NSF 24-587 Research on the Science and Technology Enterprise: Indicators, Statistics, and Methods

Overview:

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF Supports analytic and methodological research focused on improving NSCSES data quality, as well as education and training in the use of large-scale nationally representative datasets to advance the understanding of the science and technology enterprise.

NCSES' core mission areas are:

• The collection, acquisition, analysis, reporting, and dissemination of statistical data on science, engineering, technology and research and development related to the United States and other nations;
• Support of research that uses NCSES data;
• Methodological research in areas related to its work; and
• Education and training of researchers in the use of large-scale nationally representative data sets

To that end, NCSES invites proposals for individual or multi-investigator research projects, doctoral dissertation improvement awards, conferences, experimental research, survey research and data collection, and dissemination projects under its program for Research on the Science and Technology Enterprise: Indicators, Statistics, and Methods (NCSES S&T). NCSES welcomes proposals for research, conferences, and studies to advance the understanding of the S&T enterprise and encourage development of methods that will improve the quality of our data. 

Research could include:

• improved approaches to indicator construction and presentation, new S&T indicator development, strengthening of data collection methodologies and privacy protection to improve surveys that collect S&T data, investigations of alternate data sources to study S&T topics, analyses to inform STEM education and workforce policy, and innovations in the communication of S&T statistics. 
• NCSES encourages proposals that analyze NCSES data or NCSES data in conjunction with those from other sources but does not limit the work to the analysis of the data it collects.

Potential topics for consideration include but are not limited to:

Improving analytical techniques to produce better indicators of issues related to: 

• the education and retention of scientists and engineers including minorities, women, or persons with disabilities as described in the NCSES publication Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023 | NSF - National Science Foundation, 
• the demand, supply, career pathways, and/or characteristics of science and engineering personnel, including those without bachelor’s degrees 
• outcomes and impacts of research and development (R&D) expenditures in various sectors, countries, and fields including emerging science and technology fields, 
• estimates of current and near-term future S&T resources; and (5) measures of U.S. competitiveness in S&T.
• international comparisons of S&T capabilities and activities, 
• indicators of international education and mobility of scientists and engineers, and foreign investment in S&T activities.

Developing new and/or improved methods of measuring the inputs, outputs, interactions, and social or economic impacts of S&T activities. These methods could involve the use of administrative records, social media, or novel data extraction methods.

Developing new data, analyses, and/or indicators of the globalization of science, engineering, and technology, as well as analyses leading to a better understanding of the changing global economy. This could include: 

Improving data collection methodologies for S&T surveys and censuses, including those conducted by NCSES. 

• Such studies could research improvements in the target population, sample frame, and sample design, focusing on coverage and sampling error. 
• Also included are developments of new data collection techniques and operational efficiencies such as adaptive survey design and passive data collection. 
• Studies focused on the respondent experience and reduction in respondent burden such as modular survey design are also relevant.

Improving analysis and data processing methodologies for NCSES data by researching topics such as imputation techniques, privacy protections, or data consistency with related surveys or administrative data. 

• This research could also involve investigations of linkage of alternate data sources to supplement NCSES data and reporting. 
• Pursuing innovations in the dissemination of S&T statistics to encourage communication of the information in a timely and user-friendly fashion. 
• This could include interactive visualizations, studies of user needs, and new reporting formats for indicators.

Broadening Participation In Stem:

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.
 

Solicitation limitations:

Doctoral Dissertation Research Improvement Grant proposals: The dissertation advisor must be listed as the Principal Investigator and the student must be listed as the co-Principal Investigator.

Other information:

Award Information
Estimated Number of Awards: 5 to 10 Based on the quality of proposals and the availability of awards each year.
 

2025 Whiting Creative Nonfiction Grant

Overview:

The 2025 Whiting Creative Nonfiction Grant of $40,000 will be awarded to as many as ten writers in the process of completing a book-length work of deeply researched and imaginatively composed nonfiction for a general adult readership. It is intended for multiyear book projects requiring large amounts of deep and focused research, thinking, and writing at a crucial point mid-process, after significant work has been accomplished but when an extra infusion of support can make a difference in the ultimate shape and quality of the work.

Whiting welcomes applications for works of history, cultural or political reportage, biography, memoir, science, philosophy, criticism, graphic nonfiction, and personal essays, among other categories. Again, the work should be intended for a general, not academic, adult reader. Self-help titles, historical fiction, textbooks, books primarily for a scholarly audience, and books for young readers are not eligible. 

Solicitation limitations:

Projects must be under contract with a publisher in Canada, the UK, or the US by April 23 to be eligible. Contracts with self-publishing companies are not eligible.

Other information:

The path to a groundbreaking book is long and intensive, and the research process is unpredictable—even a generous advance from a supportive publisher may run out just as a writer unearths an essential piece of the story they are trying to tell, something transformative that leads to new questions.

Recognizing this challenge to the creation of such exemplary works of literature, the Whiting Creative Nonfiction Grant’s chief objective is to foster original, ambitious projects brought to the highest possible standard. 

Knowing that writers of color often face additional structural hurdles to securing institutional resources to support such projects, we particularly encourage applications from them.

The Foundation will host two online information sessions to answer questions and offer guidance on applying for the grant. You can register to attend an info session by clicking a date below: 

• Weds, February 19 at 1pm ET
• Thurs, March 6 at 1pm ET

If you have any questions about the eligibility of your project or the application process, please contact us at nonfiction@whiting.org.

U.S. Mission to Myanmar, U.S. Embassy Yangon Public Diplomacy Small Grants Competition

Overview:

The U.S. Embassy Yangon of the U.S. Department of State announces an open competition for organizations or individuals to submit an application and proposal to carry out a program (or programs) to strengthen the cultural ties and understanding between the U.S. and Myanmar through programs or projects that highlight shared values, promote bilateral cooperation and exchange. All programs must include an American cultural element, or connection with American expert/s, organization/s, or institution/s in a specific field that will promote increased understanding of U.S. policy and perspectives. Programs or projects are encouraged to use the American Center in Yangon and Jefferson Center in Mandalay as venues. Please carefully follow all instructions below.

Priority Program Areas: Priority will be given to proposals that address one or more of the following program areas:

 1. EDUCATION - Programs that provide skill-based and vocational opportunities for Myanmar students and young adults in support of economic empowerment, special priority will be given to proposals that are aimed towards disadvantaged, marginalized, and rural communities . Programs that promote understating of U.S education and culture or that help prepare for study in the United States; the building of linkages between American and Myanmar private academic & cultural institutions; and training opportunities for Myanmar students or faculty and artists.

2. Entrepreneurship - Projects that provide training for small businesses and entrepreneurs, especially programs that are tailored toward disadvantaged or marginalized, or rural communities. 

3. MEDIA LITERACY, INDEPENDENT MEDIA & PRESS FREEDOM - Projects that promotes digital & media literacy, support training for independent & citizen journalism, and counter disinformation.

4.ENGLISH LANGUAGE LEARNING – Projects that teach English skills and culture to Myanmar youth and young professionals. Programs for Business English or English for Entrepreneurs. 

5.–MYANMAR BILATERAL RELATIONSHIP - Programs that seek to promote a greater understanding of U.S. policies, culture, and society to Myanmar audiences; activities that promote shared values and interests between the American and Myanmar people; and projects that build people-to-people ties.

Other information:

Deadline for Applications: The Public Diplomacy Section recommends that proposals be submitted by April 15, 2025.
Length of performance period: 1 to 12 months.
Number of awards anticipated: Multiple awards (dependent on amounts)
Award amounts: Awards may range from a minimum of $5,000 to a maximum of $99,999; most awards are expected to be approximately $25,000.
Type of Funding: FY25 Smith Mundt Public Diplomacy Funds.
Anticipated programs start date: Depends on the time the proposal is selected and awarded; the latest date is November 30, 2025.

Climate Change and Human Health Seed Grants

Overview:

The Burroughs Wellcome Fund aims to stimulate the growth of new connections between thinkers working in largely disconnected fields who might together change the course of climate change’s impact on human health. In the three years between Fall 2023 and Summer 2026, we will dedicate $1M to supporting small, early stage grants of $2,500–$50,000 toward achieving this goal.

We are mainly but not exclusively interested in activities that build connections between basic/early biomedical scientific approaches and ecological, environmental, geological, geographic, and planetary-scale thinking, as well as with population-focused fields, including epidemiology and public health, demography, economics, and urban planning. Also of interest is work piloting new approaches or interactions toward reducing the impact of health-centered activities, such as developing more sustainable systems for health care, care delivery, and biomedical research systems.

Another area of interest is preparation for the impacts of extreme weather and other crises that can drive large-scale disruptions that will immediately impact human health and the delivery of health care. Public outreach, climate communication, and education efforts focused on the intersection of climate and health are also appropriate for this call. This program supports work conceived through many kinds of creative thinking. Successful applicants include academic scientists, physicians, and public health experts, community organizations, science outreach centers, non-biomedical academic departments, and more. 

Solicitation limitations:

Applicant organizations may submit multiple proposals, but an individual may only serve as a principal investigator/project director on one application during each review period.

Other information:

Proposals will be accepted on a rolling basis through July 2026. A review will be conducted quarterly. Deadline dates for the upcoming year are: 

Proposals will be accepted on a rolling basis through July 2026. A review will be conducted quarterly. 

Deadline dates for the upcoming year are:

• January 23, 2025
• April 24, 2025
• July 24, 202

Science, Technology, Engineering and Mathematics Education Organizational Postdoctoral Research Fellowships (STEM Ed OPRF)

Overview:

The STEM Ed OPRF Program supports professional development activities of a cohort of postdoctoral fellows in settings that will position them for careers as STEM education research scholars. The STEM Ed PRF Program encourages proposals that support postdoctoral experiences for those holding doctorates in STEM, STEM Education, Education, and related disciplines who have career interests in STEM education research.

Examples of Professional Development Activities
To successfully conceptualize, design, and execute studies capable of making contributions to knowledge in STEM teaching and learning, broadening participation, and workforce development, investigators and their teams typically require a wide range of knowledge, skills, expertise, and experiences. Examples of relevant professional development activities include but are not limited to:

• Connecting with new or broadening existing professional networks
• Gaining teaching experience or experience with grant writing
• Deepening knowledge of subject-matter literature
• Examining interdisciplinary perspectives
• Operationalizing new research questions and articulating relevant theories of change
• Developing additional expertise in study design, research methods, and data analysis techniques
• Augmenting expertise aligned with changing educational practices
• Synthesizing existing research findings
• Collecting, managing, documenting, and archiving data to facilitate replication and reproducibility studies and secondary analyses

Examples of Research Topics
The STEM Ed PRF Program invites proposals with a wide range of disciplinary perspectives and welcomes fundamental research proposals across the three research areas: STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.

The following list of research topic clusters is neither exhaustive nor mutually exclusive, and the program is open to other topic clusters that advance fundamental knowledge across the three research areas.

• Diversity, equity, and inclusion in STEM
• Factors at the neural, cognitive, institutional, structural, organizational, societal, and systemic levels that affect STEM education and/or the STEM workforce
• STEM teaching and learning in preK-12, undergraduate, graduate, workplace, and/or informal contexts
• Research on technology-enabled learning
• STEM education policy research and
• Research that builds on and expands the foundations for evaluating STEM education and/or STEM workforce development initiatives

Organizational Postdoctoral Fellowship Proposals
This solicitation supports organizational postdoctoral fellowship projects; a companion solicitation (STEM Ed IPRF) supports individual postdoctoral fellowship awards. The Organizational Postdoctoral Fellowship projects provide an opportunity for organizations to design a postdoctoral fellowship program that 1) facilitates the acquisition of STEM education research expertise, skills, and competencies to engage in fundamental STEM education research and 2) provides professional development professional development opportunities that will enable fellows to become independent STEM education research scholars. The STEM Ed PRF Program encourages proposals from minority-serving institutions and the inclusion of women, persons with disabilities, and members of groups underrepresented in the STEM workforce as fellows. Fellows must meet the eligibility requirements in Section IV. Eligibility Information.

Solicitation limitations:

PIs and co-PIs must hold full-time positions at the proposing organization in STEM, STEM education, Education, or a related discipline with a research emphasis in STEM education. This may include but is not limited to individuals with full-time academic or research appointments, those who hold positions at non-profit, non-academic organizations, such as museums, observatories, research laboratories, professional societies and similar organizations located in the United States.

Fellows supported through organizational awards must meet the following eligibility requirements:

• Be a U.S. citizen, national, or permanent resident;
• Have earned the doctoral degree, or expect to have earned the doctoral degree in a field of science, technology, engineering, or mathematics (STEM), STEM Education, Education, or a related discipline prior to the earned no more than 24 months;
• Must not hold a tenure-track position

Other information:

Award Information: Organizational fellowships will be awarded up to $1,250,000 for a duration of up to three years. 

Estimated Number of Awards: 2 to 4

Duration: Up to 36 months of support may be requested.

Inclusion of voluntary committed cost sharing is prohibited.

Research Grants on Education: Small

Overview:

The Small Research Grants on Education Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. We accept applications three times per year.

This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, method, or location. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education.

We recognize that learning occurs across the life course as well as across settings—from the classroom to the workplace, to family and community contexts and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study that makes significant contributions to the field. We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, this program supports proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, from scholars at various stages in their career. We anticipate that proposals will span a wide range of topics and disciplines that innovatively investigate questions central to education, including for example education, anthropology, philosophy, psychology, sociology, law, economics, history, or neuroscience, amongst others.

Moreover, we expect and welcome methodological diversity in answering pressing questions; thus, we are open to projects that utilize a wide array of research methods including quantitative, qualitative, mixed-methods, ethnographies, computational modeling, design-based research, participatory methods, and historical research, to name a few. We are open to projects that might incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, or work closely with practitioners or community members over the life of the project.

Solicitation limitations:

Proposals to the Small Research Grants on Education program must be for research projects that aim to study education. 

Principal Investigators (PIs) and Co-PIs applying for a Small Research Grant on Education must have an earned doctorate in an academic discipline or professional field. While graduate students may be part of the research team, they may not be named the PI or Co-PI on the proposal.

The PI must be affiliated with a non-profit organization or public/governmental institution that is willing to serve as the administering organization if the grant is awarded. 

PIs and Co-PIs may not submit more than one research proposal to the Spencer Foundation at a time. This restriction applies to the Small Grants Program, Large Grants Program, Racial Equity Research Grants Program, and Research-Practice Partnership Program. If the PI or any of the Co-PIs currently have a research proposal under consideration in any of these programs, they are required to wait until a final decision has been made on the pending proposal before they can submit a new proposal.

Other information:

Proposed budgets for this program are limited to $50,000 total and may not include indirect cost charges per Spencer’s policy. Eligible investigators may also request additional supplemental funds for a course release. Projects proposed may not be longer than 5 years in duration

DOS Mission to Uganda: U.S. Embassy Kampala Public Diplomacy APS

Overview:

The Bureau of African Affairs/Post Kampala of the U.S. Department of State is pleased to announce that funding is available through its Public Diplomacy Small Grants Program. This is an Annual Program Statement, outlining our funding priorities, the strategic themes we focus on, and the procedures for submitting requests for funding. 

Goals and Objectives 
The objectives of the Public Diplomacy Grant Program are to promote understanding and foster positive relations between the people of Uganda and the United States; reinforce shared values on the topics listed below; and connect high potential Ugandan youth and young professionals (aged 16-35) as well as established professional leaders to the American people. All programs MUST include an American cultural element, or connection with American expert(s), organization(s), or institution(s) in a specific field that will promote increased understanding of U.S. policy and perspectives. 

Priority Program Areas:
Strengthen media practitioners and institutions with U.S. principles and methods for achieving free, accurate, and objective media practices.

Strengthen media practitioners’ and consumers’ ability to detect and combat information manipulation.

Foster shared U.S. and African values on civic engagement and democratic principles among youth and young professionals, including civic education programs.

Strengthen alumni networks and associations.

Increase business skills for entrepreneurial activities for youth.

Strengthen ties between U.S. and Ugandan institutions of higher education.

Participants and Audiences: Ugandan youth and young professionals aged 16-35

Other information:

Substantial Involvement: The detailed descriptions of substantial involvement will be incorporated into the award provisions for grants issued as cooperative agreements.
•    Collaborative Program Design and Development: PDS may provide specific guidance in the design and development of the program’s objectives and activities.

•    Regular Monitoring and Reporting Requirements: PDS may require periodic progress reports, financial reports, and project updates. In addition, PDS might monitor the program through site visits, check-ins, or remote oversight to ensure compliance with the objectives of the cooperative agreement.

•    Facilitating partnerships with other U.S. Government Entities: PDS may facilitate collaborations with other U.S. government agencies or international organizations that are critical to the success of the program.

Award Information
Length of performance period: Program Performance Period: Proposed projects should be completed in 12 months or less
Number of awards anticipated: Three (3)
Award amounts: $15,000 to $40,000

Submission Dates and Times: Proposals will be accepted throughout the year. They will be reviewed according to the following schedule:

Proposals received between January 16 and March 15 will be reviewed by March 30, 2025. with responses going out by April 30.

Proposals received between March 16 and May 30 will be reviewed by June 30, 2025, with responses going out to the applicants by Aug 1, 2025.

Applications may be submitted for consideration at any time before the closing date of May 30, 2025. No applications will be accepted after that date.
 

NSF 23-510: Improving Undergraduate STEM Education: Directorate for STEM Education (IUSE: EDU)

Overview:

The IUSE: EDU program supports projects designed to contribute to a future in which all undergraduate students are fully engaged in their STEM learning. The IUSE: EDU program promotes (1) Engaged Student Learning: the development, testing, and use of teaching practices and curricular innovations that will engage students and improve learning, persistence, and retention in STEM, and (2) Institutional and Community Transformation: the transformation of colleges and universities to implement and sustain highly effective STEM teaching and learning.

NOTE: This announcement is for Institutional and Community Transformation (Capacity-Building and Level 1) proposals and Engaged Student Learning (Level 1) proposals only

All projects supported by IUSE: EDU must: 

• Demonstrate a strong rationale for project objectives or incorporate and build on educational practices that are demonstrably effective 
• Contribute to the development of exemplary undergraduate STEM education 
• Add to the body of knowledge about what works in undergraduate STEM education and the conditions that lead to improved STEM teaching and learning 
• Measure project progress and achievement of project goals 

To accomplish these goals, IUSE: EDU projects may focus their activities at any level, including the student, faculty, institutional or community levels. Development, propagation, adaptation, and transferability of evidence-based practices are also important considerations. Projects should consider designing materials and practices for use in a wide variety of institutions or institutional types. Topics of interest to the IUSE: EDU program include, but are not limited to, the following: 

• Development and study of the efficacy of innovative teaching and learning practices and resources 
• Development, testing, and dissemination of instruments for measuring student outcomes 
• Efforts to increase the diversity of the STEM workforce including K-12 teachers and/or the faculty and institutions engaged in work to improve undergraduate STEM education 
• Faculty professional development to increase the use of evidence-based teaching practices 
• Implementation of and research on sustained change processes involved in adopting evidence-based and effective instruction within or across departments, disciplines, or institutions 
• Efforts to achieve STEM educational goals through innovative partnerships, for example with community organizations, local, regional, or national industries, centers for teaching and learning, professional societies, or libraries, 
• Propagating and sustaining transformative and effective STEM teaching and learning through institutional practices or involvement of professional societies 

The IUSE: EDU program features two tracks:

Track 1: Engaged Student Learning (see full guidelines for descriptions of varying levels and their corresponding due dates)
The Engaged Student Learning (ESL) track focuses on design, development, and research projects that involve the creation, exploration, or implementation of tools, resources, and models. Projects must show high potential to increase student engagement and learning in STEM. Projects may focus directly on students or indirectly serve students through faculty professional development or research on teaching and learning. Whatever the focus, all projects should be both evidence-based and knowledge-generating, with well-developed plans to study student experiences and evaluate student outcomes. 
 
Track 2: Institutional and Community Transformation (see full guidelines for descriptions of varying levels and their corresponding due dates) 
The Institutional and Community Transformation (ICT) track funds innovative work applying evidence-based practices that improve undergraduate STEM education and research on the organizational change processes involved in implementing evidence-based practices. The emphasis of this track is on systemic change that may be measured at the departmental, institutional, or multi-institutional level, or across communities of STEM educators and/or educational researchers.

Solicitation limitations:

Limit on Number of Proposals per PI or co-PI: 3
An individual may serve as PI or co-PI on no more than three IUSE: EDU proposals submitted during the period of October 1 through September 30. This eligibility constraint will be strictly enforced. In the event that an individual exceeds this limit, proposals will be accepted based on earliest date and time of proposal submission (i.e., the first three proposals will be accepted and the remainder will be returned without review). No exceptions will be made.
 

Other information:

Important Information And Revision Notes and Update: (Replaces: NSF 21-579)

The IUSE: EDU program team will host webinars in which key features and expectations of the IUSE: EDU program will be discussed. Information about the webinars will be posted to the IUSE: EDU program webpage: https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem-education-education.

DUE DATES
Deadline of January 15, 2025 is for Institutional and Community Transformation (Capacity-Building and Level 1) proposals and Engaged Student Learning (Level 1) proposals only

AWARD INFORMATION
ESL Level 1 projects have a maximum award of $400,000 and a maximum duration of three years.
ICT Level 1 proposals have a maximum award size of $400,000 and a maximum duration of three years. 
ICT Capacity-Building proposals may be submitted as individual or collaborative projects. The maximum award size is $200,000 for a single institution proposal or $400,000 for a multi-institution proposal. The maximum duration of both single and multi-institutional proposals is two years.

The IUSE: EDU program team will host webinars in which key features and expectations of the IUSE: EDU program will be discussed. Information about the webinars will be posted to the IUSE: EDU program webpage: https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem-education-education.
 

Research Grants on Improving the Use of Research Evidence

Overview:

This program supports research on strategies focused on improving the use, usefulness, and impact of evidence in ways that benefit young people ages 5-25 in the United States. We welcome impact studies that test strategies for improving research use as well as whether improving research use leads to improved youth outcomes. We also welcome descriptive studies that reveal the strategies, mechanisms, or conditions for improving research use. Finally, we welcome measurement studies that explore how to construct and implement valid and reliable measures of research use.

We are particularly interested in research on ways to improve the use of research evidence by state and local policymakers, mid-level managers, and intermediaries. These decision-makers play important roles in deciding which programs, practices, and tools to adopt; deliberating ways to improve existing services; shaping the conditions for implementation; and making resource allocation decisions.

We invite studies from a range of disciplines, fields, and methods, and we encourage investigations into various youth-serving systems, including justice, housing, child welfare, mental health, and education. Previous studies have drawn on conceptual and empirical work from political science, communication science, knowledge mobilization, implementation science, and organizational psychology, among other areas.

Finally, we welcome critical perspectives that inform studies’ research questions, methods, and interpretation of findings.

We welcome studies that pursue one of three aims:
1.    Building, identifying, or testing ways to improve the use of existing research evidence
This may include:
-    Studies of strategies, mechanisms, or conditions that foster more routine and constructive uses of existing research evidence by decision-makers.
-    Studies that test the effects of deliberate efforts to improve routine and beneficial uses of research in decision-making.

2.    Building, identifying, or testing ways to facilitate the production of new research evidence that responds to decision-makers’ needs
This may include:
-    Studies to identify strategies for altering the incentive structures or organizational cultures of research institutions so that researchers conduct more practice- or policy-relevant studies and are rewarded for producing research that decision-makers consider useful.
-    Studies to identify the relationships and organizational structures that lead to the prioritization of decision-makers’ needs in developing research agendas.
-    Studies that examine ways to optimize organized collaborations among researchers, decision-makers, intermediaries, and other stakeholders to benefit youth.

3.    Testing whether and under what conditions using research evidence improves decision-making and youth outcomes
This may include:
-    Studies that examine the impact of research use on youth outcomes and the conditions under which using research evidence improves outcomes.
-    The notion that using research will improve youth outcomes is a long-standing assumption, but there is little evidence to validate it. We suspect that the impact of research on outcomes may depend on a number of conditions, including the quality of the research and the quality of research use. One hypothesis is that the quality of the research and the quality of research use will work synergistically to yield strong outcomes for youth.
-    Studies to identify and test other conditions under which using research evidence improves youth outcomes.

These research interests call for a range of methods, including experimental or observational research designs, comparative case studies, or systematic reviews.

Solicitation limitations:

Eligible Studies
•    Only studies that 1) align with the stated research interests of this program and 2) relate to the outcomes of young people between the ages of 5 and 25 in the United States are eligible for consideration.
•    We do not support non-research activities such as program implementation and operational costs, or make contributions to building funds, fundraising drives, endowment funds, general operating budgets, or scholarships. Applications for ineligible projects are screened out without further review.

Other information:

Award Information
Major research grants
$100,000 to $1,000,000 over 2-4 years, including up to 15% indirect costs.

Officers’ research grants
$25,000–$50,000 over 1-2 years, including up to 15% indirect costs.

2025 Deadlines
Major Research Grants: January 8  |  May 7  |  August 6    
Officers' Research Grants: January 8  |  August 6

AWS Education Equity Initiave

Overview:

Since launching in 2006, Amazon Web Services has been providing world-leading cloud technologies that help any organization and any individual build solutions to transform industries, communities, and lives for the better.
As part of Amazon, we strive to be Earth’s most customer-centric company. We work backwards from our customers’ problems to provide them with cloud infrastructure that meets their needs, so they can reinvent continuously and push through barriers of what people thought was possible.
The AWS Education Equity Initiative expands access to future skills education for underserved learners globally. Amazon is committing up to $100 million in AWS credits and technical expertise to support socially-minded organizations develop innovative digital learning solutions that utilize cloud and AI technologies.
By future skills education, we refer to skills, knowledge and behaviors that help learners gain access to, and maintain jobs in today's increasingly tech-driven world. We welcome organizations' definitions of future skills education and you are able to share this as part of the application.
AWS will evaluate applications based on:
•    Succinct articulation of challenge(s) being faced by underrepresented and underserved learners in accessing future skills learning opportunities
•    Comprehensiveness of how proposed learning solution addresses challenge(s) outlined
•    Focus of learning solution on underserved and underrepresented communities and learners
•    Focus on skills, knowledge, and behaviors helping learners access and maintain jobs in an increasingly technology-driven world
•    Succinctly defined milestones along with timeline
•    Clearly defined impact metrics
•    Detailing and applicability of AWS services within the project scope
•    Viability of proposed sustainability plan
•    Cloud building capacity
 

Other information:

Award Information: Selected organizations will receive AWS credits to build and scale learning solutions and targeted technical advising from AWS Solutions Architects.