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NINDS - National Institute of Neurological Disorders and Stroke

This education project is a continuation of our current, national class, Training in Advanced Statistical Methods in Neuroimaging and Genetics. Over the past 15 year the National Institutes of Health has greatly increased funding of grants that utilized advanced neuroimaging methods, genetic methods, and advanced statistical methods. While introductory courses are offered, ours is the only advanced course offered in the United States that provides an intensive, hands-on (“doing”) learning opportunity to better prepare biomedical and clinical researchers in advanced statistical methods. In one decade the combined budgets that utilize these advanced analysis techniques from the National Institute of Neurological Disorders and Stroke, National Institute of Mental Health, National Institute on Aging, National Institute on Drug Abuse, and National Institute of Biomedical Imaging and Bioengineering grew 5-fold, and there continues to be a great need to provide an educational opportunity to ensure the workforce is well positioned to carry out important work that has been identified by these and other institutes. Our program will continue to meet this need. We bring together a group of diverse world-class scientists and educators in a two-week intensive format to provide theoretical lectures paired with hands-on computer tutorials. Our course has served 103 students (55 total in 2021-2022 via Zoom due to COVID-19), and in 2023 (our 1st year of in-person) we taught 20 students, and 28 students in 2024 (in-person). We will enroll 26-30 students in April 2025 session. In our competitive renewal we will continue to enroll 26-30 students per year. With this being an advanced course, we ensure that the students accepted are a good education-level match for the content. We also implement mechanisms to maximize diverse perspective in our students and our teaching faculty. These students are accepted from across the United States, with attention to attracting a diverse student cohort. This education program will continue to distribute Tuition Awards based on financial need. We have evolved our course based on feedback from our current course alumni. In our class, over two weeks, students learn and put into practice methods such as: hierarchical statistical models, Bayesian statistics, network science, functional and structural connectomics, disease driven degeneration of the brain, and methods for analysis of genetics data such as polygenic risk scoring and structural equation modeling. The course concludes with lectures and labs on multi-modal analysis (imaging and imaging-genetics), and classification methods for biomarker development. Our course now includes 5 guest lecturers and team building activities outside of the classroom. To ensure students apply the acquired knowledge and skills to their independent research projects back at their home institutes, we supplement the course with our innovative continuing education: zoom-based sessions with the faculty for 8-months post formal course and students having near-real-time access regarding technical implementation questions through the Slack. This continued education portion greatly increases success utilizing their new practical skills in their own research.

NICHD - Eunice Kennedy Shriver National Institute of Child Health and Human Development

Project Summary/Abstract There is a vital need to expand implementation science research to identify the most effective intervention strategies to improve HIV prevention, care and treatment outcomes in the U.S. and globally. Kenya provides a unique setting for this work given the high HIV burden, the large burden of co-infections such as TB and greater access to populations including women and children with HIV. Studying interventions in high-burden settings allows for more rapid evaluation and refinement of strategies that are directly applicable to improving HIV outcomes in the United States (US). This program represents a strategic opportunity to train researchers to develop and clinically test relevant interventions that can be adapted for similar settings in the US. Moi University College of Health Sciences (Moi University School of Public Health [MUSPH] and School of Medicine [MUSM]) in Kenya and Indiana University in the U.S. have a 36 year history of collaboration that has produced over 1000 publications and demonstrated the value of this partnership to US public health. Lessons learned during this long collaboration contributed to the successful response to the HIV outbreak in Scott County in 2015, greatly benefiting the citizens of Indiana. This long-standing partnership provides a strong foundation to expand and strengthen the HIV implementation science research workforce and will support the newly developed Kenya-U.S. Health Cooperation Framework. This program will enable the testing of novel intervention strategies to improve HIV prevention and management and continue to apply lessons learned from our work in Kenya to improve HIV outcomes in the U.S. through a bidirectional and iterative exchange of knowledge and solutions to address shared health challenges. Under the leadership of Indiana University and Moi University the over-arching goal of this proposal is to create sustainable and collaborative capacity for HIV Implementation Science and Dissemination (HIV-ID) both within academia and at the county-level (equivalent to U.S. states) through 1) educational infrastructure to support training in HIV-ID in western Kenya; 2) expanding human resource capacity in HIV-ID that promotes collaboration between academia and county health teams; and 3) to support continuation of trainees in HIV-ID. We will engage county health teams and county governments in the HIV-ID Program to address the vital need for their collaboration with academics in order to tackle challenges within the HIV prevention and care cascades. We will promote reciprocal innovation (shared learning), defined as the bidirectional, co-constituted, and iterative exchange of ideas, resources, and innovations to address health challenges shared with the U.S. and other countries. Ultimately, strengthening research capacity in Kenya will not only improve the prevention and management outcomes but will also establish an effective sustainable training infrastructure for management of current and future emerging infectious diseases.

NHGRI - National Human Genome Research Institute

PROJECT SUMMARY Background: Compared to the rapid pace of genomic discoveries, the adoption of genomics-informed health applications lags. According to the NHGRI’s Strategic Vision for 2030, there is a critical need for implementation science approaches to bridge the gap between discovery and real-world application. Our recent NIH portfolio analysis and systematic review found that less than 2% of genomics grants and peer-reviewed publications integrate implementation science frameworks. To fully leverage genomic advancements, a workforce trained in applying implementation science to genomics-informed health applications is essential. Goal: The Training Institute for the Implementation of GEnomics Research (TIGER) aims to increase the implementation science capacity for genomics by training investigators across the US. The program will prepare investigators to effectively implement genomics research in real-world settings, ensuring widespread availability of genomics-informed health applications, with an emphasis on populations with limited resources. Approach: Aim 1: Expand and implement TIGER to train a cohort of 32 fellows annually (160 over the five-year grant period). TIGER is a hybrid program combining virtual lectures with an in-person workshop. It is targeted at postdoctoral associates and research faculty applying genomics in the prevention and treatment of disease. Fellows will be paired with mentors to build competencies in implementation science tailored to their research. We will work with the established Genomic Data Science Community Network to recruit a high-quality pool of fellows with a broad range of skills, perspectives, and backgrounds. Aim 2: Continuously evaluate and improve the TIGER program. A robust evaluation plan, guided by a logic model, will track data from fellows, including surveys, assessments, and program metrics, to refine the curriculum and mentorship process. Aim 3: Disseminate TIGER nationally to build a network of genomics implementation science champions. Course materials will be made publicly accessible, and findings will be shared via conferences, publications, and social media. TIGER alumni will be provided with networking opportunities to foster ongoing engagement, and they will be equipped with tools to disseminate TIGER knowledge. Innovation and Impact: TIGER is a pioneering educational initiative designed to address the cross-cutting need for advanced training in the application of implementation science to genomics. This program is significant because it will promote the incorporation of implementation science methods to adopt genomics in real world settings where evidence-based interventions exist but are not commonly applied. We will offer this training using innovative methods for engaging adult learners to build pragmatic skills that can be applied to a range of clinical research and quality improvement programs at learners’ home institutions. Our approach to training delivery is accessible (hybrid design), rigorous, and allows for continuous refinement and improvement through a robust evaluation plan.

NHGRI - National Human Genome Research Institute

PROJECT SUMMARY Despite significant advancements in genomic medicine, its integration into Internal Medicine (IM) remains limited. This program will seek to address barriers at the residency training level. Mount Sinai has been at the forefront of addressing this need for genomic medicine training during Internal Medicine training. Mount Sinai has stood up initiatives such as a specialized Genomic Medicine track within the IM residency and the development of the Genomic Education in Medicine (GEM) platform, which provides web-based resources to support genomic education for IM residents. This one-day conference will bring together leaders from IM residency programs across the United States, as well as genomic medicine experts and clinicians to assess current efforts and share innovations for integrating genomics into training. The event will focus on identifying barriers to adoption, such as limited expertise and competing priorities, and developing strategies to overcome these challenges across diverse residency environments. Through a collaborative one-day process, attendees will create a “consensus agenda for education in and implementation of genomic medicine” within IM residencies, which will then be refined and finalized through follow-up virtual meetings. The goal is to publish a proposed education agenda and implementation strategy to support those IM training programs that seek to bring genomic medicine implementation into their curriculums.

U.S. National Science Foundation

Training-based Workforce Development for Advanced Cyberinfrastructure (CyberTraining)

U.S. National Science Foundation

This program seeks to prepare, nurture, and grow the national scientific research workforce for creating, utilizing, and supporting advanced cyberinfrastructure (CI) to enable and potentially transform fundamental science and engineering (S&E) research and education and contribute to the Nation's overall economic competitiveness and security. The goals of this solicitation are to (i) ensure broad adoption of CI tools, methods, and resources by the research community in order to catalyze major research advances and to enhance researchers abilities to lead the development of new CI, and (ii) integrate core literacy and discipline-appropriate advanced skills in advanced CI as well as computational and data-driven methods for advancing fundamental research, into the Nation s undergraduate and graduate educational curriculum/instructional materials. Proposals responding to this solicitation may target one or both solicitation goals. For the purpose of this solicitation, advanced CI is broadly defined as the set of resources, tools, methods, and services for advanced computation, large-scale data handling and analytics, and networking and security for large-scale systems that collectively enable potentially transformative fundamental S&E research and education. This solicitation calls for innovative, scalable training, education, and curriculum/instructional materials targeting one or more of the solicitation goals to address emerging needs and unresolved bottlenecks in the S&E research workforce development, from the postsecondary level to active researchers to CI professionals. The funded activities, spanning targeted, multidisciplinary communities, should lead to transformative changes in the state of research workforce preparedness for advanced CI-enabled research in the short- and long-term. This solicitation also seeks to broaden CI access and adoption by (i) increasing the adoption of advanced CI and computational and data-driven methods to a broader range of S&E disciplines and institutions and (ii) effectively utilizing individual capabilities. Proposals from, and in partnership with, the aforementioned communities are especially encouraged. There are two project classes as defined below: Pilot Projects: up to $300,000 total budget with durations up to two years; and Implementation Projects: Small (with total budgets of up to $500,000) or Medium (with total budgets of up to $1,000,000) for durations of up to four years. Section II. Program Description provides a more complete description of the project classes. Section V.A. Proposal Preparation Instructions describes the proposal elements required for the various project classes in order to address the suitable set of solicitation-specific review criteria. The CyberTraining program is led by the Office of Advanced Cyberinfrastructure (OAC) in the Directorate for Computer and Information Science and Engineering (CISE) and has participation from other NSF directorates/divisions, as described in Section II. Program Description, Programmatic Areas of Interest. Not all directorates/divisions are participating at the same level, and some have specific research and education priorities. The appropriate contact for the CyberTraining program in any directorate/division is the Cognizant Program Officer (PO) for the respective directorate/division/office/program listed below. All projects are expected to clearly articulate how they will address important community needs and provide resources that will be widely available to and usable by the research community.Prospective principal investigators (PIs) are strongly encouraged to contact the Cognizant Program Officers in CISE/OAC and in the participating directorate/division relevant to the proposal to ascertain whether the focus and budget of their proposed activities are appropriate for this solicitation. Such consultations should be completed at least one month in advance of the submission deadline. PIs should include the names of the Cognizant Program Officers consulted in a Single Copy Document as described in Section V.A. Proposal Preparation Instructions. The intent of the CyberTraining program is to encourage collaboration between CI and S&E domain disciplines. (For this purpose, units of CISE other than OAC are considered domain disciplines.) To ensure relevance to community needs and to facilitate adoption, those proposals of interest to one or more domain divisions must include at least one PI/co-PI with expertise relevant to the targeted research discipline. All proposals shall include at least one PI/co-PI with expertise relevant to OAC. Prospective PIs contemplating submissions that primarily target communities relevant to directorates/divisions that are not participating in this solicitation are directed to instead explore the education and workforce development programs of the respective directorates/divisions.

NIGMS - National Institute of General Medical Sciences

Project Summary/Abstract Section The goal of this program aligns with NIGMS R25 IPERT objectives to enhance workforce training in an area of unmet biomedical need. Quantitative systems engineering competencies play a critical role in preparing biomedical engineers to address healthcare challenges at the interface of living and non-living systems, an essential step toward building a strong and sustainable biomedical workforce. However, biomedical engineering (BME) graduates struggle to demonstrate these competencies in ways visible to employers and graduate programs, undermining workforce competitiveness despite growing demand. This proposal brings together a consortium of institutions to rigorously test and disseminate PRIME (Physiological system identification, Ranked constraints, Interactive block diagrams, Mathematical modeling, Evidence-based solutions), a studio-based pedagogical framework that develops quantitative biological systems engineering competencies across varied BME programs nationally. We propose an approach that is community-driven, with faculty, teaching assistants, students, and implementation science researchers coming together into a national network at various entry points to (a) identify institutional factors enabling successful implementation, (b) adapt PRIME to local contexts while maintaining effectiveness, (c) join development teams to create studio problems and assessment tools, and (d) serve as early adopters testing resources across varied settings. Through four integrated aims, we will: (1) establish the evidence base by finalizing 25 studio problems, assessing PRISM reliability (ICC >0.80), and analyzing Cornell data; (2) test PRIME at four partner institutions from R1 universities to primarily undergraduate institutions, implementing studios in at least two courses per site with standardized data collection and employer surveys benchmarking graduate competencies against workforce needs; (3) build national capacity through annual week-long faculty workshops training 6-8 institutional teams per year with year-long support, and develop an eCornell course and comprehensive textbook; (4) advance implementation science to examine how institutional characteristics and faculty adoption factors influence sustained pedagogical change and workforce preparation outcomes. The program will train 30+ faculty from 15+ institutions over five years. PRIME requires minimal infrastructure—existing classrooms and cloud-based platforms—making it accessible to resource-constrained institutions. Implementation grants support teaching assistant stipends and faculty time; partner institutions additionally receive aggregated cross-institutional performance benchmarks and co-authorship opportunities as incentives for sustained data partnership. All PRIME content and resources will be freely accessible through a comprehensive public website, open to all BME programs nationwide. The goal is to increase the number of biomedical engineers with quantitative systems engineering competencies to advance transformative research and innovation at the interface of living and non-living systems.

NIMH - National Institute of Mental Health

PROJECT SUMMARY/ABSTRACT The proposed Translational Neuroscience Training for Clinicians (TNTC) T32 program leverages the breadth and depth of the Boston clinical and neuroscience community to provide outstanding postdoctoral research training for clinician-scientists. Our program addresses a pressing need in the psychiatry research workforce: strengthening the pipeline for clinically trained individuals to enter translational neuroscience research careers. We are well-positioned to address this important gap, with access to both a talented pool of trainees from outstanding psychiatry residency and psychology internship programs, as well as an expansive network of basic, translational, and clinical investigators across Harvard and its affiliates. Program faculty members are seasoned investigators and mentors based at the MGH Department of Psychiatry or the Broad Institute, and each has independent funding as part of a multidisciplinary research portfolio. We are requesting support for a total of five postdoctoral fellows, who will each be co-mentored by one clinical and one translational/basic scientist. Two to three new trainees, either psychiatrists or psychologists who have recently completed their clinical training, will enter the program each year and receive a maximum of three years of support. Trainees will receive cross-disciplinary mentorship that spans two of four research “hubs,” consisting of (1) the numerous clinical research programs within the MGH Department of Psychiatry, (2) the Martinos Center for Biomedical Imaging, (3) the MGH Psychiatric and Neurodevelopmental Genetics Unit, and (4) the Stanley Center of the Broad Institute. Leveraging vast datasets from across these programs, trainees will develop mentored research projects that bridge the domains of clinical research, brain imaging, genomics, animal models, and cell/molecular biology through forward and/or reverse translation. Specialized didactic training encompasses these domains and general issues in translational research, including biostatistics, ethics, scientific writing, and career planning, in preparation for career development awards or other independent funding applications to be submitted during the fellowship period. Our trainees will, therefore, enter the fellowship period with a deep, first-hand knowledge of unmet clinical needs in psychiatry; they will graduate with a foundation of cutting-edge tools to address these needs over their careers. We have an accomplished and experienced faculty in terms of scientific expertise and methodology who have enthusiastically participated in primary mentorship and teaching in our didactic program. This T32 program will provide a strong, longitudinal mentored research experience for fellows, guided by program faculty, to foster critical scientific contributions and enhance the career development of trainees, supporting their transition to productive, independent careers in academic medicine.

Fish and Wildlife Service

The U.S. Fish and Wildlife Service intends to issue a Single Source award to Montana State University; this is not an application process. Through this agreement with Montana State University (MSU), USFWS requests that the Western Transportation Institute (WTI) at MSU assist the USFWS with a host of workforce development, training, and technical assistance services for complexes and refuges located within the United States and to support its international programs. These technical services will support the overarching approach described above. Specifically, these services will help USFWS to: -Identify the needs of the millennial generation s refuge visitation and its impacts. -Understand millennial generation mobility and alternative transportation system preferences. -Identify, support, and mentor potential transportation scholars. -Provide road ecology technical road assistance for refuges to protect wildlife, water resources, fish passages, and habitats. -Support ARC Solutions (animal road crossings) technology transfer, materials and outreach with refuges and other potential wildlife oriented partners. -Support access to transportation training and information resources of specific interest to federal land agency personnel. -Conduct a national survey on wildlife and roads in the refuges to identify wildlife vehicle collision and habitat connectivity needs and potential strategies to address them. -Investigate international partnerships to exchange wildlife mitigation solutions and road ecology best practices worldwide.

U.S. National Science Foundation

The Tribal Colleges and Universities Program (TCUP) provides awards to federally recognized1 Tribal Colleges and Universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote high quality science (including sociology, psychology, anthropology, linguistics, economics and bioeconomics, statistics, and other social and behavioral sciences; natural sciences; computer science, including, but not limited to, artificial intelligence, quantum information science, and cybersecurity), technology, engineering and mathematics (STEM), STEM education, research, and outreach. Support is available to TCUP-eligible institutions (see the Additional Eligibility subsection of Section IV of this solicitation) for transformative capacity-building or community engagement projects through Instructional Capacity Excellence in TCUP Institutions (ICE-TI), Targeted STEM Infusion Projects (TSIP),TCUP for Secondary and Elementary Teachers in STEM (TSETS), TCU Enterprise Advancement Centers (TEA Centers), Cyberinfrastructure Health, Assistance, and Improvements (CHAI), and Preparing for TCUP Implementation (Pre-TI). Collaborations led by TCUP institutions that involve non-TCUP institutions of higher education are supported through TCUP Partnerships, with the participation of other NSF programs to support the work of non-TCUP institutions. Finally, research studies that further the scholarly activity of individual faculty members are supported through Small Grants for Research (SGR). Through the opportunities highlighted above, as well as collaborations with other National Science Foundation (NSF) divisions and directorates, and other organizations,TCUPaims toincrease Native individuals' participation in STEM careers, improve the quality of STEM programs atTCUP-eligible institutions, and facilitate the development of a strong STEM enterprise in TCUP institutions' service areas. TCUP supports transformative capacity-building, community engagement, or research projects at TCUP-eligible institutions through the following funding tracks: Instructional Capacity Excellence in TCUP Institutions (ICE-TI) projects provide support to design, implement, and assess comprehensive institutional improvements in STEM education and research capacity at TCUP-eligible institutions of higher education. By strengthening STEM education and STEM education research, successful projects will increase the number of STEM students and improve the quality of their preparation. ICE-TI projects create and/or adapt and assess innovative models and materials for teaching and learning in STEM, embody knowledge about how students learn most effectively in STEM teaching and learning activities, and bring STEM disciplinary advances into the undergraduate or graduate experience. The objective of this strand is to expand STEM degrees offered by TCUP-eligible institutions or significantly enhance instructional approaches. Targeted STEM Infusion Projects (TSIP) support the attainment of a short-term, well-defined goal to improve the quality of STEM education at an eligible institution. Targeted STEM Infusion Projects could, for example, enhance academic infrastructure by systematically adding traditional knowledge to the scope or content of a STEM course, updating curricula, modernizing laboratory research equipment, developing and delivering professional development for K-12 STEM educators, or improving the computational infrastructure.The objective of this strand is to expand STEM degrees or significantly enhance instructional approaches. TCUP for Secondary & Elementary Teachers in STEM (TSETS) supports in-service professional development in STEM disciplinary or STEM education content and/or research for K-12 STEM teachers in the relevant service area. Examples of project activities include, but are not limited to, professional development involving seminar series and engagement in STEM instruction and content during the academic year, structured series of summer intensive workshops and trainings, and summer research opportunities. The objective of this strand is to broaden the instructional capacity for STEM in the K-12 workforce and thereby to the entire community, and to build the capacity for STEM disciplinary or education research among participating educational professionals. TCU Enterprise Advancement Centers (TEA Centers) coalesce the STEM and/or STEM education expertise into a team, designed to support and promote the STEM goals, needs, aspirations, or interests of the chartering reservation or tribe(s). TEA Centers may address a critical tribal or community need or focus on a realm of research or design that is beyond the scope of individual research grants or that is of interest to multiple tribes. The objective of this strand is to build on the capacity developed through prior TCUP support and apply expertise to collaborations with communities in the institution s service area, or nationally. The Cyberinfrastructure Health, Assistance, and Improvements (CHAI) strand supports projects at TCUP-eligible institutions of higher education to upgrade the cyberinfrastructure necessary to conduct, expand, manage and administer STEM programs of study, including research. The objective of this strand is to equip TCUP institutions to meet the demands of virtual instruction, advanced computing, and data science opportunities. Preparing for TCUP Implementation (Pre-TI) provides support for activities that prepare an institution for Implementation-level projects.Consequently, they are available only to TCUP-eligible institutions of higher education that have never received TCUP support, have not received TCUP support within the previous five years, or are embarking on a significantly novel STEM strategic plan. Examples of supported activities include completing an institutional assessment of its current STEM instructional capacity, or engaging in conversations necessary to formulate a shared vision of what that capacity should be and how to achieve it. Pre-TI awards can support staff and faculty release time, travel, stakeholder gatherings, and associated administrative costs.The objective of this strand is to conduct self-studies and formulate strategic plans for the development of STEM instructional programs of study. The TCUP Partnerships strand provides support for collaborations that will improve TCUP institutions' instructional and research capacity in STEM fields supported by NSF; attract, retain, and support TCUP students in internships and research endeavors deemed to be necessary for a complete curriculum offering; and engage partner universities to provide an academic grounding and a successful transition for students who wish to study or attain degrees in STEM fields supported by NSF. TCUP Partnerships broaden the number of scientific disciplines available to students at TCUP institution through collaborations with non-TCUP institutions. Active Pre-Engineering Education Collaboratives or Partnerships in Geoscience Education awards are not affected by this revision. The objective of this strand is the development, through instructional and research capacity-building, of academic and career pathways for TCUP students through supporting collaborative projects between and among TCUP and non-TCUP institutions. Interested teams of collaborators for which a TCUP institution serves as lead should contact the TCUP program directors. Support for non-TCUP partners must be obtained from other NSF programs, which follows the procedures of the prior Partnership strands. Small Grants for Research (SGR) strand support STEM or STEM Education faculty members at TCUP-eligible institutions to initiate or pursue research projects or programs that may include undergraduate or graduate student engagement. Awards are intended to help further the faculty member's research capability and effectiveness; improve research and teaching at his or her home institution and create and study new models and innovations in STEM teaching and learning. International research or collaborations are strongly encouraged. TCUP students may seek support for international research opportunities under the guidance of a TCUP STEM or STEM education faculty member and an international research collaborator. These awards are particularly appropriate as a means of recruiting and retaining highly qualified scientists, engineers, and educators at TCUP-eligible institutions. The objective of this strand is to support faculty research and professional development that build research capacity at TCUP institutions. [1] Executive Order 13021 defines Tribal Colleges and Universities ("tribal colleges") as those institutions cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 note), and other institutions that qualify for funding under the Tribally Controlled Community College Assistance Act of 1978, (25 U.S.C. 1801 et seq.), as well as Navajo Community College as authorized in the Navajo Community College Assistance Act of 1978, Public Law 95-471, Title II (25 U.S.C. 640a note). The term "Alaska Native-serving institution" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 20 percent Alaska Native students. The term "Native Hawaiian-serving institution" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 10 percent Native Hawaiian students. Most TCUP-eligible institutions of higher education are two-year or community colleges. See the Who May Submit Proposals section in this solicitation for further details.

National Institutes of Health

The purpose of the Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) program is to fund federally recognized American Indian/Alaska Native (AI/AN) Tribes, tribal colleges or universities, Tribal health programs, or Tribal organizations (collectively termed, eligible Tribal Entities) to identify and develop a pool of scientists to conduct research on AI/AN health and health disparities. Through this Notice of Funding Opportunity (NOFO), NIGMS will provide support for a phased award to eligible AI/AN Tribal Entities to develop (UE5) and implement (T32) effective training and mentoring activities for research-oriented individuals earning a doctoral degree in a biomedical research field at a variety of institutions across the United States and territories. The overall purpose is to support the development of individuals who have the technical, operational, and professional skills required to conduct AI/AN health research in a culturally appropriate, ethically responsible and rigorous manner, to complete Ph.D.s in a biomedical field, and to transition into careers in the biomedical research workforce.

National Institutes of Health

The purpose of the Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) program is to fund federally recognized American Indian/Alaska Native (AI/AN) Tribes, tribal colleges or universities, Tribal health programs, or Tribal organizations (collectively termed, eligible Tribal Entities) to identify and develop a pool of scientists to conduct research on AI/AN health and health disparities. Through this Notice of Funding Opportunity (NOFO), NIGMS will provide support for a phased award to eligible AI/AN Tribal Entities to develop (UE5) and implement (T32) effective training and mentoring activities for research-oriented individuals earning a doctoral degree in a biomedical research field at a variety of institutions across the United States and territories. The overall purpose is to support the development of individuals who have the technical, operational, and professional skills required to conduct AI/AN health research in a culturally appropriate, ethically responsible and rigorous manner, to complete Ph.D.s in a biomedical field, and to transition into careers in the biomedical research workforce.

National Institutes of Health

The purpose of the Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) program is to fund federally recognized American Indian/Alaska Native (AI/AN) Tribes, tribal colleges or universities, Tribal health programs, or Tribal organizations (collectively termed, eligible Tribal Entities) to identify and develop a pool of scientists to conduct research on AI/AN health and health disparities. Through this Notice of Funding Opportunity (NOFO), NIGMS will provide support for a phased award to eligible AI/AN Tribal Entities to develop (UE5) and implement (T34) effective training and mentoring activities for research-oriented individuals earning a bachelor's degree in a biomedically-relevant field at a variety of institutions across the United States and territories. The overall purpose is to support the development of individuals who have the technical, operational, and professional skills required to conduct AI/AN health research in a culturally appropriate, ethically responsible and rigorous manner, to complete a bachelor's degree in a biomedical field, and ultimately to transition into careers in the biomedical research workforce.

National Institutes of Health

The purpose of the Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) program is to fund federally recognized American Indian/Alaska Native (AI/AN) Tribes, tribal colleges or universities, Tribal health programs, or Tribal organizations (collectively termed, eligible Tribal Entities) to identify and develop a pool of scientists to conduct research on AI/AN health and health disparities. Through this Notice of Funding Opportunity (NOFO), NIGMS will provide support for a phased award to eligible AI/AN Tribal Entities to develop (UE5) and implement (T34) effective training and mentoring activities for research-oriented individuals earning a bachelor's degree in a biomedically-relevant field at a variety of institutions across the United States and territories. The overall purpose is to support the development of individuals who have the technical, operational, and professional skills required to conduct AI/AN health research in a culturally appropriate, ethically responsible and rigorous manner, to complete a bachelor's degree in a biomedical field, and ultimately to transition into careers in the biomedical research workforce.

Department of Forestry and Fire Protection

Tribal Wildfire Resilience grants fund projects that serve California Native American tribes, support Traditional Ecological Knowledge and cultural fire, improve forest health through forest fuels reduction, pest management, reforestation, biomass utilization, forest watershed restoration, upper watershed, riparian, and mountain meadow restoration, or research thereof, and directly or indirectly reduce greenhouse gas emissions. These projects address critical needs in tribal communities, and may include a combination of: Implementing & training Traditional Ecological Knowledges & indigenous stewardship Cultural and prescribed burns Creation and maintenance of shaded fuel breaks and defensible space Forest and wildfire resilience projects such as: reforestation dead and dying tree removal understory thinning and/or removal Forest health & restoration projects Increasing biodiversity and improving access to and use of traditional foods and culturally significant species Workforce Development and training programs in fire, forestry, and related Traditional Ecological Knowledge Mapping projects Development of restoration plans, fire or forest management plans Biological and cultural surveys Environmental compliance and permitting Fuels management Fire reintroduction (and planning for fire reintroduction)

Department of Forestry and Fire Protection

Tribal Wildfire Resilience grants fund projects that serve California Native American tribes, support Traditional Ecological Knowledge and cultural fire, improve forest health through forest fuels reduction, pest management, reforestation, biomass utilization, forest watershed restoration, upper watershed, riparian, and mountain meadow restoration, or research thereof, and directly or indirectly reduce greenhouse gas emissions. These projects address critical needs in tribal communities, and may include a combination of: Implementing & training Traditional Ecological Knowledges & indigenous stewardship Cultural and prescribed burns Creation and maintenance of shaded fuel breaks and defensible space Forest and wildfire resilience projects such as: reforestation dead and dying tree removal understory thinning and/or removal Forest health & restoration projects Increasing biodiversity and improving access to and use of traditional foods and culturally significant species Workforce Development and training programs in fire, forestry, and related Traditional Ecological Knowledge Mapping projects Development of restoration plans, fire or forest management plans Biological and cultural surveys Environmental compliance and permitting Fuels management Fire reintroduction (and planning for fire reintroduction)

U.S. National Science Foundation

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. NRT especially welcomes proposals that reflect collaborations between NRT proposals and existing NSF Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) Initiative, Research Experiences for Undergraduates (REU), Louis Stokes Alliances for Minority Participation (LSAMP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and NSF STEM Ed Organizational Postdoctoral Fellowship program (STEM Ed OPRF) projects, provided the collaboration will strengthen both projects. Researchers at minority serving institutions and emerging research institutions are strongly encouraged to submit proposals. Collaborations between NRT proposals and existing NSF INCLUDES projects should strengthen both NRT and INCLUDES projects.

U.S. National Science Foundation

The NSF State and Regional AI Infrastructure Hubs program aims to expand access to the compute required for AI-enabled scientific discovery and to transform the research, education, and training opportunities offered by institutions of higher education. AI Infrastructure Hubs will connect researchers to new compute infrastructure that leverages contributions from state governments, research institutions, industry, and philanthropy, accelerating AI-enabled discovery across science and engineering and developing a skilled technical workforce for AI use in the scientific enterprise. The program responds to a core tenet of Science: A New Golden Age to renew America s research and development (R&D) for changes in today s scientific enterprise, including the role of AI in laying the foundation for a new era of scientific discovery and the growing role of industry and philanthropy in funding R&D. In response, the Administration s FY28 R&D Priorities Memorandum called for investing in AI for science as a national mission and expanding the scale of, and flexible access to, advanced compute and data infrastructure that researchers now require for frontier scientific discovery. Each AI Infrastructure Hub will be organized as a flexible state or regional consortium of state and local governments, research institutions, philanthropies, and the private sector. Consortia will be responsible for all funding for new or expanded computing, data, and AI resources, whether on-premises or cloud-based. NSF will fund each Hub s consortium coordination, AI infrastructure workforce development, and faculty training and coursework development in leveraging AI for science.

NCATS - National Center for Advancing Translational Sciences

PROJECT SUMMARY The mission of the UC Davis Clinical and Translational Science Center (CTSC) is to advance clinical and translational science (CTS) by coalescing the expertise within our premier, comprehensive university and core collaborators to improve human health. We have been the home for CTS researchers at UC Davis for nearly 20 years and have exceeded the essential characteristics of successful CTSA Hubs, both locally and nationally. For the proposed grant period, the UC Davis CTSC will integrate the broad knowledge and expertise of our public, land-grant, research-intensive academic institution and the geographic reach of our university to generate broad knowledge translation. Our CTSC will build transformative teams to uniquely tackle CTS barriers by coalescing the expansive expertise in six UC Davis schools and four colleges, our leading healthcare system at UC Davis Health, rural cooperative extension sites across the state, and community partners representing our broad catchment areas. The Specific Aims of our proposal are: Aim 1: Synergize our existing CTSC systems and infrastructure with new multi-sector leadership, empowered team and staff management, and team science- focused evaluation (A: Overview and B: Strategic Management); Aim 2: Proactively coordinate staff and trainee as well as core collaborators with our services, pilot awards, and data science approaches to support the day-to-day and future work of transformative CTS teams (C1: Workforce, C2: Engagement, D1: Resources, D2: CTS Pilots, D3: Data Science); Aim 3: Implement new projects and teams that address CTS gaps, in both community and clinical settings, and with a focus on dissemination of successful processes and findings back into our Center’s unified suite of assets and to the broader CTS field (E: CTS Research). To achieve these Aims, we strategically developed structures and activities to facilitate CTS within and across every Element of the application and have: 1) elevated all core collaborator audiences to the leadership board, including academic, healthcare system, rural cooperative extension partners, and community members representatives (B: Strategic Management); 2) rooted our training in transdisciplinary and team-centered knowledge creation and standardized our broad array of programs with foundational skill development (C1: Workforce); 3) re-focused our engagement activities on co-creation of scientific questions and long-term partnerships across the spectrum of research processes (C2: Engagement); 4) linked cross-cutting offerings and developed new communication strategies to ensure researchers gain access more efficiently and holistically across disciplines, while maintaining rigor, reproducibility, and high ethical standards (D1: Resources); 5) redesigned the CTSC pilot awards to support these alignments across research teams and collaborator audiences (D2: CTS Pilots); and 6) emphasized continuous iteration and improvement of core CTSC resources, innovation within implementation and data science methodologies, and upfront multi-sector collaborator engagement to speed up impact into real- world settings (D3: Data Science).

NINDS - National Institute of Neurological Disorders and Stroke

We propose implementing a UC Davis Neuroscience Education and Undergraduate Research Opportunities (NEURO) program to enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical neuroscience research needs. For this, we propose to offer a program that will include activities that are well-evidenced to increase the pipeline of students graduating in science majors who are interested in and prepared for graduate or medical school admissions and/or neuroscience research careers. We will support recruitment for our proposed undergraduate junior and senior training program by incorporating activities that kindle interest and engagement in neuroscience research into our highly successful Biology Undergraduate Scholars Program (BUSP), which serves talented freshmen and sophomores on our campus. We envision BUSP serving as a pre-NEURO curriculum and a vital source of applicants for our NEURO program. We will invite guest speakers to BUSP seminars, who will inform students about the scope and significance of neuroscience research, and about the opportunities offered by the NEURO program. We intend to recruit six UC Davis upper-division students per year to participate in the NEURO program, which will offer a one-year research-intensive experience (10 weeks of full-time research in the summer, and the equivalent of 5 weeks of full-time research during the academic year), advising, professional development opportunities, opportunities to practice science communication, and outreach opportunities. These activities are aimed at cultivating interest in neuroscience, developing scientific and professional skills, and facilitating participants’ advancement to the next step of their education and/or careers. We expect that NEURO participants will a) learn the importance of conducting biomedical research responsibly, ethically, and with integrity; b) increase their scientific expertise with respect to understanding scientific reasoning, rigorous experimental design, data analysis, and interpretation; c) develop skills to communicate scientific research to a variety of audiences, including those at national conferences; d) develop a science identity and sense of belonging within the scientific community; e) develop a professional network that includes supportive mentors at a variety of career stages; f) maintain/enhance interest in pursuing a neuroscience-related career and obtain tools for successful transition to graduate or professional programs and g) graduate with a science degree at a percentage of 90% with a GPA≥3.0. Our ultimate goal is that at least 80% of NEURO participants will enter graduate or medical school programs or research careers focused on neuroscience/neuroscience diseases, ultimately increasing the pool of well-trained neuroscientists.

Employment and Training Administration

NOTE: This is a Notice of Intent. There is no announcement related to this notice. We are not accepting applications. Subject to the availability of funds, USDOL s ETA intends to provide funding to an existing cooperative agreement with the National Association of State Workforce Agencies (NASWA), Center for Employment Security Education and Research (CESER) for continued support for the operations of the Interstate Connection Network (ICON) without full and open competition, to extend the implementation of the program and its funding capacity. Authority: DLMS 2, Chapter 830, Section 836 (G): Services are available from only one responsible source and no substitute will suffice; or the recipient has unique qualifications to perform the type of activity to be funded. It is necessary to fund a recipient that has an established relationship with the agency in order to maintain an existing facility or capability to furnish services or benefits of particular significance to the agency on a long-term basis.

NIGMS - National Institute of General Medical Sciences

Project Summary/Abstract The UNT EMBRACE mission is to provide a basic biomedical predoctoral training program that enhances scientific skill sets, develops trainee career and professional skill sets, provides transdepartmental opportunities to participants, and increases faculty development as mentors. The University of North Texas (UNT) serves over 32,000 undergraduate and 7,000 graduate students and is ranked by the Carnegie Classification as a Tier 1 institute dedicated to providing quality mentoring to our Ph.D. students. A central goal of the UNT EMBRACE training program is to increase the number of domestic trainees who complete a Ph.D. and enter a career within the biomedical research workforce. To align with this goal, the objectives of this training program are to: 1) provide high-quality scientific training for predoctoral students in biomedical sciences; 2) provide trainees with professional training and career exploration opportunities; and 3) enhance the Ph.D. mentoring experience for both trainees and mentors to ensure a safe and supportive training environment. To reach objective 1, faculty and career mentors provide scientific training that ensures our trainees reach program milestones and gain the skills required to successfully join the biomedical research workforce. To reach objective 2, EMBRACE trainees will participate in career workshops, learning experiences, and career exploration that prepares them for a successful transition into workforce. To reach objective 3, we have assembled 39 mentors representing a range of backgrounds and professional experiences across seven departments with a strong focus in basic biomedical research, all committed to excellence in mentoring EMBRACE trainees. Our trainees and their mentors participate in the “Mentoring-the-Mentors” training plan to enhance the mentoring experience. Trainees receive both vertical mentoring by faculty preceptors and near-peer mentoring by seasoned graduate students. Each year, the UNT EMBRACE training program will welcome a new cohort of six trainees starting their 2nd year of their Ph.D. studies. Each cohort will be funded for two years with a total of 30 trainees supported during the grant’s five years. All trainees are provided with EMBRACE financial support during the second and third years of their predoctoral training as they transition their focus from academic coursework and towards their individualized dissertation research. The students and mentors participate in a variety of program activities including mentoring discussions, career development activities, scientific development seminars, self-evaluation activities, and leadership workshops. The EMBRACE training program will be evaluated annually by an independent, internal evaluator and an Advisory Committee and program activities will be modified as recommended. This training program will strengthen our EMBRACE trainees’ scientific and career skills, preparing them to successfully enter the biomedical workforce and providing faculty the opportunity to further develop as mentors.

NHLBI - National Heart Lung and Blood Institute

This proposal requests sponsorship for the 50th U.S. Ten-Day Seminar. Given the burden of cardiovascular diseases (CVD) and stroke, it is highly appropriate to conduct professional training on epidemiology and prevention. The goals of this proposal align with the NHLBI’s Strategic Vision which seeks to “further develop, diversify, and sustain a scientific workforce capable of accomplishing the NHLBI’s mission.” Training of such a workforce is a key element of the country’s readiness to address the health challenges posed by CVD and the readiness to advance multi-component strategies that promote cardiovascular health (CVH). A prepared workforce will need research competencies in epidemiology and biostatistics, quality of care, and policy and environmental approaches to health promotion and disease prevention. Further, authoritative health agencies and prominent scientists have noted an increasing need for professionals who understand methods related to e-cohorts, large practical clinical trials, dissemination and implementation research, and big data analytics. Scientists will also need expertise in cost-effectiveness research, epigenetics, and biomedical informatics. This Seminar can uniquely contribute to training scientists who can integrate evidence across all of these fields and translate research findings into effective and impactful policy and practice. We seek primary sponsorship from the National Heart, Lung, and Blood Institute (NHLBI) and if we receive a meritorious score we will request co-funding from NIDDK, NINDS, the NIH Office of Disease Prevention, and the NIH Office of Behavioral and Social Sciences Research. Other funders/partners for the Seminar are the Centers for Disease Control and Prevention (faculty, in-kind), and the American Heart Association (council budgets). We will do the following to assure the successful conduct of the Seminar: 1. We will continue to attract a faculty with both the knowledge of relevant content and the personal teaching skills required for the effective conduct of this program, with a continuing emphasis on the recruitment of faculty who work across the nation in the most successful teaching and research programs in CVD epidemiology; 2. We will continue to adapt program content to maintain its relevance to the training needs of the nation for health professionals with appropriate career interests, while maintaining a consistent central focus on the foundational methods in cardiovascular disease epidemiology; 3. We will continue to disseminate information about this program to appropriate groups, using the most effective current strategies for reaching those most committed to the discipline; and 4. We will continue to broaden the recruitment of participants through AHA Scientific Councils, past participants, and organizations focused on the epidemiology and prevention of CVD.

NIGMS - National Institute of General Medical Sciences

The Scientific Excellence and Experiential Development for Scholars T32 (SEEDS-T32) at the University of South Dakota aims to transform how we train the next generation of biomedical scientists, equipping them to lead the future of the biomedical workforce in South Dakota and beyond. Aligning with South Dakota’s “Grow Our Own” STEM initiative, SEEDS-T32 develops scholars who are resourceful, resilient, and workforce-ready, and who are prepared to meet the critical regional and national needs for highly skilled biomedical researchers. USD offers a rare training ecosystem: as the state’s only academic medical center and one of only two Carnegie-classified doctoral universities with high research activity in a rural IDEA state, it provides a powerful nexus for trans-departmental training spanning the Biomedical and Translational Sciences, Biology, and Sustainability Ph.D. programs. SEEDS-T32 blends mentor-guided, hypothesis-driven research with advanced coursework, microcredentialing in high-demand skills, and structured professional development in scientific communication, data analytics, and research rigor. Trainees gain real-world, career-aligned experiences through informational interviews, teaching practicums, industry-embedded internships, shadowing, and Individual Development Plans (IDPs), while cohort-building activities, including graduate student-led retreats, cross-disciplinary workshops and seminars, and collaborative symposia, create a vibrant, supportive scholarly community. Our objectives include: (1) Expand NIH- supported graduate training and trans-departmental integration; (2) Foster excellence in research rigor and independent scholarship; (3) Advance career readiness through experiential learning and personalized IDPs; (4) Develop interdisciplinary communication and in-demand technical skillsets; and (5) Ensure strong, evidence-based mentorship with continuous program improvement by an engaged Executive Committee and external advisors. Trainees will be selected in their first year of doctoral study and supported for up to two years, with continued engagement in the program activities through graduation. By uniting rigorous science with intentional career preparation, SEEDS-T32 will produce resilient, research-ready scientists who will strengthen the region’s biomedical enterprise and drive innovation across academia, industry, government, and beyond.