Expanding AI Innovation through Capacity Building and Partnerships (ExpandAI)

Overview:

The Expanding AI Innovation through Capacity Building and Partnerships (ExpandAI) program is a multi-year program that aims to significantly diversify participation in AI research, education, and workforce development through capacity development and partnerships within the National AI Research Institutes ecosystem.

PROGRAM TRACKS 
This program solicitation offers two Tracks corresponding to stages of readiness for partnerships in AI Institutes. These are “ExpandAI Capacity Building Pilots” and “ExpandAI Partnerships” as described below.

Track 1: ExpandAI Capacity Building Pilots
Capacity Building Pilots (CAP) are planning and growth efforts focused on the establishment of AI activities at the funded MSI and the early exploration of future synergistic partnerships that have the potential to be part of prospective ExpandAI Partnerships. Successful pilots will result in establishing new AI research capacity, education/workforce development in AI, and/or AI infrastructure capacity at the proposing institution and, potentially, a basis for future AI partnerships. CAP activities should plan for engaging appropriate communities to test the feasibility of partnerships as well as developing plans for continuing capacity development. Plans should consider required research infrastructure, plans to leverage established groups in related research areas, and inclusion of faculty training and research experiences that emphasize the diversification of investigators. 

Proposals must articulate a clear vision motivating the capacity building activities, with a focus on long-term benefits to the MSI such as enhanced faculty capacity for foundational and/or use-inspired AI research or new effective models for increased education and career pathways in AI. Proposals to this track must include a strong Institutional Need and Support Statement (see proposal preparation instructions) containing an assessment of the current AI research and instructional capacity and infrastructure, a demonstration of institutional need for capacity building in AI, and a statement of the commitment of institutional support for the proposed activities. Proposals that substantiate a strong case in this need and support statement are likely to be most compelling for the funding opportunity. Further guidance for this supporting document can be found in Proposal Preparation Instructions. 

Successful proposals will feature a Capacity Building Plan that features clear and measurable outcomes/benefits of capacity building.

Suitable activities for such a plan are: 

• establishment or significant enhancement of foundational or use-inspired AI research, marked by increased faculty research output. 
• design of academic pathways or innovative models for teaching and learning in AI, incorporating how students learn effectively in AI activities, and bringing AI disciplinary advances into the undergraduate and graduate experience.
• establishment or significant expansion of AI career pathways for students resulting from new AI activities.
• enhanced AI research infrastructure.
• significant increase in the participation of investigators and students who have been traditionally underserved and underrepresented in AI; and 
• a plan for objective process evaluation in support of the proposed efforts. 

Note that this list is representative of suitable activities and outcomes for this track. CAP activities need not be limited to this list, and proposals do not have to include every type of outcome represented in that list. Proposers are encouraged to select and integrate the activities most appropriate for their institutional context and their vision for capacity building toward partnerships. 

Early partnership development between the proposing MSI and one or more AI Institutes is neither required nor encouraged in a CAP proposal. 

Track 2: ExpandAI Partnerships 
The ExpandAI Partnership (PARTNER) track is an opportunity for MSIs to scale up already-established AI research and/or education programs and to initiate/leverage new collaborations with AI Institutes. These partnerships will be multi-organization collaborations submitted by an MSI and will include a subaward to an AI Institute. PARTNER projects are centered around shared, complementary goals. Proposals will be submitted as single organizational collaborative proposals PARTNER proposals may only be submitted by a qualifying MSI as indicated in Eligible Institutions in this solicitation. 

PARTNER proposals should scale up and make fully productive an appropriate existing capacity in AI research, education/workforce development, and/or infrastructure capacity. The proposing MSI in this track is not required to have previously been awarded a CAP project under this program. PARTNER proposals must constitute a significant new partnership that has the clear potential to build on the institution’s current AI capacity as well as leverage the intrinsic strengths and talents of the MSI for mutual benefit in collaborative AI activities. 

MSIs applying for this track must demonstrate readiness to leverage external expertise and financial resources to focus on medium- and long-range plans to leverage this funding opportunity and new partnerships to develop AI capacity within the MSI, including but not limited to further development of the MSI’s envisioned methodological thrusts, use cases, educational and/or workforce development activities, and the potential for the MSI to expand and scale these efforts through formal, mutually beneficial partnerships. Proposals should include at least one (and if appropriate, more) established AI Institutes in developing a roadmap for collaborative work in some unifying theme or focus. 

PARTNER proposals must feature a compelling Partnership Roadmap for collaborative work in some unifying theme or focus. Roadmaps are the beginning of a joint strategy between organizations for collaborative work. These roadmaps may also include community building activities (e.g., workshops) to further develop common interests, objectives, and goals for the growth of collaborative activities. Effective roadmaps are both depicted visually (e.g., conceptual diagram, logic model, table, etc.) and fully explained by a descriptive narrative. The roadmap should address all proposed projects involving research, education/workforce development, infrastructure, and any other types that are applicable to the collaboration. 

Roadmaps might address: 

• enhancement of existing projects by virtue of new collaboration; 
• initiation of new projects made possible by the collaboration; 
• community building activities (e.g., workshops) to further develop common interests, objectives, and further growth of the partnership; 
• potential and plans for scaling nascent programs; 
• an evaluation plan for measuring the growth and mutual benefit of activities in all projects.
  
   

Solicitation Limitations
Limit on Number of Proposals per Organization:
An organization may submit one proposal per submission window. An organization must wait for a determination from NSF (e.g., Award, Decline, or Returned Without Review) on the pending proposal before submitting a new proposal in the next window. Declined proposals require a new invitation to submit (via the Concept Outline process) and significant revision, while proposals Returned Without Review may be submitted using the same invited Concept Outline (assuming that the proposal is received within one year of the original Concept Outline invitation).

Proposals may be submitted only by a minority-serving college or university meeting the criteria listed under 'Eligible Institutions of Higher Education' in [the] program solicitation. 

Solicitation limitations:

Limit on Number of Proposals per Organization:
An organization may submit one proposal per submission window. An organization must wait for a determination from NSF (e.g., Award, Decline, or Returned Without Review) on the pending proposal before submitting a new proposal in the next window. Declined proposals require a new invitation to submit (via the Concept Outline process) and significant revision, while proposals Returned Without Review may be submitted using the same invited Concept Outline (assuming that the proposal is received within one year of the original Concept Outline invitation).

Proposals may be submitted only by a minority-serving college or university meeting the criteria listed under 'Eligible Institutions of Higher Education' in [the] program solicitation. 

Other information:

The ExpandAI program has recurring submission windows.

Anticipated Funding Amount: $10,000,000 to $17,000,000
Each CAP award is anticipated to be a standard grant up to $400,000 total budget over two years
Each PARTNER award is anticipated to be a continuing award in the range of $300,000 to $700,000/year for up to 4 years

2025 William T. Grant Scholars Program

Overview:

The William T. Grant Scholars Program supports career development for promising early-career researchers. The program funds five-year research and mentoring plans that significantly expand researchers’ expertise in new disciplines, methods, and content areas.
Applicants should have a track record of conducting high-quality research and an interest in pursuing a significant shift in their trajectories as researchers. We recognize that early-career researchers are rarely given incentives or support to take measured risks in their work, so this award includes a mentoring component, as well as a supportive academic community.
The Foundation supports research in two distinct focus areas: 
Reducing Inequality
In this focus area, we fund research studies that aim to build, test, or increase understanding of programs, policies, or practices to reduce inequality in the academic, social, behavioral, or economic outcomes of young people ages 5–25 in the United States, along dimensions of race, ethnicity, economic standing, sexual or gender minority status, language minority status, or immigrant origins.
Research Interests
Our research interests in this focus area center on studies that examine ways to reduce inequality in youth outcomes. We welcome descriptive studies that clarify mechanisms for reducing inequality or elucidate how or why a specific program, policy, or practice operates to reduce inequality. We also welcome intervention studies that examine attempts to reduce inequality. Finally, we welcome studies that improve the measurement of inequality in ways that can enhance the work of researchers, practitioners, or policymakers.
Recognizing that findings about programs and practices that reduce inequality will have limited societal impact until the structures that create inequality in the first place have been transformed, the Foundation is particularly interested in research to uproot systemic racism and the structural foundations of inequality that limit the life chances of young people

Solicitation limitations:

Applicants must be nominated by their institutions. Major divisions (e.g., College of Arts and Sciences, Medical School) of an institution may nominate only one applicant each year. 

Other information:

Applications are accepted from March 26, 2025 to July 1, 2025 3:00 pm EST
Applicant Resources including guidance, forms, mentoring resource and research agendas are available here.

For more information visit: The William t. Grant Scholars Program page

2025 Huo Family Foundation - Special Projects Grant

Overview:

The Huo Family Foundation invites applications for special projects. These larger and longer-term research awards would allow researchers of all career stages, collaborating as a multi-disciplinary team with different expertise and skills, to take an integrated approach to tackle the more difficult questions in this domain. 

Proposals should be tackling key questions within the broad topic of the effects of usage of and exposure to digital technologies on brain development and function (including physiological responses), social behavior and interactions, and mental health of children and young people. 

Awarded research grants in this area can be held at colleges, universities and research institutes in the UK and in the US. We are keen to support multi-disciplinary work. These teams may consist of several group leaders from one institution, or different institutions in the UK and the US. 
 

Solicitation limitations:

ASU may submit only one (1) application to the sponsoring organization.

If you would like to apply, please submit an application in InfoReady as soon as possible.

If the limited submissions team selects your proposal to advance, complete our online Proposal Intake Form, and we will contact you shortly afterwards. Applications selected to advance are due to the sponsor agency by Friday, May 23, 2025. Applications are due March 26, 2025. 

Other information:

Grants are for up to a four-year term. The grant should begin in January 2026
Award Amount: Up to £300,000 / $390,000 per year. 
Award Timeline
24 March 2025 – Grant system opens (link will only become active on 24 March)
23 May 2025 – Deadline for submission of applications
 

Early Childhood Welfare, Early Childhood Education and Play, and Parenting Education (LOI)

Overview:

The Caplan Foundation for Early Childhood is an incubator of promising research and development projects that appear likely to improve the welfare of young children, from infancy through 7 years, in the United States.

Welfare is broadly defined to support, acculturation, societal integration and childcare. Grants are only made if a successful project outcome will likely be of significant interest to other professionals, within the grantee’s field of endeavor, and would have a direct benefit and potential national application.

The Foundation’s goal is to provide seed money to implement those imaginative proposals that exhibit the greatest chance of improving the lives of young children, on a national scale. Because of the Foundation’s limited funding capability, it seeks to maximize a grant's potential impact.

The Foundation provides funding in the following areas:

• Parenting Education
  To help parents create nurturing environments for their children, we support programs that teach parents about developmental psychology, cultural child rearing differences, pedagogy, issues of health, prenatal care and diet, as well as programs which provide both cognitive and emotional support to parents.
• Early Childhood Welfare
  Providing a safe and nurturing environment is essential as is imparting the skills of social living in a culturally diverse world. Therefore, the Foundation supports projects that seek to perfect child rearing practices and to identify models that can provide creative, caring environments in which all young children thrive.
• Early Childhood Education and Play
  We seek to improve the quality of both early childhood teaching and learning, through the development of innovative curricula and research based pedagogical standards, as well as the design of imaginative play materials and learning environments.

There are many proposals that we do not consider because they do not meet the criteria stated in our website. We strive to fund ideas that are adventurous, thoughtful and challenge the status quo. They should have a fresh concept (not rehash an older idea) and a defined method of implementation that promotes new approaches and understanding of early childhood and pushes the boundaries of academic, social and cultural studies and practices. 

Other information:

Application Process
The Foundation employs a two-step grant application process that includes the submission of both a Letter of Inquiry (LOI) and a Full Proposal–the latter only by those applicants requested to do so. This ensures that consideration of Full Proposals is limited to those applications that strictly comply with the Foundation’s programmatic guidelines.

The next deadline for submitting a LOI is May 31, 2025.

Applicants must submit Letters of Inquiry by clicking on the Email your Letter of Inquiry button below. Once a Letter of Inquiry is received by the Foundation, the Directors will determine if the proposed program fits the Foundation’s funding guidelines. Successful applicants will be invited via email to submit Full Proposals.

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.
 

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.
 

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. 

Research on Innovative Technologies for Enhanced Learning (RITEL)

Overview:

The purpose of the Research on Innovative Technologies for Enhanced Learning (RITEL) program is to support early-stage research in emerging technologies for teaching and learning that respond to pressing needs in authentic (real-world) educational environments. RITEL supports future-oriented exploratory and synergistic research in emerging technologies (including, but not limited to, artificial intelligence (AI), robotics, and immersive or augmenting technologies) for teaching and learning. The program accepts proposals that focus on learning, teaching, or a combination of both. The scope of the program is broad and includes teaching and learning in science, technology, engineering, and mathematics (STEM) and in foundational areas that enable STEM (e.g., self-regulation, literacy, communication, collaboration, creativity, and socio-emotional skills). RITEL supports research in all learning contexts (e.g., formal, informal, workplace) and for all learner populations. RITEL has a special interest in diverse learner/educator populations and in developing new educational technologies that are cost-effective for budget-limited school districts, colleges and universities. 

Research in this program should be informed by the convergence (synthesis) of multiple disciplines: e.g., learning sciences; discipline-based education research; computer and information science and engineering; design; and cognitive, behavioral, and social sciences. RITEL is unique in its requirement that projects must advance research in both learning (and/or teaching) and technology.

RITEL is an exploratory research program that serves as an incubator to support cutting-edge research in advanced learning and teaching 4 technologies. Research should be theory-driven and apply human-centered design methods to explore proof-of-concept or feasibility of innovative learning technologies in support of new learning and/or teaching experiences. Emerging and innovative technologies have the potential to reshape teaching and learning processes, which in turn can influence new technology designs. RITEL encourages projects that explore new ideas and involve risk.

RITEL is unique in its requirement that projects must advance fundamental research in both learning (and/or teaching) and technology.

Projects that broaden participation, expand STEM pathways, ensure educational equity, or otherwise promote diversity, inclusion, and access in STEM education and careers are strongly encouraged. RITEL encourages proposals from Minority-Serving Institutions (MSIs).

All projects must be framed in terms of a pressing need in an authentic educational environment. The research should address a meaningful and practical teaching and/or learning problem identified by educators and/or other stakeholders who have expertise in the specific context.

This program supports a broad range of projects across: 
-Content areas: STEM and other foundational areas supported by NSF that enable STEM learning and teaching (e.g., self-regulation, literacy, communication, collaboration, creativity, curiosity, and social skills). 
-Populations and contexts: learners, teachers, mentors, educators, and other workers in formal (e.g., K12, higher education) or informal settings; and individual, collective, and collaborative learning and teaching across the lifespan.

The primary goal should be investigating a new technology in the context of advancing teaching and/or learning. RITEL will not fund projects that are primarily about development of a technology.

All projects must have clear research objectives that integrate teaching and/or learning and technology research to advance the respective fields (e.g., learning sciences, discipline-based education research, computer and information sciences, engineering, and/or social, cognitive, and behavioral sciences) as described below:

Teaching and/or learning research 
-For teaching, this includes researching new teaching processes and approaches (e.g., andragogy and pedagogy). 
-For learning, this includes researching new learning processes, principles, and theories (e.g., cognitive, behavioral, affective, socio-cultural, social, epistemological, problem-based, project-based, developmental, and other perspectives).

Technology research 
-Examples of emerging technology research include (but are not limited to): AI-driven technologies; virtual, immersive, embodied, interactive, or augmented environments; multimodal modeling/sensing of cognitive or affective states; language and speech processing; learning analytics and dashboards; and robotics. 
-The technology research must advance fields involving computer science, information science, and/or engineering. 
-It is insufficient to simply implement or test an existing technology, even if innovative. Incremental advances in existing technologies or deployment/implementation of existing technologies in novel learning contexts will not be funded through this program.

Solicitation limitations:

 An individual may participate as PI, co-PI, or other Senior Personnel in no more than one (1) proposal in response to this solicitation for each submission date. In the event that an individual exceeds the limit, the first proposal received (based on the date and time stamp of proposal submission) will be accepted and the remainder will be returned without review. No exceptions will be made.

Other information:

Each project will be funded for a duration of 3 years and up to $900,000.

Equitable Transformation in STEM Education (ETSE)

Overview:

The HSI program is guided by student-centered frameworks that build an intentional and supportive environment for students and reinforce cultural and mindset shifts that support the success of all students at HSIs. Proposals should discuss project designs that are based on data-informed decision-making processes to operationalize an institution’s student-centered approach. This competition is designed to leverage existing institutional strengths for advancing efforts toward student-centered environments. Proposals to ETSE should impact the STEM learning landscape, result in equitable undergraduate STEM degree attainment for all students, and position students for successful transition and retention into the STEM workforce or graduate education.

Institutional Transformation Track (ITT). Proposals to the Institutional Transformation track should articulate a vision for unifying academic equity research, practice, and policy to strengthen an institutional understanding of student learning outcomes from the context of the diverse community it serves. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposals are encouraged to consider moving efforts from enrollment driven strategies to student-centered principles. These projects seek to support the planning and implementation of institutional research infrastructure efforts which results in institutional-wide efforts toward broadening participation in STEM while engaging students in STEM undergraduate best practices to effectively guide students toward careers in STEM and/or graduate programs.

Project Descriptions for successful proposals to the Institutional Transformation Track (ITT) are strongly encouraged to:

• Discuss the proposal’s alignment with the institutional strategic plan to improve the enrollment, retention, and graduation of STEM associates and baccalaureate degrees.
• Discuss how the proposed ITT project will leverage and/or complement existing programs and initiatives to help the institution move towards a more student-centered undergraduate STEM ecosystem.
• Articulate the creation of institution-wide strategies to transform their policies or practices to foster inclusive STEM learning environments that promote equitable student learning and engagement in all STEM disciplines at the proposing HSI.
• Comprise a multidisciplinary team with the expertise and experience needed to implement the proposed project. The PI team may have members from other institutions or non-profit organizations to augment the team's expertise, which should be explained in the project description and management plan.

Solicitation limitations:

Other information:

Award Information: Estimated program budget, number of awards and average award size/duration are subject to the availability of funds.

Estimated Number of Awards: 11 to 17

Anticipated Funding Amount: $20,000,000 (The number of new awards is subject to the availability of funds.)

This Program anticipates making:
•    3-6 Departmental/Division Transformation Track (DDTT)
o    Award Size: Up to $1,000,000
o    Award Length: For up to five-year-long projects
•    2-3 Institutional Transformation Track (ITT)
o    Award Size: Up to $3,000,000
o    Award Length: For five-year-long projects
•    5-7 Emerging Faculty Research Tracks (EFRT)
o    Award Size: Up to $200,000
o    Award Length: For up to three-year-long projects
•    1 HSI Program Resource Hubs (Hubs)
o    Award Size: Up to $3,000,000
o    Award Length: For up to five-year-long projects

Due Dates: Full Proposal Deadline(s) (due by 5 p.m. submitting organization’s local time):  September 11, 2024 and August 27, 2025 (and the last Wednesday in August, Annually Thereafter)

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged.