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NCATS - National Center for Advancing Translational Sciences

For approximately 20 years, the Irving Institute for Clinical and Translational Research (Irving Institute) acting as a NCATS-funded Clinical and Translational Science Award (CTSA) hub, provided training at the predoctoral level, graduating 87 trainees. The overarching goal of the Irving Institute's T32 is to select pre-doctoral trainees from across the broad spectrum of medicine, other health sciences, and basic sciences at Columbia University and prepare them to be leaders of the next generation of clinical and translational investigators. Our T32 has innovative distinguishing features in its disease agnostic approach to recruitment and enrollment of trainees. Because our program will be within our CTSA Program hub, trainees participate in didactic and experiential activities alongside scholars in our K and Master of Science programs. To continue our legacy of training with a central role in advancing models campus-wide, we propose focus on precision translational biomedical health. that leverages the translational scientist characteristics and precision biomedical education for this application. This aligns with and complements NCATS' inclusion of translational science principles in its mission to turn biomedical research discoveries into health solutions. We propose a customized, tailored approach in training and content that supports the mission of developing treatment and interventions for all at the individual and community levels. The T32 includes innovative programming, such as coursework related to career development, n of 1 dense phenotyping to big data analytics, multi-level systems (cells to communities), team science, dissemination and implementation science, and interdisciplinary grant writing; while in parallel developing a deep knowledge of their field developing through their doctoral program. Our goals are founded on our learning research systems and include to: 1) Identify gaps, barriers, and opportunities in training and mentorship that support the T32 trainees and program to foster clinical and translational science and its principles. 2) Develop and refine new components of our training program to provide customized, tailored training and mentorship to enhance the ability of our trainees to engage in scientific inquiry, addressing unmet needs that benefit our patients and communities. 3) To Demonstrate the effectiveness of the T32 program through continuous comprehensive and systematic evaluation and quality improvement. 4) Accelerate Dissemination of our training and mentorship approaches across Columbia, the regional tri-state consortium of CTSA hubs, the national CTSA network, and the field at large. By increasing knowledge of precision translational biomedical health, we will build a workforce that will apply this lens in how they see the world and advance their science—contributing to the mission of our CTSA hub to leverage clinical and translational discoveries to positively impact the health of our patients, communities, and the nation. Our goals align with the NCATS mission to catalyze the next generation of innovative methods and technologies to enhance development, testing, and implementation of diagnostics and therapeutics across various human conditions.

NCATS - National Center for Advancing Translational Sciences

PROJECT SUMMARY The UC Davis Clinical and Translational Science Center (CTSC) Predoctoral T32 Training Program will serve a critical role in shaping the next generation of clinical and translational scientists by addressing the national need for an interdisciplinary workforce equipped to tackle complex health challenges. The T32 is being submitted in association with the CTSA UM1, which encompasses the overarching infrastructure for the UC Davis CTSC. The Predoctoral T32 program is a key institutional resource providing structured training pathways that closely align with the needs of individuals and the need to build and grow a translational science workforce. The Predoctoral T32 program will annually support six predoctoral positions, including four graduate students and two medical students. Graduate students will have the opportunity for a two-year training experience while medical students will participate in a one-year program, with the innovative Academic Research Careers for Medical Doctors (ARC-MD) pathway fostering a seamless transition from the medical school curriculum to the Predoctoral T32 program for exceptional candidates. Trainees and mentors are selected through a competitive application process from a variety of disciplines across the Schools of Medicine, Nursing, and Veterinary Medicine, and the Colleges of Agricultural and Environmental Sciences, Biological Sciences, Engineering, and Letters and Sciences. The Predoctoral T32 program provides a creative and tailored training and scientific milieu facilitating career development for trainees as independent investigators in academic and industry careers, and members of high-level clinical and translational science teams. The overriding objectives are to facilitate individualized training pathways for a competent workforce that crosses disciplines and provides a pipeline of trainees to engage in academic, clinical, entrepreneurial, government, or industry-related careers. The specific goals of the proposed T32 program are to: 1) Provide a flexible and innovative clinical and translational science curriculum tailored to T32 trainees; 2) Provide foundational knowledge in innovative methods of research, including artificial intelligence and data science; 3) Coalesce the resources of a comprehensive university to equip predoctoral trainees with the skills and knowledge related to community engagement research; and 4) Implement, sustain, and disseminate pathways and programs to increase trainees’ research career persistence and their understanding of career opportunities. Program innovations include tailored mentoring practices, translational immersion experiences, collaborative research opportunities, and dynamic skill-building workshops, all designed to enhance trainee development. The Predoctoral T32 program will also incorporate individualized career development plans, regular mentor-mentee reviews, engagement with multi-disciplinary mentoring teams, and opportunities to building a community of trainees. The UC Davis CTSC Predoctoral T32 Training Program will foster innovation and collaboration and equip our trainees to advance clinical and translational research and improve health.

NCATS - National Center for Advancing Translational Sciences

PROJECT SUMMARY/ABSTRACT The University of Massachusetts Center for Clinical and Translational Science (UMCCTS) mission is to advance learning and discovery to solve health challenges. The proposed 2-year T32 pre-doctoral training program addresses the NCATS of a prepared translational research workforce by 1) leveraging UMCCTS team mentoring, research resources, and educational offerings; 2) integrating T32 trainees into the UMCCTS resources; and 3) expanding the program to rigorous doctoral programs in nursing, MD/PhD, population health sciences, epidemiology, gerontology, and engineering offered across the UMass 5-campuses. Previously, the UMCCTS TL1 transformed doctoral training in translational research at UMass Chan from a fragmented, siloed training model to a collaborative training environment. The 30 TL1 trainees (60% women, 30% from underrepresented populations) published 392 papers and secured $29M in grants. The UMCCTS T32 two-year program provides training to help predoctoral trainees develop the knowledge, skills, and abilities needed of clinical and translational scientists (i.e., boundary crosser, team scientist, excellent communicator, systems thinker, process innovator). The T32 mission is to develop, implement, and sustain innovative and effective approaches to clinical and translational science doctoral training that align with the overarching goals of the CTSA research training program. The T32 will recruit 3 cohorts of 6 PhD students with guaranteed funding in rigorous programs providing strong discipline knowledge and rigorous methods honed by conducting research at their home institutions. The T32 complements this training by helping trainees also develop the knowledge, skills, and abilities as clinical and translational scientists. The objectives of the T32 include: 1) Recruit and retain outstanding pre-doctoral trainees diverse with respect to scientific discipline, socioeconomic background, differences in abilities, and research interests; 2) Support and foster excellence in mentorship among faculty using evidence-informed practices; 3) Integrate trainees into the clinical and translational research community; 4) Provide enhanced training to develop the knowledge, skills, and abilities necessary for clinical and translational scientists; 5) Provide robust administrative support for the T32; and 6) Evaluate trainee progress and improve the program based on trainee, mentor, and leadership feedback. The UMCCTS T32 Program will achieve its mission through team mentoring, mentored research projects, research navigator to integrate trainees into UMCCTS research resources, shared educational offerings (e.g., CTSA workshops, CTSA seminars, CTSA Visiting Scholars Program, UMCCTS retreats, UMCCTS Community Engagement Symposium) and structured Research Pathways (e.g., Entrepreneurship and Commercialization, Community Engagement, Comparative Safety and Effectiveness with Real World Data, Generalist). The expected outcomes of T32 participants include increased publications with multidisciplinary teams, grant submissions (i.e., F30, F31, R36), increased collaborations across the UMass campuses, and sustained, productive research careers.

NCATS - National Center for Advancing Translational Sciences

PROJECT SUMMARY/ABSTRACT The UMCCTS was funded in 2010 with the vision of building healthier communities together through translational innovation. Our mission is to advance learning and discovery to solve Translational Science challenges and improve well-being by: 1) catalyzing, rigorously testing, and disseminating evidence-driven approaches that remove Translational Science (TS) roadblocks to efficient, high quality, and impactful translational research (TR); and 2) building a workforce of skilled professional staff and investigators capable of changing paradigms in TS and TR. As Massachusetts’ only public university system (UMass) partnered with 3 large clinical systems (UMass Memorial Health; Baystate Health; Lahey Health), we share an enduring focus on public engagement and societal benefit. The UMCCTS engages a broad range of interest holders (communities, patient groups, foundations, industry, NCATS, and CTSA hubs) to ensure that the research we support and workforce we train address problems important to the communities we serve. With our partners, we identify important problems and needs, develop and validate enabling platforms, and provide resources that facilitate transdisciplinary team science. We use data and analytics to generate knowledge, apply that knowledge to improve performance, then use lessons learned to inform and refine the next improvement cycle. UMCCTS workforce development programs ensure the future sustainability of the TS enterprise. Our four Specific Aims correspond to NCATS strategic goals stated in the NCATS NOFO and build on our prior successes: Aim 1: Promote individual and community health by building community-centered systems and approaches that expand and sustain the engagement of participants, communities, and research teams; Aim 2: Develop a robust set of digital tools and informatics systems that engage a broad range of study participants, promote data sharing, enable actionable insights, and that extend our Learning Health System across partners and into home and community settings; Aim 3: Provide resources that overcome TS and operational barriers to continuously improve the quality, efficiency, and impact of TR across the spectrum; Aim 4: Advance the development of a skilled TS workforce through innovative educational curricula, transdisciplinary team-based training, and career development programs. By working with our partners on each of these aims we will accomplish our overarching goal of speeding the development of evidence-based, real-world approaches that promote health, treat disease, and respond to urgent public health needs locally, regionally, and nationally.

NCATS - National Center for Advancing Translational Sciences

PROJECT SUMMARY The primary mission of the UC Davis Clinical and Translational Science Center (CTSC) Research Education Program (R25), titled “Student Physician-Scientist Early Research Experiences (SPHERE),” is to accelerate the development of a workforce to address the nation’s biomedical, behavioral, and clinical research needs by strengthening foundational skills and professional identity in clinical and translational science among first-year medical students aspiring to careers as physician-scientists. The medical and health science communities currently lack efficient and effective strategies for developing a robust physician-scientist workforce. The focus of the SPHERE Academy is first-year medical students, because early, structured exposure to clinical and translational research – prior to completion of a terminal degree – is an underutilized but promising strategy to build a physician-scientist workforce prepared to generate scientific and operational innovations that address barriers along the translational research pipeline. The SPHERE Academy MPIs bring extensive expertise as researchers and medical educators and currently serve as directors of the Academic Research Careers for Medical Doctors (ARC-MD) program at UC Davis, a five-year longitudinal training experience for medical students established in 2019. Building upon the successful ARC-MD program, this R25 incorporates lessons learned and addresses identified challenges. This new CTSC- integrated Academy is distinct from the ARC-MD program in that it (1) expands to include students who are not in ARC-MD and seek a standalone one-year program, (2) adds an oversight structure with three advisory boards, (3) delivers ten weeks of research experiences co-led by 27 faculty with expertise spanning disciplines and stages of the translational science spectrum, (4) includes a community engagement plan, (5) adds a rigorous evaluation component, and (6) develops a novel Physician Translational Scientist Academy toolkit. The SPHERE Academy will utilize UC Davis CTSC resources to cultivate cohorts of medical students equipped to maximize their research development during medical school and promote a more efficient and impactful physician-scientist pipeline. The goals for this R25 are: (1) deliver a two-phase, ten-week research experience that builds clinical and translational science skills and identity among a cohort of student physician-scientists, (2) partner with a community engagement board of the UC Davis CTSC to inform and enhance the research experiences in the SPHERE Academy, and (3) evaluate and disseminate the implementation and impact of the SPHERE Academy. Through its innovative structure, targeted focus, and integration with the CTSC, the SPHERE Academy is positioned to serve as a scalable model for early physician-scientist training across academic medical centers nationwide.

NIMH - National Institute of Mental Health

Project Summary/Abstract The overall goal of this proposed program is to expand the workforce of HIV Social and Behavioral Science Researchers who will use their advanced research training and experiences with dissemination and implementation research to improve the uptake of, and access to, current biomedical and behavioral interventions to reduce HIV in the U.S. The Advancing Research Careers in HIV Program (hereafter referred to as the program) is a two-year, multi-component, evidence-based research education mentoring program that is uniquely focused on educating and guiding master’s level students in public health, nursing, and social work toward advanced doctoral degree programs in Social and Behavioral Science Research, and eventual careers in HIV science. Our program's focus on terminal master's students in health sciences directs qualified applicants to HIV research early in their graduate education. It also provides a structure to integrate HIV- focused Social Behavioral Science Research skills and experiences with their existing applied disciplinary training, producing scholars who will be better prepared to conduct implementation and dissemination HIV research. The program is grounded in the expanded Social Cognitive Career Theory, with learning experiences that promote progression through stages of the theory. Our pedagogical approach will use the following High- Impact Educational Practices to promote transformational learning: a) Interprofessional Education Strategies, b) Cohort-Based Learning Strategies, and c) a Mentoring Ecosystem. Students will participate in HIV-focused Social Behavioral Science and Dissemination and Implementation Science academic coursework using experiential learning approaches, a Mentored Research Experience using a hybrid apprenticeship model, development and monitoring of an Individual Development Plan, community research dissemination engagement activities, local and national academic conferences, and an Interprofessional Education Community of Practice. Students will also interface with researchers from the program’s External Research Mentor Network and NIH-funded HIV Research Networks, as well as HIV practitioners and health departments through our Community Oversight Board and Community Partners. Our evaluation will be guided by the Updated Consolidated Framework for Implementation Research to assess the program outcomes, and to conduct a systematic assessment of multilevel implementation contexts to guide future expansion of the program to other Universities. Selection into the program will be merit-based and focused on an interest in a doctoral-level research career in HIV, and a desire to be part of a multidisciplinary HIV workforce. Program operations will comply with federal requirements to ensure a professional and respectful training environment. This program supports the priorities of the NIH Strategic Plan for HIV and HIV-Related Research, the NIMH Division of AIDS Research, and the Ending the HIV Epidemic in the U.S. initiative. All activities are structured to promote measurable achievement, academic progression, and readiness for advanced research training.

NIGMS - National Institute of General Medical Sciences

PROJECT SUMMARY The current biomedical research workforce does not reflect current US demographics. The National Institutes of Health has established a variety of supportive mechanisms to encourage broad participation in the biomedical workforce. One important NIH initiative is the Post-baccalaureate Research Education Program or PREP. The overall goal of PREP is to develop recent baccalaureate science graduates so that they have the necessary knowledge and skills to pursue PhD or MD/PhD degrees in these fields. Case Western Reserve University (CWRU) was awarded PREP funding beginning in 2007. The program, known as CasePREP, has been notably successful, matriculating 82 Scholars into PhD or MD/PhD programs across the nation. The majority (85%) of these Scholars have completed their graduate degrees or are actively training, evidence of CasePREP’s effectiveness and experience in preparing Scholars for careers in science. This new proposal seeks to re-start this program by funding six CasePREP Scholars each year for five years. The key components of a resumed CasePREP will involve individually tailored graduate coursework, professional credentials enhancement, well- crafted experiential skill development, immersion in the PhD student experience, and extensive exposure to biomedical research. CasePREP Scholars will complete a one-year apprenticeship in CWRU School of Medicine faculty laboratories and computational research groups located throughout many of the CWRU 14 PhD-granting programs. Proposed PREP mentor laboratories and computational research groups are well funded, dynamic, and led by trained mentors with substantial experience with trainees from a variety of backgrounds in science. In addition, CasePREP Scholars will complete graduate level coursework, professional skills development, and other enrichment activities. These core developmental experiences are designed to further strengthen a student’s scholarly potential and improve their research skills, ultimately leading to their matriculation into and completion of rigorous biomedical doctoral degree programs across the nation. Important outcome assessments will show improved graduate school application credentials, enhanced research and presentation skills, improved attitudes about research careers, and greater than 75% success rates in PREP Scholar matriculation into PhD programs and completion of the PhD degree, respectively. Scholars will also have improved knowledge of the tools and resources needed to achieve and maintain resiliency as a scientist. A main overall outcome for CasePREP is broadening representation in the biomedical PhD programs at CWRU and across the nation.

U.S. National Science Foundation

New information, communication, and computational technologies have had profound impacts on the practice of science and engineering. Linked to create a comprehensive cyberinfrastructure, the systems, tools, and services emerging from these new technologies are enabling individuals, groups, and organizations to advance research and education in ways that revolutionize who can participate, what they can do, and how they do it. Sustaining this revolution across all areas of science and engineering requires the formation of a workforce with the knowledge and skills needed to design and deploy as well as adopt and apply these cyber-based systems, tools and services over the long-term. The opportunity for such preparation should be available at all stages of formal and informal education, training and professional development, and must be extended to all interested individuals and communities.The CI-TEAM program supports projects that position the national science and engineering community to engage in integrated research and education activities promoting, leveraging and utilizing cyberinfrastructure systems, tools and services.CI-TEAM awards will:* Prepare current and future generations of scientists, engineers, and educators to design and develop as well as adopt and deploy, cyber-based tools and environments for research and learning, both formal and informal.* Expand and enhance participation in cyberinfrastructure science and engineering activities of diverse groups of people and organizations, with particular emphasis on the inclusion of traditionally underrepresented individuals, institutions especially Historically Black Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs), and communities as both creators and users of cyberinfrastructure.This solicitation seeks three types of project proposals, all aimed at the preparation of a diverse, cyberinfrastructure-savvy science and engineering workforce. One type of proposal, the Demonstration Project, is exploratory in nature and may be somewhat limited in scope and scale. Demonstration Projects have the potential to serve as exemplars to effective larger-scale implementation and diffusion activities in the future. The second project type, the Implementation Project, is generally larger in scope or scale and draws on prior experience with the activities or the teams proposed. The third project type, the Diffusion Project, is expected to engage broad national audiences with research results, resources, models, and/or technologies. Implementation or Diffusion Projects are expected to deliver sustainable learning and workforce development activities that complement ongoing NSF investment in cyberinfrastructure.All CI-TEAM projects seek to broaden and diversify the population of individuals and institutions participating in cyberinfrastructure activities specifically and, thereby, science and engineering more generally. Toward that goal, the three types of projects consist of collaborations with expertise in multiple disciplines and involve partnerships that support integrated research and learning among diverse organizations including, as appropriate, academic institutions of higher learning, primary and secondary schools, government, industry, professional societies, other not-for-profit organizations, and international partners. Other key features of CI-TEAM projects involve a commitment to: leveraging existing or current development efforts in cyberinfrastructure technologies; open software standards and open educational resources; the integration of research and learning; institutional partnerships; and strategic implementation, management, and evaluation plans. Following merit review of the proposals received, NSF expects to select for support 6 to 7 Demonstration Projects at up to $250,000 total each and 3 to 6 Implementation or Diffusion Projects at up to $1,000,000 total each that together constitute a rich portfolio of cyberinfrastructure-related workforce development activities.

Golden Field Office

The Office of Energy Efficiency and Renewable Energy (EERE) intends to issue, on behalf of the Fuel Cell Technologies Office, a Funding Opportunity Announcement (FOA) entitled H2@Scale New Markets FOA , to advance innovations that will build new markets for H2@Scale. Transformational R&D and innovative concepts for new H2@Scale markets will be key to expanding hydrogen opportunities and converting them into market solutions that benefit the American people and provide added value for the economy. Potential topics under the FOA include: Electrolyzer Manufacturing R&D Advanced Carbon Fiber for Compressed Storage Tanks Fuel Cell R&D for Heavy-Duty Applications H2@Scale New Markets R&D HySteel H2@Scale New Markets Demonstrations Training and Workforce Development This FOA supports the vision of affordable and large-scale production, storage, transport, and utilization of hydrogen in the United States. This notice of intent (NOI) is issued so that interested parties are aware of the EERE s intention to issue this FOA in the near term. All of the information contained in this NOI is subject to change. EERE will not respond to questions concerning this NOI. Once the FOA has been released, EERE will provide an avenue for potential applicants to submit questions. EERE plans to issue the FOA in January of 2020 via the EERE Exchange website https://eere-exchange.energy.gov/. If applicants wish to receive official notifications and information from EERE regarding this FOA, they should register in EERE Exchange. When the FOA is released, applications will be accepted only through EERE Exchange.

Delta Regional Authority

Grants for economic development, workforce training, infrastructure, and community improvement projects in the eight-state Delta region.

NIGMS - National Institute of General Medical Sciences

Abstract Biomedical research is increasingly shaped by high-throughput and multi-omic approaches that generate massive, complex datasets. However, most entering PhD students lack foundational skills in computational biology, bioinformatics, and data science, creating a widening gap between research needs and workforce readiness. The DECODE training program at the University of Nebraska Medical Center (UNMC) directly addresses this challenge by embedding rigorous computational training from the very start of graduate education. DECODE is unique among T32 programs in supporting six predoctoral trainees during their first two years of doctoral study, ensuring that computational fluency becomes a core foundation of their graduate careers. Participants are drawn from seven doctoral tracks within UNMC’s Interdisciplinary Graduate Program in Biomedical Sciences and mentored by over 53 faculty across 17 departments. The training plan integrates statistics, programming, bioinformatics, and systems biology, paired with team-based projects on real-world datasets from public repositories (e.g., GEO, TCGA, ENCODE). This training progresses into advanced applications in machine learning and AI, combined with leadership opportunities in teaching, mentoring, and hosting bootcamps. Rigor and reproducibility, data stewardship, responsible conduct of research, project management, team science, scientific writing, and communication are skills focused on and embedded throughout the activities. After year 2, trainees will have tangible outcomes direct from the program, including peer-reviewed cohort manuscripts, open-source pipelines, and software tools that serve both their dissertation research and the broader community. Metrics for program success include interdisciplinary publications, external fellowships, presentations, and placement outcomes compared to the broader student pool. DECODE is a training program that targets trainees at a critical juncture, before they have decided on a specialization. The result is a cohort of team-oriented scientists prepared to advance biomedical discovery through computational biology, bioinformatics, and biomedical data science, directly aligning with the NIGMS mission to build a versatile and data-driven biomedical research workforce.

NINDS - National Institute of Neurological Disorders and Stroke

PROJECT SUMMARY / ABSTRACT Transcranial magnetic stimulation (TMS) is a powerful, non-invasive technique for probing and modulating human brain circuits. However, most TMS systems rely on manual coil positioning, which introduces spatial inaccuracy (often exceeding 5-11 mm across sessions) and operator dependence, compromising the reliability of cortical mapping. These limitations are particularly problematic because millimeter mishits can convert treatment responders to non-responders in individualized neuromodulation protocols. This project aims to address these challenges by developing an AI-guided robotic TMS system that can automatically position and adjust the coil in real time based on feedback from neural responses. The proposed system integrates a six-degree-of-freedom (6-DoF) robotic arm for high-resolution coil positioning and a closed-loop Gaussian-process Bayesian optimization algorithm that iteratively optimizes coil positioning using motor-evoked potential (MEP) feedback. This engineering-focused approach is designed to achieve ±2 mm spatial and ±2° orientation precision, improving spatial accuracy by an order of magnitude and reducing stimulation requirements by 4-5 times compared to conventional manual methods. The project has three specific aims: (1) to develop the robotic TMS coil holder with integrated safety systems and brain phantoms for validation; (2) to implement the Bayesian optimization algorithm that reduces stimuli from ~50-100 to ≤17 pulses for motor hotspot localization; and (3) to validate cortical mapping performance using sophisticated brain phantoms that simulate MEP responses. Phantom-based validation enables comprehensive system characterization under controlled conditions while establishing the foundation for future human studies applications. This NIH R15 AREA project will provide immersive research training for three undergraduate students per year at the New Jersey Institute of Technology, a primarily undergraduate institution. Students will rotate through all project phases, including hardware design, algorithm development, phantom validation studies, and dissemination. The expected outcomes include a validated open-source platform, six conference presentations, three publications, and comprehensive documentation enabling widespread adoption across institutions. By combining neuroengineering, robotics, and adaptive control with rigorous phantom validation, this work will advance next-generation autonomous TMS technologies and contribute to training the next generation of neurotechnology workforce.

National Telecommunications and Information Admini

This Notice of Funding Opportunity solicits applications for the Digital Equity Competitive Grant Program ( Competitive Grant Program or Program ), the third of three digital equity programs authorized by the Infrastructure Investment and Jobs Act of 2021, Division F, Title III, Public Law 117-58, 135 Stat. 429, 1209 (November 15, 2021) ( Infrastructure Act, also known as the Digital Equity Act or DE Act ). The Competitive Grant Program will make funds available to a wide range of entities to address barriers to digital equity faced by Covered Populations as defined by 47 U.S.C. 1721(8). The Competitive Grant Program will support efforts to achieve digital equity, promote digital inclusion activities, and spur greater adoption and meaningful use of broadband among the Covered Populations. Specifically, the Digital Equity Act authorizes funds to be used for the development and implementation of digital inclusion activities that benefit the Covered Populations; programs that facilitate the adoption of broadband by Covered Populations to provide educational and employment opportunities; training programs that cover basic, advanced, and applied skills; workforce development programs; access to equipment, instrumentation, networking capability, hardware and software, or digital network technology for broadband services at low or no cost; and the construction or operation of public access computing centers for Covered Populations. Awards will focus on addressing the needs of the Covered Populations not met by the Digital Equity Capacity Grant Program and will strive for a diverse pool of recipients. To ensure funds are directed to the most effective programs with the greatest reach, and to minimize administrative overhead, NTIA encourages proposals that demonstrate a broad partnership of entities with the ability to administer significant resources and address the varied concerns of the Covered Populations.

NIH

Significance to VA: Pancreatic cancer affects nearly 1,000 Veterans annually, and most patients are diagnosed with advanced stage disease that is rapidly fatal. Early detection greatly improves the chances of long-term survival, but no effective screening methods currently exist. A non-invasive blood test (liquid biopsy) for pancreatic cancer could enable early detection, but past efforts have failed to outperform standard of care imaging. Plasma circulating cell-free RNA (cfRNA) shows tremendous potential as a liquid biopsy analyte, yet its disease specificity remains unclear, and technical challenges have impeded its clinical translation. Our novel cfRNA sequencing protocol, validated in pilot studies, supports our hypothesis that tumor tissue- derived cfRNAs can be utilized for cancer detection and monitoring. Innovation and Impact: Our methodology overcomes several technical barriers, indicating that cfRNA profiling can be highly sensitive and reproducible. The project will use high-resolution spatial transcriptomics technology to map cfRNAs to specific tumor cells and determine whether cfRNA profiling can infer disease features without a tissue biopsy. Early detection of pancreatic cancer would enable patients to undergo potentially curative surgery, return to the workforce, and maintain their quality of life. If this project is successful, our cfRNA approach could be rapidly applied to other cancer types that lack effective screening or monitoring. Specific Aims: Aim 1) Map RNA expression from pancreatic tumor tissue to the bloodstream. We hypothesize that distinct cfRNAs are directly produced from pancreatic tumor tissues and can be used for disease inference. The objective is to identify whether cfRNAs can predict disease characteristics and obviate the need for tissue biopsies. Aim 2) Identify circulating RNAs for pancreatic cancer detection and monitoring. We hypothesize that cfRNAs can be used for disease detection and estimation of disease burden in patients with established cancer. The objective is to determine whether cfRNA profiling is non-inferior to cross-sectional imaging and tumor markers for patients with established disease. Methodology: Aim 1 is a retrospective cohort study of Veterans (N=40) that will evaluate matched tissue and blood specimens using high-resolution spatial transcriptomics and plasma cell-free RNA sequencing. Aim 2 is a prospective case-control study of Veterans (N=225) with pancreatic cancer, benign conditions, and other cancers that will collect clinical information and blood specimens for molecular profiling over a 2-year period. Computational modeling of molecular profiling data will leverage modern AI/machine learning (ML) methods. Path to Translation/Implementation: The next step would be a clinical trial of cfRNA diagnostics in patients who are at high risk for developing pancreatic cancer, including patients with hereditary cancer mutations and/or a strong family history of pancreatic cancer. Training: The PI aspires to lead a translational research lab that pioneers molecular diagnostics to improve cancer care. This project incorporates training in spatial transcriptomics, AI/ML, and clinical biomarker development, coupled with mentorship toward research independence.

NIGMS - National Institute of General Medical Sciences

Electron microscopy (EM) remains the cornerstone of structural biology, providing unparalleled resolution for visualizing the ultrastructure of cells, tissues, and organelles. Despite its critical importance, formal EM training programs have declined nationwide, leading to a shortage of skilled practitioners capable of mastering advanced sample preparation, imaging, and three-dimensional (3D) reconstruction. The E.M.P.O.W.E.R. (Electron Microscopy and Professional Opportunities for Workforce Enhancement and Research) R25 program directly addresses this gap by training the next generation of biomedical researchers to apply, innovate, and sustain cutting-edge EM technologies in scientific discovery. Each year, twenty selected trainees will participate in an immersive training experience at Vanderbilt University, engaging in hands-on instruction across the full EM continuum Transmission Electron Microscopy (TEM), Correlative Light and Electron Microscopy (CLEM), and 3D Electron Microscopy (3DEM) using Focused Ion Beam-SEM (FIB-SEM) and Serial Block Face-SEM (SBF-SEM). Participants will gain practical expertise in fixation chemistry, resin embedding, ultramicrotomy, sectioning, image acquisition, and 3D data reconstruction using advanced computational platforms. The curriculum emphasizes the integration of classical EM craftsmanship with modern correlative and computational imaging techniques. Trainees will also receive structured instruction in complementary advanced light microscopy approaches, including confocal laser scanning microscopy, Airyscan, structured illumination microscopy (SIM), total internal reflection fluorescence (TIRF), and light sheet microscopy, enabling them to bridge molecular and ultrastructural scales of analysis. Aim 1: To develop and implement a comprehensive EM training curriculum that unites foundational and modern techniques for the study of subcellular architecture, ensuring mastery of both instrumentation and quantitative image analysis. Aim 2: To establish a mentor-guided practicum series where trainees apply EM approaches to active research projects investigating organelle ultrastructure, mitochondria ER interfaces, and other nanoscale interactions central to cellular function and disease mechanisms. Aim 3: To build technical leadership in microscopy through professional training that prepares participants to manage imaging laboratories, optimize workflows, and train future EM users. Through this integrated structure, E.M.P.O.W.E.R. will produce a technically proficient, scientifically rigorous, and sustainable EM workforce. Graduate students, postdoctoral fellows, and junior faculty will emerge equipped to independently conduct high-resolution imaging, perform quantitative 3D data analysis, and lead collaborative imaging initiatives that advance mechanistic discovery in cell and molecular biology. By restoring the craft of electron microscopy while embracing modern innovation, this program ensures that EM remains a living, evolving discipline, one that continues to define the frontier of biomedical research and technological excellence.

U.S. National Science Foundation

The NSF Division of Earth Sciences (EAR) hereby solicits proposals for research infrastructure that is necessary to advance understanding of the Earth System including: the structure, properties and dynamics of the solid Earth and the interactions between the solid Earth and its biosphere, hydrosphere, cryosphere and atmosphere; the history and evolution of life; and the history and dynamics of Earth s climate. The EAR Instrumentation and Facilities Program (EAR/IF) will support meritorious requests for instrument-based and human research infrastructure that will advance understanding of the Earth system, contribute toward training a diverse geoscience workforce, and encourage efforts to support belonging, accessibility, justice, equity, diversity, and inclusion (BAJEDI). EAR/IF will consider proposals for: 1) Equipment Acquisition or Upgrade 2) Instrumentation and/or Technique Development 3) Technician Support 4) Community Facility Support 5) Continental Drilling Planning EAR seeks proposals that prioritize support for the U.S. Earth science community supported by EAR core or special programs (see https://www.nsf.gov/funding/programs.jsp?org=EAR for a current list of funding programs in EAR).

NIGMS - National Institute of General Medical Sciences

Project Summary/Abstract The East Carolina University Basic Biomedical Sciences Research Training Program (ECU-BSRT) is designed to implement effective, evidence-informed approaches to biomedical graduate training and mentoring that will keep pace with the rapid evolution of the biomedical research enterprise and help ensure that a pool of highly trained scientists is available in appropriate scientific disciplines to address the nation's biomedical, behavioral, and clinical research needs. The ECU-BSRT program will increase the number of highly trained biomedical scientists entering the workforce by strengthening ECU’s biomedical research training environment and supporting the training of 40 predoctoral biomedical students (five cohorts of eight students in overlapping 2- year appointments) enrolled in ECU’s Interdisciplinary Doctoral Program in Biology, Biomedicine, and Chemistry (IDPBBC), Biomedical Science PhD program, or Bioenergetics and Exercise Science PhD program. To reduce common barriers to success and prepare trainees for the breadth of careers available to them four strategies will be deployed: 1) enhanced outreach materials and recruitment strategies to attract a highly- qualified pool of applicants for ECU’s biomedical doctoral programs; 2) fellowship support for the first two years of predoctoral study which includes working closely with faculty mentors who practice evidence-based research mentoring and grant proposal writing training to assist trainees in obtaining competitive awards to support the completion of their doctoral dissertations; 3) weekly professional development sessions to build trainees’ technical, operational, and professional competencies while strengthening peer connections, self- efficacy and sense of belonging in biomedical sciences; and 4) opportunities to build career readiness skills transferable to a variety of positions in the biomedical research workforce. The weekly professional development sessions will cultivate strong relationships between trainees and faculty members. Additionally, trainees will develop a large, professional network by engaging with invited speakers and peers when attending and presenting at workshops and conferences. Expected outcomes include improved comprehension of foundational topics as assessed by successful completion of PhD candidacy examination, enhanced training in biomedical research through the interdisciplinary community of biomedical faculty as assessed by collaborative research presentations, improved communication skills assessed through presentations, manuscripts, and submitted individual fellowship proposals, and development of professional networks to access valuable career resources and opportunities.

Bureau of Near Eastern Affairs

The Bureau of Near Eastern Affairs Office of Assistance Coordination (NEA/AC) seeks proposals for projects in Egypt that advance U.S. commercial diplomacy and put American interests first. Proposals must demonstrate how projects will leverage assistance as a tool of statecraft to advance U.S. economic, security, and diplomatic objectives. Programming should promote trade, not aid, by leveraging assistance resources to champion American enterprise and infrastructure and catalyze private capital through market principles. Proposals may address sectors including: energy development and exports; trade facilitation; emerging technologies (particularly AI and telecommunications); critical infrastructure (aviation, transport); critical minerals; regional economic integration; advanced manufacturing; workforce training aligned with U.S. business needs; and economic recovery in conflict-affected areas. Projects should orient implementing partners toward the American business community, foster burden-sharing, and demonstrate how they will help U.S. businesses secure foreign contracts and tenders for key projects. Review country-specific guidance in the sections below and tailor your proposal to address identified priorities. NEA/AC may decide to grant multiple awards, one award, or no awards, subject to funding availability and proposal viability.

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

PROJECT SUMMARY The proposed Research Education Program, PRIME-PEDS (Proficiency in Research and Innovation for Multidisciplinary Education in Pediatrics), will immerse undergraduate and graduate students in a structured, 12-week research training experience focused on pediatric rehabilitation, safety, and assistive technology. Hosted at the University of North Florida, the program integrates interdisciplinary training in biomedical engineering, behavioral science, and clinical research through mentored research projects, coursework, expert seminars, and direct exposure to clinical and community environments. Students (from Physical Therapy, Kinesiology, Engineering, Biomedical Sciences) will collaborate in small, cross-disciplinary teams to design and conduct research addressing real-world challenges related to mobility, balance, diagnostics, and assistive technology for children with disabilities. Examples of core training components include modules on pediatric motor control, ultrasound imaging, biomedical research ethics, clinical assessments, adaptive toy design, 3D printing, computer modeling, and seizure detection. Participants will engage in hands-on data collection and analysis, guided by faculty mentors and supported by partnerships with clinical (e.g., Mayo Clinic, UF Pediatrics) and industry collaborators (e.g., Johnson & Johnson, Medtronic). The program emphasizes scientific rigor, translational relevance, and interprofessional communication, preparing students for advanced study and careers in biomedical and rehabilitation sciences. Building on prior NICHD-sponsored training efforts at the University of North Florida, PRIME-PEDS leverages an established Experiential Learning framework within the PI’s laboratory, which actively engages students from multiple biomedical majors in mentored research. This foundation enables early-stage trainees to access interdisciplinary, hands-on experiences that promote long-term engagement in biomedical, behavioral, and clinical research careers.

Labor Department

This notice announces allotments for PY 2025 for the Indian and Native American (INA) Programs.

Labor Department

This notice announces allotments for the National Farmworker Jobs Program (NFJP) Career Services and Training grants for Program Year (PY) 2026.

NINR - National Institute of Nursing Research

Project Summary/Abstract Underrepresented groups are disproportionately impacted by nutrition-related chronic diseases. In Baltimore, a city with a majority minority population, disparities in healthy food access contribute to poor dietary intake. One third of Black residents and nearly 25% of older adults live in Healthy Food Priority Areas (HFPA), urban areas where unhealthy foods are more available than healthy foods. Common self-care tasks like food shopping, meal preparation, and cooking are also barriers to consuming a healthy diet among older adults. Poor dietary intake contributes to chronic disease risk and loss of muscle mass and strength, consequently limiting functional mobility. Ensuring that the next generation of researchers reflects the diversity of the larger population is essential to address all aspects of disparities, but there is a need to engage students at early education levels. UMB RAMP is a summer research training program that exposes high school (HS) students from historically excluded groups to translational research concepts and teaches basic lab techniques and clinical skills. Pilot data from our first cohort (86% Black) demonstrate a positive impact on HS students’ research career interest, but year-round paid experiences to engage and mentor these students in research labs are lacking for this age-group. In this phase 2 randomized controlled trial, we will determine if a 3-month virtual group nutrition education and virtual teaching kitchen cooking demonstrations paired with free produce tailored for older adults (>65 yrs) living in HFPA will improve diet and health-related outcomes compared to contact control. Our overarching hypothesis is that this intervention, personalized to include considerations of this older adult population’s barriers to consuming a healthy diet, will improve dietary quality and functional mobility while providing a paid, applied clinical research experience for HS students. Our research aims will determine the impact of the virtual intervention on diet and other health outcomes of older adults living in healthy food prior areas. The DEIA aims utilize a mixed methods approach to determine the impact of a year-long applied research opportunity on HS students from historically excluded groups' sense of belonging, confidence and motivation for pursuing undergraduate/career research experiences, and perceptions about both the aging field and the community impact of their research experience. We will also explore perceived impact from the older adult research participants related to working with young student researchers and how it may change their perceptions of research. Lack of effective interventions to improve diet quality among older urban adults represents a significant health problem. Simultaneously, workforce diversification is essential to meet growing US demands in research and biomedical science fields to address disparities in chronic disease outcomes. This project meets these demands by expanding research training opportunities for younger students to build confidence and self-efficacy that they belong in an academic research environment while providing a relatively low-cost intervention to disseminate to help narrow these gaps.

NIDA - National Institute on Drug Abuse

PROJECT ABSTRACT Emergency departments (EDs) face significant challenges managing mental health crises, often lacking specialized resources and leading to inappropriate placements and insufficient follow-up care. Emergency Psychiatric Assessment, Treatment, and Healing (EmPATH) units are designed to specially address these issues. However, a significant proportion of individuals experiencing mental health crises also have co-occurring substance use disorders, particularly opioid use disorder (OUD). Buprenorphine has been shown to reduce all-cause mortality. Furthermore, emergency department-initiated buprenorphine (EDIB) has demonstrated a doubling of 30-day treatment retention compared to referral alone. This significant success makes integrating EDIB into the EmPATH unit model a logical and potentially transformative step toward improved patient outcomes. However, adequately addressing workforce training needs is crucial for the successful implementation and sustained improvement of patient care. This project will develop and implement a training curriculum for EmPATH personnel focused on the acute management of OUD, emphasizing initiation of medication for opioid use disorder (MOUD) with buprenorphine. A phased approach will involve stakeholder input, protocol refinement, and rigorous evaluation. Phase 1 (R-61) will focus on curriculum development, incorporating input from an external advisory board, piloting the intervention in one EmPATH unit, and gathering qualitative feedback to refine the protocol. Phase 2 (R-33) will utilize a stepped-wedge design to: 1) assess the number of individuals identified with OUD while in EmPATH units (Primary Outcome) and the number of individuals administered buprenorphine and/or given a prescription for buprenorphine (Secondary Outcome); and 2) assess EmPATH staff satisfaction, burnout, confidence, knowledge, and stigma when working with patients with opioid use disorder prior to implementation and at 3, 6, 9, and 12 months post-implementation/training. This study aims to create a replicable and scalable model for integrating state-of-the-art OUD management into psychiatric emergency settings, improving patient outcomes and workforce preparedness. The collaboration with the South Carolina Hospital Association, Department of Mental Health, and DAODAS strengthens the project's impact and sustainability.

NIGMS - National Institute of General Medical Sciences

Project Summary Successful preparation of PhD-trained biomedical researchers is essential to advance human health and well-being, yet high rates of attrition and deteriorating student well-being in PhD programs undermine preparation of this important workforce. A PhD student’s relationship with their faculty research mentor is the single most influential factor in the quality and success of their graduate training, both positively and negatively, such that negative experiences with mentors undermine students’ personal and professional growth. My research program addresses these issues by understanding factors that promote and hinder effective research mentoring relationships and using this knowledge to develop novel interventions to enhance faculty mentoring abilities and bolster graduate students’ experiences and success. Our research has revealed two avenues with strong potential to improve mentoring effectiveness: (1) cultivating a sense of similarity between faculty mentors and student mentees and (2) coupling a shift in faculty beliefs about mentoring with skill-building to communicate more productively about conflicts. These avenues leverage extensive research in social psychology and communication that has yet to be applied to research mentoring relationships. Over the next five years, I will evaluate two research-based interventions with strong potential for replication and scaling: a similarity-promoting intervention and a beliefs and skills intervention. Studying these interventions will yield insight into their effectiveness for improving mentoring relationships and their outcomes, including students’ research productivity, faculty and student well-being, and students’ time-to-degree and degree completion. This research will also produce mechanistic insights about research mentoring relationships by addressing two key research questions: (1) How can we foster high quality, productive mentoring relationships between faculty advisors and their PhD students through increasing perceived similarity? and (2) How can we sustain positive graduate mentoring relationships and outcomes by promoting faculty motivational beliefs and building their communication skills? I will accomplish this by conducting a series of randomized controlled trials that involve collection and analysis of longitudinal data from local and national samples of biomedical research faculty and their PhD students. IMPACT: This research will yield much needed knowledge about the development and maintenance of research mentoring relationships; address important limitations in the study of mentoring; and provide the foundation for large-scale interventions to advance the biomedical research enterprise by equipping faculty with dispositions and skills to mentor effectively.