Search Through Career College Preparation Grants in the U.S.

Who We Are

The Creag Foundation is a private grant making foundation established in 2009 in Woodinville, Washington.

The founders of the Creag Foundation believe that meaningful change can only be achieved through hard work, creativity and passion. They also understand the practical mechanisms that allow charitable organizations to succeed and grow. As a group, Creag Foundation principals are dedicated to helping today’s most innovative programs improve the human condition in a wide variety of ways.

Our Focus

The broad purpose of the Foundation is to support the efforts of nonprofit organizations who are innovators in the field of human services. Our particular focus is on smaller organizations that are starting out or established organizations that are looking for funding to take their organization in a new direction.

What We Fund

/ What We Fund

The Creag Foundation is focused on innovation in the industry. We will consider proposals from 501(c)(3) organizations that are finding new ways to address societal issues facing the nonprofit community. Applicants must have held 501(c)(3) status for one year before submitting. If your organization has held 501(c)(3) status for over a year, and your believe that your organization has a new approach to an existing social problem or is addressing a previously unaddressed social issue, you are welcome to contact us and request that we consider your organization for a funding opportunity.

SYNOPSIS

The Engineering Design and Systems Engineering (EDSE) program supports fundamental research into the basic processes and phenomena of engineering design and systems engineering. The program seeks proposals leading to improved understanding about how processes, organizational structure, social interactions, strategic decision making, and other factors impact success in the planning and execution of engineering design and systems engineering projects. It also supports advances pertaining to engineering design and systems engineering in areas that include, but are not limited to, decision making under uncertainty, including preference and demand modeling; problem decomposition and decision delegation; applications of reverse game theory (mechanism design); computer-aided design; design representation; system performance modeling and prediction; design optimization; uncertainty quantification; domain- or concern-specific design methods; and advanced computational techniques for supporting effective human cognition, decision making, and collaboration. Competitive proposals for novel methods will include a plan to evaluate rigorously the effectiveness and performance of the proposed approach.

The EDSE program encourages multidisciplinary collaborations of experts in design and systems engineering with experts in other domains. Of particular interest is research on the design of engineering material systems that leverages the unique aspects of a particular material system to realize advanced design methods that are driven by performance metrics and incorporate processing/manufacturing considerations.

The EDSE program does not support the development of ad-hoc approaches that lack grounding in theory, nor does it support design activities that do not advance scientific knowledge about engineering design or systems engineering. Prospective investigators are encouraged to discuss research ideas and project scope with the Program Director in advance of proposal preparation and submission.

DUE DATES

Full Proposal Accepted Anytime

Proposals submitted to other program announcements and solicitations, including the Faculty Early Career Development Program (CAREER), must meet their respective deadlines; please refer to the deadline dates specified in the appropriate announcement or solicitation. Proposals for EArly-concept Grants for Exploratory Research (EAGER) or Rapid Response Research (RAPID) can be submitted at any time but Principal Investigators must contact the cognizant program director prior to submission. Proposals for supplements or workshops can be submitted at any time, and PIs are encouraged to contact the cognizant PD prior to submission.

The Environmental Engineering program is part of the Environmental Engineering and Sustainability cluster, which also includes

• The Nanoscale Interactions program; and
• The Environmental Sustainability program.

Environmental engineering is an interdisciplinary field that applies chemical, biological, and physical scientific principles to protect human and ecological health. The goal of the Environmental Engineering program is to support potentially transformative fundamental research that applies scientific and engineering principles to

• Prevent, minimize, or re-use solid, liquid, and gaseous discharges of pollution to soil, water, and air by closing resource loops or through other measures;
• Mitigate the ecological and human-health impacts of such releases by smart/adaptive/reactive amendments or manipulation of the environment, and
• Remediate polluted environments through engineered chemical, biological, and/or geo-physical processes.

Integral to achieving these goals is a fundamental understanding of the transport and biogeochemical reactivity of pollutants in the environment. Therefore, research on environmental micro/biology, environmental chemistry, and environmental geophysics may be relevant providing the research has a clear objective of protecting human and ecological health.

Major areas of interest include (but are not limited to):

• Building a future without pollution or waste: Investigation of innovative biogeochemical processes that prevent or minimize the production of waste; waste valorization and other research that will lead to new technologies to extract resources from waste streams to close the resource loop.
• Sustainable supply and protection of water: Investigation of innovative biogeochemical processes that remove, biologically or chemically transform, and/or prevent the release of contaminants in surface and groundwater; innovative processes for recovery of water, nutrients, and other resources from wastewater, saline water, or brines; innovative approaches to smart and adaptive management of surface water, groundwater, and urban watersheds and storm water to maintain/improve quality and prevent downstream impacts from nutrients and other water constituents.
• Environmental chemistry, fate, and transport of nutrients and contaminants of emerging concern in air, water, soils, and sediments:Investigation of transport and biogeochemical reactivity in the environment; environmental forensics to identify sources and reaction pathways; field- and laboratory scale experimental research that bridges gaps between data and predictions from molecular, continuum, and field-scale modeling.
• Environmental engineering of the built environment: Research to understand the biogeochemical reactivity of the built environment with the goal of enhancing and improving human and ecological health; research that will lead to new technologies to improve outdoor and indoor air quality; research to understand how drinking water and wastewater chemical characteristics and microbial community structure impact or are affected by water quality and human health.

Where to submit proposals with different areas of focus:

• Proposals with a scientific focus on chemical or physical separation processes (for example, materials or processes for reverse osmosis, membrane distillation, and hypo-filtration) should be submitted to the Interfacial Engineering program (CBET 1417).
• Proposals that seek to advance fundamental and quantitative understanding of the behaviors of nanomaterials and nanosystems should be submitted to the Nanoscale Interactions program (CBET 1179).
• Proposals focused on in vitro molecular-level environmental chemistry research should be submitted to Environmental Chemical Sciences program (CHE-ECS 6882).
• Proposals focusing on industrial ecology, green engineering, and ecological/earth systems engineering should be submitted to the Environmental Sustainability program (CBET 7643).
• Proposals whose main research focus is on materials development, sensors, or environmental monitoring that do not seek to understand biogeochemical reactivity mechanisms or treatment efficiency are not encouraged and may be returned without review.

Innovative proposals outside of these specific interest areas may be considered. However, prior to submission, it is recommended that the PI contact the program director to avoid the possibility of the proposal being returned without review.

INFORMATION COMMON TO MOST CBET PROGRAMS

Proposals should address the novelty and/orpotentially transformative natureof the proposed work compared to previous work in the field. Also, it is important to address why the proposed work is important in terms of engineering science, as well as to also project the potential impact on society and/or industry of success in the research. The novelty or potentially transformative nature of the research should be included, as a minimum, in the Project Summary of each proposal.

The duration of unsolicited proposal awards in CBET is generally up to three years. Single-investigator award budgets typically include support for one graduate student (or equivalent) and up to one month of PI time per year(awards for multiple investigator projects are typically larger). Proposal budgets that are much larger than typical should be discussed with the program director prior to submission. Proposers can view budget amounts and other information from recent awards made by this program via the “What Has Been Funded (Recent Awards Made Through This Program, with Abstracts)” link towards the bottom of this page.

Faculty Early Career Development (CAREER )program proposals are strongly encouraged. Award duration is five years. The submission deadline for Engineering CAREER proposals is in July every year. Learn more in the CAREER program description.

Proposals for Conferences, Workshops, and Supplements: PIs are strongly encouraged to discuss their requests with the program director before submission of the proposal.

Grants for Rapid Response Research (RAPID)and EArly-concept Grants for Exploratory Research (EAGER) are also considered when appropriate. Please note that proposals of these types must be discussed with the program director before submission.

Grant Opportunities for Academic Liaison with Industry (GOALI) proposals that integrate fundamental research with translational results and are consistent with the application areas of interest to each program are also encouraged.

Please note that RAPID, EAGER, and GOALI proposals can be submitted anytime during the year. 

Program Outline

Grants will be made to organizations supporting Middle and High School students participating or interested in advanced STEM programs and who ultimately want to pursue a college degree in a STEM-related field. Organizations that have invested in careful planning and consideration of various elements of their STEM program who are providing students with a comprehensive and engaging educational experience and who meet some or all of the below objectives should apply:

•  Basic Objective:
  • The supported programs’ primary goals should include but are not limited to, fostering a love for STEM, preparing students for college and careers in STEM fields, and promoting problem-solving and critical thinking skills.
• Curriculum Development:
• Have developed or are developing a rigorous and integrated STEM curriculum that aligns with national and state standards and could offer a mix of core STEM subjects, including mathematics, science, technology, and engineering.
• Integrate hands-on, project-based learning to encourage students to apply their knowledge and solve real-world problems.
• Include interdisciplinary courses that emphasize the connections between STEM disciplines and careers.
• Grade Levels and Progression:
  • Programs that are designed with a curriculum that progressively builds on concepts and skills year by year.
• Specialized Tracks:
  • Programs that offer specialized tracks within their existing framework, such as computer science, biomedical science, environmental science, or robotics, based on student interests and local industry demands.
• Highly Qualified Teachers:
  • Programs that emphasize hiring and retaining experienced, certified STEM teachers who are passionate about their subjects and skilled in project-based learning methodologies.
• State-of-the-Art Facilities:
  • Programs that have access to well-equipped laboratories, maker spaces, and technology resources for hands-on experimentation and innovation.
• Partnerships and Externships:
  • Programs that forge partnerships with local universities, research institutions, and STEM-based companies to provide students with opportunities for internships, mentorships, and real-world experiences.
• Enrichment Activities:
  • Offer extracurricular activities such as STEM clubs, science fairs, hackathons, and robotics competitions to extend learning beyond the classroom.
• Professional Development:
  • Provide ongoing professional development opportunities for teachers to stay current with STEM advancements and teaching methodologies.
• Assessment and Evaluation:
  • Develop a system for assessing student progress and program effectiveness. Consider using a mix of standardized tests, project assessments, and teacher evaluations.
• Parent and Community Engagement:
  • Involve parents and the community in STEM education by hosting events, workshops, and STEM-related family activities.
• Resources and Funding:
  • Organizations seeking funding should be able to show a history of secure and adequate funding through grants, partnerships, and budget allocations to support the program's infrastructure, materials, and technology needs.
• Continuous Improvement:
  • Establish mechanisms for continuous program evaluation and improvement based on feedback from students, teachers, and stakeholders.
• College and Career Guidance:
  • Provide college and career counseling services to help students navigate STEM-related educational and career paths.
• Showcase Achievements:
  • Celebrate student achievements and projects through exhibitions, showcases, and publications to inspire and motivate others.
• Adapt to Technological Advancements:
  • Stay current with emerging technologies and trends in STEM fields and update the curriculum accordingly.
• Sustainability:
  • Develop a long-term sustainability plan to ensure the program's viability over time understanding that the success of funded programs will depend on a collaborative effort involving educators, administrators, parents, and the community. Organizations should be regularly assessing and adjusting their programs to meet the evolving needs and interests of their students.

Amount

Grant awards for the STEM Stars program are capped at $25,000 per grant.

Mission

The mission of the Hearst Foundations is to identify and fund outstanding nonprofits to ensure that people of all backgrounds in the United States can build healthy, productive and satisfying lives. Through its grantmaking, the Hearst Foundations support well-established nonprofit organizations that address significant issues within their major areas of focus—culture, education, health and social service—and that primarily serve large demographic and/or geographic constituencies. In each area of funding, the Foundations seek to identify those organizations achieving truly differentiated results relative to other organizations making similar efforts for similar populations. The Foundations also look for evidence of sustainability beyond their support.

Whether providing a scholarship to a deserving student, supporting a rural health clinic or bringing artists into schools so children can see firsthand the beauty of the arts, the Foundations’ focus is consistent: to help those in need, those underserved and those underrepresented in society. Since the Foundations were formed in the 1940s, the scale and capabilities of the grant making have changed, but the mission has not.

Education Grant

The Hearst Foundations fund educational institutions demonstrating uncommon success in preparing students to thrive in a global society. The Foundations’ focus is largely on higher education, but they also fund innovative models of early childhood and K-12 education, as well as professional development.

Funding Priorities in Health

The Hearst Foundations are only able to fund approximately 25% of all grant requests, of which about 80% is directed to prior grantees and about 20% is targeted for new grantees.

In the recent past, 30% of total funding has been allocated to Education. Organizations with budgets over $10 million have received 80% of the funding in Education.

Types of Support

Program, scholarship, capital and, on a limited basis, general and endowment support

Funding

Minimum grant size is $100,000.

The Labcorp Charitable Foundation

We believe every person deserves equitable care and education.

In 2020 Labcorp established a private charitable 501(c)(3) foundation to advance our desire to bring quality healthcare access to all by supporting education and our local communities. 

Common grant opportunities include:

• Supporting food pantries and meal programs
• Providing healthcare and patient services for underserved populations
• Encouraging STEM programming
• Advocating for healthy lifestyles through ongoing medical research and screening

The Sidney Stern Memorial Trust is devoted solely to the funding of charitable, scientific, medical and educational organizations.

The Board endeavors to support soundly-managed charitable organizations that give service with a broad scope, have a substantial effect on their target populations, and contribute materially to the general welfare. The Board does not discriminate on the basis of ethnicity, race, gender, sexual orientation or religion.

About Takeda

Takeda is a patient-focused, values-based, R&D-driven global biopharmaceutical company committed to bringing Better Health and a Brighter Future to people worldwide. Our passion and pursuit of potentially life-changing treatments for patients are deeply rooted in over 230 years of distinguished history in Japan.

Commitment to Community

Takeda has a long history of supporting nonprofit organizations through corporate giving, employee volunteerism and employee giving. Our Growing Communities program enables us to engage our employees and make meaningful contributions to support the communities where we live and work in the U.S., aiming to build deep, impactful relationships with our community partners.

Philanthropic Giving

Takeda’s purpose of “better health for people, brighter future for the world” serves as the inspiration for our corporate giving efforts. We seek to reduce the social disparities affecting communities in need by supporting meaningful programs in two focus areas: Food is Health and Building STEM Foundations.

Food is Health

• Access to nutritional food
• Medically tailored meals
• Elimination of swamps and deserts
• Urban farming

Eating a healthy diet is essential for maintaining good health and preventing chronic diseases. By providing access to healthy food and promoting education and awareness around healthy eating habits, we can help support communities in need and take an active role in improving healthcare and overall well-being. This is why we support programs that focus on the role of food in improving health.

The lack of good, healthy food burdens the U.S. health care system with an estimated $53 billion in avoidable expenses each year, says Feeding America. The pandemic further increased the demand for nutritious food and inflation put affordable healthy food out of reach for many working families. Yet good nutrition is essential for people to stay healthy.

We work with partners to provide the right nutrition to those who need it the most. Incorporating healthy foods into diets can help reduce the risk of heart disease, stroke, diabetes and certain types of cancer. In addition, a healthy diet can improve mental health, boost energy levels and promote healthy aging.

Building STEM Foundations

• K-8 math
• High school STEM enrichment
• College success

To solve many of the most pressing challenges facing the world, like climate change and population health, we need diverse perspectives in science and technology. By investing in STEM (Science, Technology, Engineering and Mathematics) education, we can prepare the next generation of innovators and problem-solvers to drive progress and shape the future. We support programs in the areas of K-8 math, high school STEM enrichment and college success.

Building a strong foundation in STEM subjects is critical for students who aspire to pursue careers in science. STEM education provides students with the necessary skills and knowledge to solve complex problems, think critically, and innovate. By developing a strong understanding of STEM fundamentals, students can pursue careers of tremendous impact.

STEM education can also help students develop important life skills such as teamwork, communication, and adaptability, which are essential for success in any career. By investing in STEM education, we can prepare the next generation of innovators and problem-solvers who will drive progress and shape the future. We focus on supporting programs in the areas of K-8 math, high school STEM enrichment and college success.

Our Mission

The Tony Robbins Foundation is a nonprofit organization created to empower individuals and organizations to make a significant difference in the quality of life of people often forgotten.

We’re dedicated to creating positive changes in the lives of youth, seniors, the hungry, homeless and the imprisoned population, all who need a boost envisioning a happier and deeply satisfying way of life. Our passionate staff, generous donors and caring group of international volunteers provide the vision, inspiration, and resources needed to empower these important members of our society.

Grants

Dedicated to meeting challenges within the global community, creating solutions and taking action, The Tony Robbins Foundation provides monetary donations to various organizations around the world. Funding requests are evaluated on an ongoing basis. We look for organizations that align with our mission to empower individuals and organizations to make a significant difference in the quality of life of those often forgotten.

Plasma science is a transdisciplinary field of research where fundamental studies in many disciplines, including plasma physics, plasma chemistry, materials science, and space science, come together to advance knowledge for discovery and technological innovation. The primary goal of the ECosystem forLeadingInnovation inPlasmaScience andEngineering (ECLIPSE) program is to identify and capitalize on opportunities for bringing fundamental plasma science investigations to bear on problems of societal and technological need within the scope of science and engineering supported by the participating NSF programs. The ECLIPSE meta-program has been created to foster an inclusive community of scientists and engineers, an ecosystem spanning multiple NSF Directorates, in the pursuit of translational research at the interface of fundamental plasma science and technological innovation.

The ECLIPSE program builds on the long history of NSF leadership in supporting multi-disciplinary research in plasma science and engineering, and is intended to enhance organizational unity within NSF, and potentially with other funding agencies, in considering proposals and supporting projects that may otherwise struggle to find a natural home within the existing hierarchy of Directorates, Divisions, and programs within the Foundation. Examples of topical areas within the scope of the ECLIPSE program include but are not limited to: Plasma surface interactions, with applications to, e.g., advanced manufacturing, materials processing, and catalysis. Atmospheric pressure plasmas and microplasmas with applications to, e.g., microelectronics, plasma agriculture, environmental remediation, and other clean and decarbonized energy goals enabled by electrification of the chemical industry. Dusty plasmas with applications to, e.g., development of nanomaterials, aerosols, and functionalized surface coatings. Novel sensor development for highly non-equilibrium plasmas with applications to, e.g., cubesat-based geospace measurements and industrial plasma diagnostics. Novel computational modeling for multi-component and/or multi-phase plasma systems with applications to, e.g., space weather prediction and plasma reactor design. Novel studies of plasmons in nano-photonics and nano-optics with applications to, e.g., sub-THz wireless communication and photocatalytic chemical processes. New chemical measurement science for characterizing processes occurring in plasmas and using plasmas as part of measurement systems with applications to, e.g., analysis of environmental contaminants or identification of forensic evidence. Study of fundamental chemical reactions and mechanisms in plasmas with applications to, e.g., novel chemical synthesis.

Proposals submitted for consideration by this program should address societal or technological needs within the scope of science and engineering supported by the National Science Foundation. Proposals addressing technology development primarily supported by other US government funding agencies are not eligible for consideration and may be returned without review. Proposers are strongly encouraged to contact the cognizant Program Officers if they are unsure of the suitability of a project to this program. Proposals submitted for consideration by the ECLIPSE program should satisfy the following criteria: (1) clearly articulate the fundamental scientific and/or engineering challenge in plasma science and engineering that may be relevant to more than one NSF program; and (2) provide a substantive discussion of how a resolution of the stated scientific and/or engineering challenge will address specific societal and/or technological needs identified as priorities by the research communities, policymakers and/or other stakeholders. Depending on the nature of the proposal, the latter may be described as the Intellectual Merit or the Broader Impact of the proposed activity. The program encourages inclusion of specific efforts to increase the diversity of the ECLIPSE community and to broaden participation of under-represented groups in Science, Technology, Engineering, and Mathematics (STEM) as Broader Impacts of proposed work. The program welcomes proposals from Historically Black Colleges and Universities (HBCUs), other Minority Serving Institutions (MSIs), and institutions in EPSCoR-eligible jurisdictions, along with collaborations between these institutions. Proposers are also encouraged to address how the proposed efforts may enhance workforce development towards STEM careers associated with the field of plasma science and engineering.

The ECLIPSE program is not intended to replace existing programs. A proposal that is requesting consideration within the context of ECLIPSE should begin the title with the identifying acronym "ECLIPSE:" and should be submitted to one of the "Related Programs" listed below. In choosing the most relevant program, proposers are advised to read program descriptions and solicitations carefully and to consult with cognizant Program Officers in advance of proposal preparation. Proposal submissions outside of the scientific scope of the receiving program may be transferred to a different program or may be returned without review. Proposers should ask for consideration and review as an ECLIPSE proposal only if the proposal addresses both of the criteria listed above. Proposals marked for consideration by the ECLIPSE program that do not address both of these criteria may be returned without review or reviewed within the context of an individual program. Supplement requests to existing awards within a program that address both of the above criteria may also be considered. Information Sharing with other Funding Agencies When permitted under an MOU between NSF and another funding agency, NSF may share information from proposals for consideration of joint funding and may invite employees of such organizations to attend merit review panels as observers.

Emergency Medicine Foundation

The Emergency Medicine Foundation (EMF) is a 501(c)3 nonprofit organization founded in 1972 by visionary leaders of the American College of Emergency Physicians (ACEP).

To date, EMF has awarded more than $20 million in research grants to advance emergency medicine science and health policy.

Our Mission

Our mission is to promote education and research that:

• Develops career emergency medicine researchers
• Improves patient care
• Provides the basis for effective health policy 

Early Career Research Development Grant

Research  Topics

The EMF Early Career Research Development Grant is designed to provide early career faculty applicants with the opportunity to develop a thoughtful career development plan (e.g., didactics, mentored meetings, and/or advanced degree) and design, develop, and lead a research project that will advance their career in preparation for extramural funding. This grant is intended to enable early career awardees to make substantial progress towards an independent research career and successfully compete for extramural funding.

EMF encourages application partnerships between research universities and community emergency departments along with the engagement of operational and policy partners. 

Max and Victoria Dreyfus Foundation Grant

The Foundation will consider requests to support museums, cultural and performing arts programs; schools and hospitals; educational, skills-training and other programs for youth, seniors, and persons with disabilities; environmental and wildlife protection activities; and other community-based organizations and programs.

Centene Charitable Foundation

Successful corporate citizenship happens when companies invest in the local organizations that know their communities best. The Centene Foundation works with our local partners on initiatives that focus on inclusion, the whole person and community development.

Vision

Centene’s purpose is transforming the health of the community, one person at a time. The Centene Foundation is an essential part of how we pursue this purpose. We achieve measurable impact for the communities we serve through partnerships and philanthropy efforts that invest in initiatives with holistic approaches to dismantling barriers to health.

Areas of Focus

Reflecting Centene’s commitment to the needs of those who rely on government-sponsored health care and to addressing social determinants of health and health equity, preference will be given to initiatives in three distinct areas of focus.

• Healthcare Access
• Social Services
• Education

Our Mission

Our mission is to continue and further the philanthropic legacy of Gardner Cowles, Jr. and the Cowles family, which includes promotion of education, social justice, health, and the arts.

The Founder

The Cowles Charitable Trust was first established in 1948 by Gardner “Mike” Cowles, Jr. (1903-1985). Born into the Cowles publishing family of Des Moines, Iowa, Mike was the youngest of Gardner Cowles and Florence Call Cowles’ six children. A newspaper editor and publisher by trade, he was committed to his family’s traditions of responsible, public-spirited, and innovative journalism as well as philanthropy. 

The Cowles Charitable Trust supports the arts, education, the advancement of ethical journalism, medical and climate research.

Our Vision

We envision an education system that keeps its promise to all students. That’s why we invest in the ideas and energy of education leaders and entrepreneurs who are advancing innovative solutions that expand the definition of what works. 

There’s a better way to advance education through philanthropy — one that is more equitable, more collaborative, and more courageous–and we’re proving it every day.

We invest in visionary, early-stage education leaders and entrepreneurs with bold ideas that expand the definition of what works. Our focus is on creating new possibilities and a just future for all students, especially those furthest from opportunity — including students of color, students experiencing poverty, and students with learning differences.

Ideas must align with at least one of our investment areas:

• Innovative Schools
• Learning Solutions
• Teaching Reimagined
• Learning Differences

Learning Differences Grant Program

Overview

The 1 in 5 students who learn and think differently deserve school communities that believe in their potential and are prepared to meet their needs. Sometimes these students have formally diagnosed disabilities and for others, these differences are undiagnosed, resulting in a lack of personalized support.

Students with learning differences who are also further marginalized by racism and poverty are especially vulnerable to the effects of school systems that are not designed to meet their needs. Yet, with the right instruction and support, research shows that the majority of students with learning differences have the potential to achieve outcomes at the same rate as their general education peers.

They need access to new school models, educators with the skills to create communities of belonging and provide instruction that works, and new content and tools designed for their unique needs. Students with learning differences are entitled to a great education that allows them to thrive — in and out of the classroom — and we all have the opportunity to make that possible.

What We’re Looking For

As a result of what we’ve learned and the opportunities we see for innovation, we will invest in ideas that enhance teaching and learning for students with learning differences through our core  investment areas — Innovative Schools, Learning Solutions, and Teaching Reimagined — and make a small set of direct investments in critical opportunities that fall outside of these areas, including:

• Special education teacher recruitment and retention initiatives:
  • Ideas that increase the number of highly qualified special education teachers in schools and improve retention rates by providing support throughout their careers
• Professional development and instructional tools: 
  • Professional learning and related tools designed to accelerate an educator’s ability to translate research into practice, create communities of belonging and improve outcomes for students with learning differences
• Postsecondary readiness solutions: 
  • Experiential learning opportunities and transition support services uniquely designed for students with learning differences as they move through high school and prepare for college and career

What We Offer

• Funding
  • Direct financial support to advance your work. One-year, general operating support grants range from $150,000 to $250,000.
• Expert Support
  • One-on-one coaching and access to national experts.
• Community
  • Connection with peer organizations across the country.

Our Vision

We envision an education system that keeps its promise to all students. That’s why we invest in the ideas and energy of education leaders and entrepreneurs who are advancing innovative solutions that expand the definition of what works. 

There’s a better way to advance education through philanthropy — one that is more equitable, more collaborative, and more courageous–and we’re proving it every day.

Learning Solutions Grant Program

Overview

Empowering students to read and write is fundamental to their ability to learn across subject areas and communicate with others. Building students’ math abilities, from early math skills through algebraic thinking, enables them to make sense of the world around them, analyze complex topics, and solve problems. Together, literacy and numeracy reinforce each other and create a foundation for students to build success in and beyond school – preparing young people to achieve their goals, participate in society, and live happy, healthy lives. 

Foundational literacy and numeracy are especially important now, as students are faced not just with higher expectations, but also unprecedented levels of unfinished learning caused by pandemic-related school closures and the resulting life and mental health challenges that followed. There is a critical need for innovation to increase student access to inspiring and effective K-8 reading and math experiences.

What We’re Looking For

NewSchools will invest in learning solutions that accelerate K-8 reading and math growth by unlocking the power of research and instructional expertise. We will invest in tools, content, and models that address the following critical opportunities:

• Engaging and empowering students to build critical skills, such as reading comprehension and algebraic thinking, that set a foundation for learning and success 
• Supporting teachers and families to deliver grade-level and differentiated instruction that meet a range of student needs
• Leveraging generative AI to increase access to research-based instruction and personalized learning

Cross-Cutting Priorities

Across our portfolios, we seek solutions that:

• Leverage generative artificial intelligence to improve teaching and learning
• Embrace learning that happens outside of school, and support students in achieving college and career success
• Enhance teaching and learning for students with learning differences within and beyond our three main focus areas

Conserving Black Modernism Grant Program

The African American Cultural Heritage Action Fund (AACHAF), a program of the National Trust for Historic Preservation, has launched the Conserving Black Modernism grant program through funding from and a partnership with the Getty Foundation’s Keeping it Modern initiative. The Conserving Black Modernism grant program is designed to empower and equip preservationists and stewards with funding and technical support to preserve the material heritage, innovation, and legacy of modern architectural sites designed by Black architects.

Integrated into the Action Fund’s existing National Grant Program, the Conserving Black Modernism grant program will support non-profits and municipalities to steward 16 historic assets of modern architecture through funding, technical assistance, public awareness, and education. The program will support eligible project planning activities and seeks to develop future-looking plans that model and strengthen stewardship, interpretation, and asset management. This program aims to increase recognition of Black architects and their artistic expressions as well as diversify the meaning of American modern architecture and design. The Action Fund invites proposals from a broad pool of applicants who steward these places for public benefit and access.

Grants made from Conserving Black Modernism will total $150,000 each. Funding will be flexible and can support planning activities, limited capital improvements, and indirect costs. Funding ratios will be balanced to support and prioritize comprehensive project planning needs. For example, a $150,000 project planning grant with 10% indirect can be allocated to advance a full-scale building evaluation and preservation plan. The grant period for this type of project will be 12 months.

Conserving Black Modernism grants can also support projects consisting of a mix of project planning and limited capital improvements. Funding ratios will be balanced to prioritize project planning. For example, an applicant may propose a project which allocates $90,000 for planning activities, $45,000 for capital expenses, and $15,000 for indirect expenses. The grant period for this type of project will be 18 months.

Grantees can address the building’s priority needs and experience the full cycle of planning, design, and construction. Additional grantee support will include technical assistance, promotion, and conservation management training.

Historic Asset Example Archetypes

While this is not an exhaustive list, we are particularly interested in the following 20th-century property archetypes:

• Buildings Located on HBCU Campuses
• Community and Cultural Centers
• Schools
• Libraries
• Houses and Residences
• Spaces Associated with Sports & Recreation
• Green Book Sites
• Sites associated with Women’s History
• Sites associated with LGBTQ+ History

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this NEI R25 program is to support educational activities that complement and/or enhance the training of a diverse workforce to meet the nations biomedical, behavioral and clinical research needs. To accomplish the stated over-arching goal, this NOFO will support educational activities with a primary focus on Research Experiences. The NEI supports basic, translational, and clinical research on vision and diseases of the visual system as detailed in the NEI Strategic Plan. The purpose of this funding opportunity is to encourage applications for research education programs that will significantly advance the mission of NEI. The proposed research education programs should focus on intensive hands-on research experiences to prepare recent college graduates from diverse backgrounds for biomedical doctoral degree programs. In addition to encouraging individuals from diverse backgrounds to pursue careers in biomedical research, NEI also seeks to recruit individuals without prior opportunities to participate in research in the visual sciences. Programs appropriate for this NOFO must include participants from a nationally recruited cohort.

This NOFO does not allow appointed participants to lead an independent clinical trial but does allow them to obtain research experience in a clinical trial led by a mentor or co-mentor.

The Foundation is dedicated to providing financial assistance to organizations committed to improving our world. Solutions to the problems of today's world still lie in the values of innovation, practicality, hard work, and compassion.

The Foundation considers applications for grants in the following areas:

• Education
• Social Service
• Health care
• Civic and cultural
• Environmental

The categories above are not intended to limit the interest of the Foundation from considering other worthwhile projects. In general, the Foundation guidelines are broad to give us flexibility in providing grants.

The majority of our grants are made in the U.S. However, like Dr. Scholl, we recognize the need for a global outlook. Non-U.S. grants are given to organizations where directors have knowledge of the grantee.

The primary aim of the Mathematical Sciences Infrastructure Program is to foster the continuing health of the mathematical sciences research community as a whole. In addition, the program complements the Workforce Program in the Mathematical Sciences in its goal to increase the number of well-prepared U.S. based individuals who successfully pursue careers in the mathematical sciences and in other professions in which expertise in the mathematical sciences plays an increasingly important role. The DMS Infrastructure program invites projects that support core research in the mathematical sciences, including:

• novel projects supporting research infrastructure across the mathematical sciences community;
• training projects complementing the Workforce Program, and
• conference, workshop, and travel support requests that include cross-disciplinary activities or have an impact at the national scale. 

Proposals under this solicitation submitted to DMS Infrastructure must show engagement in developing or enhancing the mathematical sciences research infrastructure in the U.S., including, but not limited to, broadening participation activities; professional development training; or involvement of students and early career researchers. Proposals must explain the regional or national scale impact of the activity that goes substantially beyond the submitting institution or the location of the event.

Full proposals (with exception of conference proposals, which are subject to lead-time requirements) must be submitted close to one of the Full Proposal Target Dates.

See below for more information about each category of Infrastructure projects.

Novel projects that serve to strengthen the research infrastructure:

The DMS Infrastructure Program will consider novel projects that support and strengthen the research infrastructure across the mathematical sciences community. These projects most often cut across multiple sub-disciplines supported by DMS or involve interdisciplinary collaborations. The main goal of these projects should be to create a new research infrastructure or substantially enhance or transform an existing infrastructure with regional or national impact that goes substantially beyond the submitting institution or the location of the project. Full proposals must be submitted by the Full Proposal Target Date.

Training projects:

raining projects: Training proposals submitted to DMS Infrastructure must not fit into one of the areas covered by solicitations in the Workforce Program in the Mathematical Sciences; they must be submitted by the Full Proposal Target Date; and they must:

• Include a core research component for trainees in mathematical sciences;
• Demonstrate promise for an impact at the regional or national scale that goes substantially beyond the submitting institution or the location of the project;
• Satisfy at least one of the following criteria:
  • Serve as models to be replicated,
  • Promote partnerships with non-academic entities, minority-serving institutions, or community colleges, or
  • Include a substantial broadening participation initiative.

In addition, all proposals of this type must clearly identify:

• Goals to be achieved;
• Specific new activities to be conducted, the way in which these address the goals, and the way in which the activities significantly differ from or enhance common practice;
• Measurable outcomes for the project;
• Plans and methods for assessment of progress toward the goals to be achieved, and for evaluation of the success of the activity;
• Recruitment, selection, and retention plans for participants, including members of underrepresented groups;
• Sustainability plans to continue the pursuit of the project's goals when funding terminates; and
• A budget commensurate with the proposed activity.

Conferences, Symposia, Working Research Sessions, Travel Support Requests:

Principal Investigators should carefully read the program solicitation Conferences and Workshops in the Mathematical Sciences to obtain important information regarding the substance of proposals for conferences, workshops, summer/winter schools, international travel support, and similar activities. Conference/workshop proposals that concern topics within a particular subdiscipline of mathematics or statistics should be submitted to the appropriate DMS disciplinary program(s). These submissions are subject to the lead-time requirements specified by the disciplinary program(s); see the program web pages listed on the DMS home page.

Conference/workshop proposals may be submitted to the DMS Infrastructure program only if the intended topical areas span a wide range of the mathematical sciences and are consequently not within the scope of DMS disciplinary programs. The required lead time for submission of such proposals is:

• 6 months in advance of the meeting date for proposals requesting no more than $50,000 to support a domestic meeting;
• 9 months in advance of the meeting date for proposals requesting more than $50,000 to support a domestic meeting;
• 12 months in advance of the meeting date for proposals requesting support for participation in a meeting taking place outside the United States.

Women in Engineering Program

The engineering workforce requires highly skilled and trained individuals to meet the needs of the global industrial workforce. For example, over the decade from 2020 - 2029 available jobs within the entire U.S. STEM workforce are predicted to increase by 8.8%. The growth in STEM jobs is predicted to be mostly driven by the increase in computational and mathematical jobs, heavily influenced by Artificial Intelligence (AI). For comparison, the available jobs in the entire U.S. workforce are predicted to increase by 5.2%. A lack of gender diversity among engineers continues to be an issue that needs to be addressed to meet the STEM workforce demand. Within the engineering workforce in the United States, only 14% of engineers are women. (1) While work needs to be done to help more young women to become interested in engineering as a career, work also needs to be done to keep young women in engineering through college and beyond. 

It is in this context that the Foundation is interested in funding programs in the following areas:

• Programs to Encourage Middle School Girls in Engineering conducted by engineering educators and others that encourage them to prepare for and undertake careers in engineering. The Foundation is particularly interested in new programs or modules, which, if they are found to be effective, will be continued within the applying institution(s). These programs supported by the Foundation are expected to test their effectiveness, to examine program impact on participant educational and career plans and on their SMET participation and achievement. Grants should range between $5,000 and $15,000 per year.

• Programs designed to improve the retention rate of undergraduate women in engineering. These may cover such diverse areas as classroom, climate, learning behaviors, classroom pedagogies and academic and social support programs. It is expected that the programs will examine their impact on SMET achievement. Grants are expected to range between $5,000 and $25,000 per year.

The NIH Research Education Program (R25) supports research educational activities that complement other formal training programs in the mission areas of the NIH Institutes and Centers. 

Background

A major goal of the National Plan to address Alzheimer’s Disease (AD) and Alzheimer’s Disease-related Dementias (ADRD) is to reduce the burden of AD/ADRD by accelerating research toward treatments, improving care and support for people facing these conditions now, and reducing the risk of AD/ADRD by promoting brain health. Despite this, there is a shortage of scientists conducting the wide variety of necessary innovative and interdisciplinary research projects, including basic biomedical, behavioral, clinical, translational, prevention, and treatment research on AD/ADRD. This Notice of Funding Opportunity (NOFO) aims to support the recruitment of early-stage investigators to the NIH AD/ADRD portfolio. This NOFO also aims to address the lack of early exposure to high-quality, hands-on research education experiences in the AD/ADRD field, another major barrier to increasing the AD/ADRD capable workforce.

To further expand the AD/ADRD research workforce pathways, NIA will support one-to-two-year intensive research experiences for recent baccalaureates, with a focus on receipt of mentorship for pursuing future research careers. The expectation is that such a program would help to transition the next generation of early-stage investigators into research careers representative of NIA mission-critical areas, namely AD/ADRD research, including frontotemporal, Lewy body, and vascular dementia. Proposed programs are expected to involve participants in independent research projects in AD/ADRD as they relate to aging. Participants must work as research postbaccalaureates at nine person-months (75% full-time) effort, with the other three person-months (25% full-time effort) devoted to further academic and professional development. Academic development opportunities may include courses, seminars, or supplemental instruction that will enhance the technical, operational, and professional skills of the participants. Training in rigor and reproducibility is required. Professional development opportunities may include entrance exam preparation and conference and workshop participation. Program training objectives and mentoring activities should be grounded in literature and enable participants to pursue advanced degrees and other research-related science career opportunities.

Focus on Postbaccalaureates:

Postbaccalaureate programs consist of studies pursued after the completion of one's bachelor’s degree, but before entering an advanced degree program, such as a master's, doctoral, or clinical degree program. The Association of American Medical Colleges (AAMC) reports an increased number of prospective medical students taking time off between the completion of their undergraduate education and enrollment in medical school. While students may take these gap years for a variety of reasons and be involved in a range of activities, almost half of such students report being involved in research during this time. Literature shows that postbaccalaureate research programs enable recent graduates to pursue advanced degrees and other research-related science career opportunities. 

The NIH Research Education Program (R25) supports research educational activities that complement other formal training programs in the mission areas of the NIH Institutes and Centers. 

Background

A major goal of the National Plan to address Alzheimer’s Disease (AD) and Alzheimer’s Disease-related Dementias (ADRD) is to reduce the burden of AD/ADRD by accelerating research toward treatments, improving care and support for people facing these conditions now, and reducing the risk of AD/ADRD by promoting brain health. Despite this, there is a shortage of scientists conducting the wide variety of necessary innovative and interdisciplinary research projects, including basic biomedical, behavioral, clinical, translational, prevention, and treatment research on AD/ADRD. This Notice of Funding Opportunity (NOFO) aims to support the recruitment of early-stage investigators to the NIH AD/ADRD portfolio. This NOFO also aims to address the lack of early exposure to high-quality, hands-on research education experiences in the AD/ADRD field, another major barrier to increasing the AD/ADRD capable workforce.

To further expand the AD/ADRD research workforce pathways for earlier stage students, NIA will support summer research experiences for high school students, undergraduates, or science teachers. The expectation is that such a program would incubate and develop the next generation of early-stage investigators to pursue research careers representative of NIA mission-critical areas, namely AD/ADRD research, including frontotemporal, Lewy body, and vascular dementia. Proposed programs should provide authentic "open-ended", hands-on exposure to AD/ADRD research as it relates to aging as part of a comprehensive program based in sound educational practices designed to stimulate the interest and advance the knowledge base of participants. In addition to hands-on research experiences, programs are expected to include complementary educational enrichment activities that support the participants' scientific development, such as relevant workshops (e.g., scientific writing and presentation skills), journal clubs, technical laboratory coursework, among other relevant activities. Program goals and objectives should be grounded in literature and appropriate for the educational level of the audience to be reached, including the content to be conveyed, and the intended outcome(s). Outcomes for high school students may include preparing them for undergraduate admissions and enhancing their interest in pursuing a science decree. Outcomes for college students may include reinforcing their intent to graduate with a science degree, preparing them for graduate or medical school admissions, and/or preparing them for careers in AD/ADRD research. Support for science teachers will be limited to those programs with a clear plan for how teachers will utilize their summer experience in their teaching during the school year, such as enhancing the science, technology, engineering, and mathematics (STEM) curriculum or increasing number of STEM courses taught. 

Focus on High School Students, Undergraduates, or Science Teachers:

Science education research has demonstrated that early exposure to scientific research leads to the retention of trainees in STEM. The President’s Council of Advisors on Science and Technology (PCAST) specifically highlights the need for retention of trainees in STEM by involving them in contemporary, hands-on research experiences especially during the first two years of college. Summer research experiences provide important experiential learning to sustain students’ interests in STEM and medicine careers. The short-term summer experience, in contrast to a year-long experience, allows for a focused and concentrated effort on instruction, and intentionally coincides with the time of year when the target populations of this program (i.e., high school students, undergraduate college students, or science teachers) would typically have the opportunity to engage in such a research educational experience. 

Advanced Postdoctoral Fellowships

The Advanced Postdoctoral Fellowship program is designed to attract qualified and promising health scientists, to provide an opportunity to receive full-time research training, and to assist these promising individuals in transitioning from a fellowship to an independent (faculty-level) position. Breakthrough T1D envisions the 3-year award term as a period in which fellows will receive critical research training that will position them to work at the leading edge of their chosen field. An additional, optional 1-year transition award will further assist fellows to proceed to independent faculty or research appointments and will serve as a bridge between the fellowship and independent competitive research funding. During the fellowship phase, the applicant is required to work with a sponsor who can provide a training environment conducive to beginning a career in diabetes-relevant research. At the time of activating the award, the applicant must have a doctoral degree (PhD, MD, DMD, DVM, or equivalent) from an accredited institution and must not be simultaneously serving an internship or residency.

Funding

95,000 USD maximum/year for up to 3 years

The purpose of the predoctoral fellowship is to enhance the integrated research and clinical training of promising students who are matriculated in pre-doctoral or clinical health professional degree training programs and who intend careers as scientists, physician-scientists or other clinician-scientists, or related careers aimed at improving global cardiovascular, cerebrovascular and brain health.

The trainee and mentor should collaboratively provide a thoughtfully planned, systematic proposal aimed at clearly answering an investigative question in cardiovascular, cerebrovascular or brain health research. (5-page limit). A fellow must have primary responsibility for the writing and the preparation of the application, understanding that the mentor will play a significant part in providing guidance to the applicant. Because the fellow receives only a stipend from the award, additional monetary support for the proposed work MUST come from the mentor's laboratory. Therefore, the proposal will likely be related to the mentor's currently funded work. The mentor should clarify the role the applicant played in developing the proposal, the relationship of the proposal to ongoing work in the mentor's laboratory, and how the proposal will contribute toward the training and career development of the applicant.

A new fellow may not have had adequate time to generate preliminary data; therefore, applicants may present preliminary data generated by the mentor. The assessment of preliminary data, whether generated by the mentor or the applicant, should be put into perspective so that bold new ideas and risk-taking by beginning investigators are encouraged rather than stymied. Submission of an application to the AHA with identical or significantly similar content as a submission by another investigator is prohibited. Also, the submission of an application to the AHA with identical or significantly similar content from a mentor to a grant program and his/her fellow to a fellowship program is prohibited. In such cases, both applications may be removed from funding consideration. If a grant application is submitted by the sponsor of a fellowship application, both applications may be funded if there is no duplication of aims.

Award

• The AHA does not pay indirect costs on fellowships.
• AHA does not require use of the NIH salary cap.
• Annual Stipend: $28,224 - AHA's stipend matches the published NIH stipend for predoctoral fellows at the time the AHA begins to accept proposals.
• Plus $4,550 per year for health insurance.
  • Stipend may be used to further supplement health insurance, however, the health insurance allowance may not be used for any other purpose.
• Project Support: $2,000 per year, in addition to the stipend.
• No limit on any line item (travel, computer, equipment, etc.). International travel is permitted and does not require prior AHA approval.
• Award Duration: One or two years

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The goal of the Bridges to the Doctorate Research Training Program is to promote broad participation in the biomedical research workforce by strengthening research training environments and expanding the pool of well-trained masters students who transition to and complete biomedical Ph.Ds. Specifically, this funding announcement provides support to eligible, domestic organizations to develop and implement effective, evidence-informed approaches to biomedical graduate training and mentoring to support the development of a biomedical research workforce that will benefit from the full range of perspectives, experiences and backgrounds needed to advance discovery. NIGMS expects organizations to engage in outreach and recruitment activities to encourage individuals from underrepresented groups to participate in the program.

The proposed research training programs will incorporate didactic, research, and career development elements to prepare trainees for careers that will have a significant impact on the health-related research needs of the nation. This program requires strong partnerships between at least two postsecondary educational organizations: one that supports training at the masters degree level (Masters-Training Organization), and a separate organization that supports biomedical Ph.D. training (Ph.D.-Training Organization). Eligible organizations for these partnerships include: Masters Training Organization: An organization where the highest biomedically-related research degree offered is a masters degree, OR An organization that is a Historically Black Colleges and University (HBCU) or a Tribally Controlled Colleges and University (TCCU), including those that offer biomedical Ph.Ds. Ph.D.-Training Organization: An organization that grants its own biomedical Ph.Ds.