are currently part of a local or regional ecosystem[7], either formally or informally, describe the structure and support that the ecosystem provides.
Please describe the benefits and drawbacks that you encounter. What are effective ways in assessing program impact relative to topics mentioned above? Requirement: All qualified, experienced, and capable sources are welcome to respond to this RFI. Large-scale and small-scale examples of programs are of equal interest. Your capabilities should cover any and all areas of focus delineated above.
There is no target of years in relevant experience if a program has evidence-based effectiveness and proven results. Please no phone calls. No hard copy or facsimile submissions will be accepted. Cover letters and extraneous materials brochures, etc. A STEM education ecosystem continuously evaluates its activities and adapts as needed to improve outcomes for learners, plans for the long-term, and invests in communicating its work to build broad support and advance best-practices.
Navy and U. Marine Corps. The US Army Corps of Engineers USACE , Portland District NWP intends to enter into a cooperative agreement with a non-Federal public entity or non-profit entity to accomplish the following: 1 provide training and educational opportunities for college students who are studying archaeology and cultural resources management, and 2 continue cultural resources stewardship through identifying, evaluating, and studying cultural resources managed by the Willamette Valley Project or issues relevant to the cultural resources program, which is part of the Environmental Stewardship Program.
The fields of archaeology and cultural resources management will benefit from the production of new professionals who have targeted and useful training. The cooperative agreement will be awarded pursuant to 33 U. The preferred partner for this cooperative agreement must be a non-Federal public entity or non-profit entity that has access to college student populations who live within commuting distance of the Willamette Valley Project.
These opportunities will be within commuting distance of the Willamette Valley Project. The recipient must have knowledge of and experience with academic and applied aspects of archaeology and cultural resources management and be able to undertake and complete projects of varying scope and complexity related to these fields.
The recipient must have experience working with college student populations and supporting students through education and training efforts in the fields of archaeology and cultural resources management. Established by Congress in , the program has awarded more than 3, scholarships, and aims to increase the number of civilian scientists and engineers working at Department of Defense DoD laboratories and facilities.
NDEP activities support the DoD STEM effort in providing authentic learning experiences through a variety of education and outreach initiatives in the form of scholarships, internships, enrichment activities, competitions, and mentorships by leveraging partners from industry, academia, and other government organizations with a shared STEM mission. Upon graduation, students move directly into employment at DoD facilities. The funding announcement will be available in early January on Grants. To register, email osd.
More details will be provided prior to the event. States that are ready to apply may do so in Phase 1, which will open in late States that need more time may apply in Phase 2, which will open in spring States that apply in Phase 1 but are not awarded grants may reapply for funding in Phase 2, together with States that are applying for the first time in Phase 2.
Phase 1 grantees may not apply for additional funding in Phase 2. We will announce specific deadlines for both Phase 1 and Phase 2 in subsequent notice s inviting applications for funds under this program. Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice.
For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register.
Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information.
For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 84 FR ,or at www.
With this notice, the Secretary is announcing that proprietary institutions of higher education, as defined in section b of the Higher Education Act of , as amended, 20 U. Allocations for eligible proprietary institutions of higher education will be calculated on the basis of the formula specified under section a 1 A - F of CRRSAA, with the total amount of funding allocated to the a 4 funding stream determined under ARP section 4.
In making such emergency financial aid grants to students, grantees must prioritize grants to students with exceptional need, such as students who receive Pell Grants. Purpose of Program: In awarding these grants, the Institute of Education Sciences IES intends to provide national leadership in expanding knowledge and understanding of 1 developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, 2 education outcomes for all learners from early childhood education through postsecondary and adult education, and 3 employment and wage outcomes when relevant such as for those engaged in career and technical, postsecondary, or adult education.
The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners.
These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research NCER is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking.
If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID learning loss, we ask that you express or state this intention clearly in your proposal and on item 4 b of the SF Federal Application Assistance Form. Research Grants Focused on Systematic Replication. Below is a sample grant proposal to fund the purchase of Prevention Plus Wellness PPW programs, training and evaluation services.
Evidence-based Prevention Plus Wellness. Data from the Centers for Disease Control CDC and Prevention show that American youth are at risk for a multitude of behaviors that are harmful to their health and well-being.
These include alcohol, tobacco, e-cigarettes, marijuana, prescription opioid misuse and other illicit drug use, physical inactivity, unhealthy eating, lack of sleep and uncontrolled stress. Research also indicates that the majority of US youth experience two or more co-existing risk behaviors, and over a third three or more risk behaviors.
Together, multiple risk habits interact to compound the pain, suffering and sadness youth and their families experience by increasing the likelihood of injury, illness, and personal and social problems, while hindering positive development of youth. Solving the national epidemic of multiple substance use and other health risks among youth requires using evidence-based programs that integrate alcohol and drug use prevention with wellness promotion.
These include participating in sports and physical activities, eating healthy, getting plenty of sleep and controlling stress. They are implemented in three easy steps: 1 Screen youth for their current health habits to increase awareness of their health behaviors, 2 Provide tailored feedback and positive image messaging to increase motivation for increasing wellness habits and avoiding substance use, and 3 Assist youth in setting and monitoring multiple health behavior goals to initiate behavior change and increase self-regulation skills.
SPORT Prevention Plus Wellness also includes optional follow-up materials, including a series of weekly parent-youth flyers, and parent and youth web resources developed to cue and reinforce parent-youth communication and positive image and behavior change. The one-time purchase pricing eliminates future materials costs and ensures program sustainability. In addition, practical online or onsite training is offered to become certified as a Program Implementer or Trainer of Trainer.
These activities and programs include…. As such, it will increase the reach of our prevention program to a greater number of youth. Last year, xxx youth were seen at our organization. These include promoting youth sports and physical activities, healthy eating, getting adequate sleep, controlling stress, goal setting, and avoiding alcohol and other drugs.
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