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Agriculture and Food Research Initiative
Competitive Grants Program
Food, Agriculture, Natural Resources and Human
Sciences Education and Literacy Initiative
2016 Request for Applications (RFA)
Predoctoral Fellowships APPLICATION DEADLINE: February 11,
2016
Postdoctoral Fellowships APPLICATION DEADLINE: February 11,
2016
Professional Development Opportunities for Secondary School
Teachers APPLICATION DEADLINE: March 18, 2016
Research and Extension Experiential Learning for Undergraduate
(REEU)
Fellowships APPLICATION DEADLINE: March 24, 2016
ELIGIBILITY: See Part III, A of RFA
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NATIONAL INSTITUTE OF FOOD AND AGRICULTURE; U.S. DEPARTMENT
OF
AGRICULTURE
AGRICULTURE AND FOOD RESEARCH INITIATIVE COMPETITIVE
GRANTS PROGRAM –
FOOD, AGRICULTURE, NATURAL RESOURCES AND HUMAN SCIENCES
EDUCATION AND LITERACY INITIATIVE (AFRI-ELI)
INITIAL ANNOUNCEMENT
CATALOG OF FEDERAL DOMESTIC ASSISTANCE: This program is listed
in the
Catalog of Federal Domestic Assistance under 10.310.
DATES: There are individual application deadline dates of
importance within the four programs
within the Agriculture and Food Research Initiative Competitive
Grants Program –Food,
Agriculture, Natural Resources and Human Sciences Education and
Literacy Initiative.
Applications for programs within the Agriculture and Food
Research Initiative Competitive
Grants Program – Food, Agriculture, Natural Resources and Human
Sciences Education and
Literacy Initiative must be received by 5:00 p.m. Eastern Time
on February 11, 2016 (for the
Predoctoral and Postdoctoral Fellowships Programs), March 18,
2016 (for the Professional
Development Opportunities for Secondary School Teachers
Programs) and March 24, 2016
(for the Research and Extension Experiential Learning for
Undergraduate Fellowships).
Applications received after deadlines will normally not be
considered for funding (see Part IV, D.
of this RFA). Comments regarding this request for applications
(RFA) are requested within 6
months from the issuance of this notice. Comments received after
that date will be considered to
the extent practicable.
STAKEHOLDER INPUT: The National Institute of Food and
Agriculture (NIFA) seeks your
comments about this RFA. We will consider the comments when we
develop the next RFA for
the program, if applicable, and we’ll use them to meet the
requirements of section 103(c)(2) of
the Agricultural Research, Extension, and Education Reform Act
of 1998 (7 U.S.C. 7613(c)(2)).
Submit written stakeholder comments by the deadline set forth in
the DATES portion of this
Notice via e-mail to: [email protected]. (This e-mail address
is intended only for receiving
comments regarding this RFA and not requesting information or
forms). In your comments,
please state that you are responding to the Agriculture and Food
Research Initiative – Food,
Agriculture, Natural Resources and Human Sciences Education and
Literacy Initiative (AFRI
ELI) Grant Program RFA. In fiscal year 2014, this program
consisted of the predoctoral and
postdoctoral fellowships only, and was called the AFRI NIFA
Fellowships Grant Program.
Pursuant to Section 7404 of the Agricultural Act of 2014 (Pub.
L. 113-79), NIFA solicits
proposed topics for Agriculture and Food Research Initiative
RFAs from eligible state and
national commodity boards on an ongoing basis. Topics must
relate to the established AFRI
priority areas, which are plant health and production and plant
products; animal health and
production and animal products; food safety, nutrition, and
health; bioenergy, natural resources,
mailto:[email protected]://nifa.usda.gov/program/agriculture-and-food-research-initiative
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and environment; agriculture systems and technology; and
agriculture economics and rural
communities (as stated in the 2014 Farm Bill). NIFA may either
accept or reject any proposed
topic based on established criteria.
NIFA received topics from eligible commodity boards until
September 22, 2015 for
incorporation into FY2016 RFAs. Selected topics that are
considered appropriate for AFRI are
incorporated into the relevant AFRI RFAs. None of the topics
submitted by commodity boards
were selected for inclusion in this RFA. Additional information
on eligibility and how to submit
topics for inclusion in future AFRI Requests for Applications
can be found at:
http://nifa.usda.gov/commodity-boards.
EXECUTIVE SUMMARY: The U.S. Department of Agriculture
established the Agriculture
and Food Research Initiative (AFRI) under which the Secretary of
Agriculture may make
competitive grants for fundamental and applied research,
extension, and education to address
food and agricultural sciences (as defined under section 1404 of
the National Agricultural
Research, Extension, and Teaching Policy Act of 1977 (NARETPA)
(7 U.S.C. 3103)), as
amended, in six priority areas. The six priority areas include:
1) plant health and production and
plant products; 2) animal health and production and animal
products; 3) food safety, nutrition,
and health; 4) bioenergy, natural resources, and environment; 5)
agriculture systems and
technology; and 6) agriculture economics and rural
communities.
NIFA requests applications for the AFRI’s Food, Agriculture,
Natural Resources and Human
Sciences Education and Literacy Initiative (ELI) for fiscal year
(FY) 2016 to provide fellowships
to undergraduate students, predoctoral candidates, postdoctoral
scholars, and professional
development opportunities for secondary school teachers and
educational professionals. The
anticipated amount available for grants in FY 2016 is
approximately $18.9 million. There is no
commitment by USDA to fund any particular application or to make
a specific number of
awards.
The Program Goals are as follows:
Prepare the next generation of scientists through fellowships
for doctoral
candidates and post-doctoral scholars.
Promote research and extension experiential learning for
undergraduates such
that upon graduation they may enter the agriculture workforce
with exceptional
skills.
Provide immersive learning experiences for secondary school
educators,
enabling them to identify and replicate best practices to
enhance student
outcomes.
Funded projects will encompass NIFA’s AFRI Challenge Area and
AFRI Foundational
Programs, through well-developed and highly engaged mentoring
and/or training activities.
The AFRI Food, Agriculture, Natural Resources and Human Sciences
Education and Literacy
Initiative (AFRI ELI) focuses on developing the following:
technical and functional competence for predoctoral candidates;
and the research
independence and teaching credentials of postdoctoral
scholars.
http://nifa.usda.gov/sites/default/files/resource/Commodity%20Board%20Fact%20Sheet%20P6.pdfhttp://nifa.usda.gov/commodity-boards
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opportunities for undergraduate students at colleges and
universities, including those
from underrepresented ethnicities and economically disadvantaged
groups at
minority-serving institutions, community colleges, and other
universities to obtain
hands-on research and extension experiences at land-grant and
non-land-grant
universities and USDA facilities/laboratories and obtain
training to join the
agricultural workforce or pursue graduate studies in food,
agriculture, natural
resources and the human sciences.
the development of pathways, which will enhance collaboration
among secondary
schools and with non-governmental organizations, to identify and
replicate best
practices to engage youth in STEM fields within the food,
agricultural, natural
resources, and human sciences; with a focus on immersive
learning experiences in
non-formal educational programs to help secondary school
teachers create and
integrate best practices into their classes.
The amount available for support of this program in FY 2016 is
approximately $18.9 million.
This notice identifies the objectives for AFRI ELI projects, the
eligibility criteria for projects and
applicants, and the application forms and associated
instructions needed to apply for an AFRI
ELI grant.
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Table of Contents
PART I—FUNDING OPPORTUNITY DESCRIPTION
............................................................... 6
A. Legislative Authority and Background
...................................................................................
6 B. Purpose and Priorities
.............................................................................................................
6 C. Program Area Description
....................................................................................................
11
PART II—AWARD INFORMATION
.........................................................................................
18 A. Available
Funding.................................................................................................................
18 B. Types of Applications
...........................................................................................................
18 C. Project Types
.........................................................................................................................
19 D. Grant Types
...........................................................................................................................
19
PART III—ELIGIBILITY INFORMATION
................................................................................
20 A. Eligible Applicants
...............................................................................................................
20 B. Cost Sharing or Matching
.....................................................................................................
22
PART IV—APPLICATION AND SUBMISSION INFORMATION
.......................................... 23 A. Electronic
Application Package
............................................................................................
23 B. Content and Form of Application Submission
......................................................................
24 C. Submission Dates and Times
................................................................................................
50 D. Funding Restrictions
.............................................................................................................
51 E. Other Submission Requirements
...........................................................................................
52
PART V—APPLICATION REVIEW REQUIREMENTS
.......................................................... 53 A.
General
..................................................................................................................................
53 B. Evaluation Criteria
................................................................................................................
53 C. Conflicts of Interest and Confidentiality
...............................................................................
56 D. Organizational Management Information
.............................................................................
56 E. Application Disposition
........................................................................................................
57
PART VI—AWARD ADMINISTRATION
.................................................................................
58 A. General
..................................................................................................................................
58 B. Award Notice
........................................................................................................................
58 C. Administrative and National Policy Requirements
............................................................... 59
D. Expected Program Outputs and Reporting Requirements
.................................................... 59
PART VII—AGENCY CONTACT
.............................................................................................
61 PART VIII—OTHER INFORMATION
.......................................................................................
62
A. Access to Review Information
..............................................................................................
62 B. Use of Funds; Changes
.........................................................................................................
62 C. Confidential Aspects of Applications and Awards
............................................................... 63
D. Regulatory Information
.........................................................................................................
63 E. Definitions
.............................................................................................................................
63
TABLE 1. Most Successful Universities and Colleges
................................................................
64
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PART I—FUNDING OPPORTUNITY DESCRIPTION
A. Legislative Authority and Background
Section 7406 of the Food, Conservation, and Energy Act of 2008
(FCEA) (Pub. L. 110-246)
amends section 2(b) of the Competitive, Special, and Facilities
Research Grant Act (7 U.S.C.
450i(b)) to authorize the Secretary of Agriculture to establish
the Agriculture and Food Research
Initiative (AFRI); a competitive grant program to provide
funding for fundamental and applied
research, extension, and education to address food and
agricultural sciences. Grants shall be
awarded to address priorities in United States agriculture in
the following areas:
1. Plant health and production and plant products;
2. Animal health and production and animal products;
3. Food safety, nutrition, and health;
4. Bioenergy, natural resources, and environment;
5. Agriculture systems and technology; and
6. Agriculture economics and rural communities.
To the maximum extent practicable, the National Institute of
Food and Agriculture (NIFA), in
coordination with the Under Secretary for Research, Education,
and Economics (REE), will
make grants for high priority research, education, and
extension, taking into consideration, when
available, the determinations made by the National Agricultural
Research, Extension, Education,
and Economics Advisory Board (NAREEEAB) pursuant to section
2(b)(10) of the Competitive,
Special, and Facilities Research Grant Act (7 U.S.C.
450i(b)(10)), as amended. The authority to
carry out this program has been delegated to NIFA through the
Under Secretary for REE.
B. Purpose and Priorities
The purpose of AFRI is to support research, education, and
extension work by awarding grants
that address key problems of national, regional, and multi-state
importance in sustaining all
components of agriculture, including farm efficiency and
profitability, ranching, renewable
energy, forestry (both urban and agro forestry), aquaculture,
rural communities and
entrepreneurship, human nutrition, food safety, biotechnology,
and conventional breeding.
Through this support, AFRI advances knowledge in both
fundamental and applied sciences
important to agriculture. It also allows AFRI to support
education and extension activities that
deliver science-based knowledge to people, allowing them to make
informed practical decisions,
and develop the next generation workforce for agriculture,
forestry, and food sciences. This AFRI
RFA is announcing anticipated funding opportunities for
fundamental Research, applied
Research, Education, Extension, and Integrated Research,
Education, and/or Extension Projects.
Supporting the many components of agriculture under the
constraints of a growing population,
pressure on natural resources, and the challenges of climate
variability and change, requires
research, education, extension, and integrated programs that
increase agricultural and natural
resource sustainability. The term ''sustainable agriculture''
(NARETPA, 7 U.S.C. 3103) means an
integrated system of plant and animal production practices
having a site-specific application that
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will over the long-term achieve the following goals: 1) Satisfy
human food and fiber needs; 2)
Enhance environmental quality and the natural resource base upon
which the agriculture
economy depends; 3) Make the most efficient use of nonrenewable
resources and on-farm
resources and integrate, where appropriate, natural biological
cycles and controls; 4) Sustain the
economic viability of farm operations; and 5) Enhance the
quality of life for farmers and society
as a whole.
AFRI is intended to promote advances in U.S. agriculture and
forestry. Agriculture, however, is
increasingly worldwide in scope and reach. To attain AFRI's
goals for U.S. agriculture,
applicants to Foundational or Challenge Area RFAs may include
international partnerships or
engagement in proposals as appropriate. Applicants are asked to
keep in mind that while
international activities supported by AFRI may contribute to
Food Security as described in the
U.S. Government’s Feed the Future Food Security initiative
(www.feedthefuture.gov), any
international activity proposed under AFRI such as partnerships,
study abroad, exchanges,
training, trips, etc., must first and foremost support AFRI's
domestic program goals.
Applicants must clearly describe and demonstrate how
international activities proposed in
applications submitted to AFRI will contribute to and support
advances in American agriculture.
If international activities (e.g., partnerships, exchanges,
travel) are proposed, then applicants shall
describe indicators that will be used to assess those
activities. Appropriate indicators include but
are not limited to those posted at the U.S. Government's Feed
the Future Food Security initiative
Web site (www.feedthefuture.gov/progress).
AFRI Stakeholder Input
The programs described herein were developed within the context
of the authorized purposes of
USDA research, extension, and education projects and activities.
In addition, AFRI obtains input
from Congress, the NAREEEAB, as well as many university,
scientific, and agricultural
committees and organizations. NIFA developed a stakeholder’s Web
page
(http://nifa.usda.gov/resource/afri-stakeholder-feedback) to
document stakeholder input that is
considered when developing and updating Program Area
Descriptions and Priorities each year.
For information on stakeholder input related to AFRI and the
AFRI ELI program (formerly
known as AFRI NIFA Fellowships Grant Program), please visit
http://nifa.usda.gov/sites/default/files/resource/stakeholder_feedback_2015%20_education_litera
cy.pdf.
Background
AFRI is one of NIFA’s major programs through which critical
societal issues are addressed.
Leadership in the scientific community has been calling on
multidisciplinary efforts, which
integrate biological and social science work to help solve grand
societal challenges. NIFA grant
programs offer the unique capacity to integrate research,
education, and extension in order to
enhance the impact of scientific work. USDA science will support
the following challenges:
1. Keep American agriculture competitive while ending world
hunger;
2. Improve nutrition and end child obesity;
http://www.feedthefuture.gov/http://www.feedthefuture.gov/progresshttp://nifa.usda.gov/resource/afri-stakeholder-feedbackhttp://nifa.usda.gov/sites/default/files/resource/stakeholder_feedback_2015%20_education_literacy.pdfhttp://nifa.usda.gov/sites/default/files/resource/stakeholder_feedback_2015%20_education_literacy.pdf
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3. Improve food safety for all Americans;
4. Secure America’s energy future; and
5. Mitigate and adapt to climate variability and change.
In FY 2016, AFRI is soliciting projects addressing the above
challenges through separate
challenge area RFAs. AFRI is also supporting Research and
Integrated Project grants in the six
AFRI priority areas to continue building a foundation of
knowledge in fundamental and applied
food and agricultural sciences critical for solving current and
future societal challenges. These six
foundational programs will be announced in a single, separate
RFA. In this RFA, funding
opportunities are provided for undergraduate students,
predoctoral candidates, postdoctoral
scholars, and secondary school teachers.
The Food, Agriculture, Natural Resources and Human Sciences
Education and Literacy
Initiative (ELI):
The AFRI ELI has the following three goals:
Develop pathways to identify and replicate best practices to
engage youth in STEM
fields within the food, agricultural, natural resources, and
human sciences. This
initiative will focus on immersive learning experiences in
non-formal educational
programs to help secondary school teachers identify and
integrate successful lessons
in their classes. Grants to develop pathways will enhance
collaboration among
secondary schools and with non-governmental organizations
involved with
agriculture in secondary education.
Enhance capacity of institutions to produce graduates with
skills needed to address
the new challenges of the 21st Century in food, agricultural,
natural resources, and
human sciences. Priority will be placed on promoting applied
technical and leadership
skills (e.g., internships, practicums, experiential learning).
Grant opportunities to
enhance capacity will be offered to all educational
institutions, including community
colleges and those providing a 4-year degree in food,
agricultural, natural resources,
and human sciences by offering research and extension
experiential learning
opportunities for undergraduate students. The institutions may
partner with others
including state agencies, private agribusinesses, and other
federal agencies.
Advance science by supporting graduate and post-graduate
education to address the
current skills needed in the food, agricultural, natural
resources, and human sciences
disciplines. Data on current enrollment and degrees granted
clearly indicate a
continuing lag in the production of a sufficient number and
quality of graduates.
Grants to advance science are given directly to students to fund
their education,
research, and living expenses.
The AFRI Food, Agriculture, Natural Resources and Human Sciences
Education and Literacy
Initiative addresses the following AFRI Priority Areas within
the 2014 Farm Bill: Plant health
and production and plant products; Animal health and production
and animal products; Food
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Safety, nutrition, and health; Bioenergy, natural resources, and
environment; Agriculture systems
and technology; and Agriculture economics and rural
communities.
Project types supported by AFRI within this RFA include
single-function Research, Education,
and Extension Projects and multi-function Integrated Research,
Education, and/or Extension
Projects.
The Food, Agriculture, Natural Resources and Human Sciences
Education and Literacy Initiative
(ELI) directly aligns with USDA Strategic Goal 1, Strategic Goal
2, Strategic Goal 3, and
Strategic Goal 4 of the USDA Strategic Plan (2014 – 2018)
(http://www.usda.gov/documents/usda-strategic-plan-fy-2014-2018.pdf).
The ELI program
aligns with the USDA Research, Education, and Economics Action
Plan
(http://nifa.usda.gov/resource/ree-action-plan), and
specifically addresses Goal 6 – Education and
Science Literacy, by recruiting, cultivating, and developing the
next generation of scientists,
leaders, and a highly-skilled workforce for food, agriculture,
natural resources, forestry,
environmental systems, and life sciences to ensure America’s
global preeminence. The AFRI ELI
program is also aligned with the NIFA Strategic Plan
(2014-2018)
(http://nifa.usda.gov/resource/nifa-strategic-plan-fy2014-fy2018),
specifically addressing
Strategic Goal No 1, (Science – Catalyze exemplary and relevant
research, education, and
extension programs); Subgoal 1.7 – (Ensure the development of
human capital, communities,
and a diverse workforce through research, education, extension
and engagement programs in
food and agricultural sciences to support a sustainable
agriculture system).
The AFRI ELI Program, as a whole, anticipates funding projects
that demonstrate the following
output and outcome measures:
Students directly supported
Students who will complete internships and other experiential
learning
Students who will complete international experiences
Number of publications, patents, workshops, curricula, academic
programs,
recruitment/retention programs, materials, experiential learning
opportunities
Collaborations developed between institutions
The number of Secondary School Teachers and Educational
Professionals who
indirectly benefit from the projects
Measured changes in student learning or engagement
All AFRI ELI projects are required to provide leadership skills
opportunities. The development
of leadership skills, knowledge and qualities are necessary for
preparing students for agricultural
related careers in private sector, government and academia.
Projects must demonstrably
incorporate a leadership development component to ensure that
students are equipped with both
technical and leadership abilities. Specific activities may
include:
• Developing practical applications to increase understanding of
leadership roles,
including critical thinking, problem solving, and communication
skills, ethics and
professionalism, and working in teams;
• Connecting the academic classroom experience with daily
leadership roles and
organizational activities;
http://www.usda.gov/documents/usda-strategic-plan-fy-2014-2018.pdfhttp://nifa.usda.gov/resource/ree-action-planhttp://nifa.usda.gov/resource/nifa-strategic-plan-fy2014-fy2018
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• Providing opportunities for mentoring and shadowing; and
• Organizing leadership academies, workshops, trainings,
etc.
AFRI ELI supports social and behavioral science disciplines.
Projects that integrate social and
biological sciences to provide experiential learning
opportunities for students in applied research,
and related community development programs are encouraged.
Incorporation of social and
behavioral sciences is important for addressing many of the
challenges facing agriculture and
rural communities, such as increasing global demand for food
production in the face of limited
natural resources; improving health and reducing obesity by
engaging in heathy diets; and
alleviating poverty by fostering economic opportunity.
This will be accomplished by offering undergraduate,
predoctoral, and postdoctoral fellowship
opportunities, and professional development opportunities for
secondary school teachers.
The Research and Extension Experiential Learning for
Undergraduates (REEU) Fellowships
promote research and extension experiential learning for
undergraduates such that upon
graduation they may enter the agriculture workforce with
exceptional skills. The experiential
learning initiative for undergraduates will provide fellowship
opportunities for undergraduate
students at colleges and universities, including those from
underrepresented ethnicities and
economically disadvantaged groups at minority-serving
institutions, community colleges, and
other universities to:
• obtain hands-on experience at land-grant and non-land-grant
universities and
USDA facilities;
• obtain training to acquire laboratory research and extension
skills to join the
agricultural workforce or pursue graduate studies in food,
agriculture, natural
resources and the human sciences; and
• provide undergraduate students with the strong mentoring and
research and
extension experiences required to be successful as upperclassmen
and graduate
students in the food, agriculture, natural resources and human
sciences.
• gain experience by participating in extension projects or
programs that deliver
science-based knowledge and informal educational programs to
people, enabling
them to make practical decisions. Program delivery may range
from community-
based to national audiences and use communication methods from
face-to-face to
electronic or combinations thereof. Extension Projects may also
include related
matters such as certification programs, in-service training,
client recruitment and
services, curriculum development, instructional materials and
equipment, and
innovative instructional methodologies appropriate to informal
educational
programs.
This initiative aligns with the recommendations regarding the
importance of undergraduates
made in the December 2012 President’s Council of Advisors on
Science and Technology
(PCAST) report to the President on Agricultural Preparedness and
the Agriculture Research
Enterprise. The offering of undergraduate fellowships is also
consistent with the National
Research Council’s 2009 report, Transforming Agricultural
Education for a Changing World,
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdfhttp://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdfhttp://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdfhttp://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdfhttp://www.nap.edu/catalog.php?record_id=12602http://www.nap.edu/catalog.php?record_id=12602
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which recommends that academic institutions should broaden the
undergraduate student
experience by integrating opportunities to participate in
research, education, and extension.
Furthermore, four-year colleges and universities should enhance
connections with community
colleges, Hispanic serving institutions, Alaska Native-Serving
and Native Hawaiian-Serving
Institutions,1890 and 1994 land-grant institutions, and non-land
grant colleges and universities of
agriculture.
Predoctoral and postdoctoral fellowships serve as a conduit for
new scientists and professionals
to enter research, education, and extension fields within the
food, agriculture, natural resources,
and human sciences. The aim of these fellowships is to cultivate
future leaders who are able to
address and solve emerging agricultural challenges of the 21st
century. These fellowships are
consistent with the recommendations of the 2012 President’s
Council of Advisors on Science and
Technology (PCAST) report, Agricultural Preparedness and the
Agriculture Research Enterprise.
The AFRI Food, Agriculture, Natural Resources and Human Sciences
Education and Literacy
Initiative also addresses projected shortfalls of qualified
graduates in the agricultural, food, and
renewable natural resources sectors of the U.S. economy
(Employment Opportunities for College
Graduates - https://www.purdue.edu/usda/employment/).
The Professional Development Opportunities for Secondary School
Teachers Program is aligned
with the December 2012 President’s Council of Advisors on
Science and Technology (PCAST)
report to the President on Agricultural Preparedness and the
Agriculture Research Enterprise. As
noted in this report, the talent pipeline for the agriculture
workforce begins well before college
admission and a focus on secondary programs holds tremendous
potential to increase not only the
number, but the diversity, of students entering baccalaureate
programs, a requisite for the
innovation needed in the food, agricultural, natural resources,
and human sciences. The full
PCAST report is available at:
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdf
Many of these concepts are identified in the National Research
Council’s publication: How
People Learn, available at:
http://books.nap.edu/catalog.php?record_id=9853. Projects
funded
under this category shall also focus on promoting faculty
expertise and encourage widespread
implementation of educational innovation at the secondary-school
levels.
C. Program Area Description
Projects are expected to address one of the stated Program Area
Priorities which collectively
contribute to the achievement of the following objectives:
1. Strengthen the ability of the nation’s research, education,
and extension community to
meet the current and future challenges facing agriculture,
forestry and food systems.
2. Promote research and extension experiential learning for
undergraduates such that upon
graduation they may enter the agriculture workforce with
exceptional skills.
3. Develop the technical and academic competence of doctoral
candidates.
4. Develop the research independence and teaching credentials of
postdoctoral scholars
5. Provide immersive learning experiences for secondary school
educators, enabling them to
identify and replicate best practices to enhance student
outcomes in the FANH sciences.
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdfhttps://www.purdue.edu/usda/employment/http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdfhttp://books.nap.edu/catalog.php?record_id=9853
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In order to achieve these program objectives, the AFRI Food,
Agriculture, Natural Resources and
Human Sciences Education and Literacy Initiative (AFRI ELI) will
make awards to applicants
with:
a) focused research, education, and extension objectives that
are aligned with NIFA’s
Challenge and/or Foundational Program areas;
b) well-developed academic experiences and global
competencies;
c) productive and interactive mentoring; and
d) appropriate and applicable training activities.
Program Areas:
Predoctoral Fellowships
Program Code – A7101
Program Code Name - AFRI ELI Predoctoral Fellowships
Application Deadline – February 11, 2016 (5:00 p.m., ET)
Proposed Budget Requests –
Predoctoral Fellowship applications must not exceed $95,000
total (including
institutional allowance) for project periods of up to 2 years.
Predoctoral Fellowship
Grants are not renewable and are limited to a total of $47,500
per year, for:
o Stipend - up to $25,000 per year
o Tuition, fees, fringe benefits, supplies, travel, workshops,
and publications - up to
$19,500 per year
o Institutional allowance (in lieu of indirect costs) – up to
$3,000 per year
o Indirect costs are not permitted on Predoctoral Fellowship
Grant awards.
o With the exception of the stipend, awarded funds in other
budget categories may
be carried over from year 1 to year 2. The stipend is capped at
$25,000 per year,
and cannot be carried over from year 1 to year 2.
Applications with budget requests exceeding the budgetary
guidelines will not be
reviewed.
Requested Project Type – Research, Education, Extension, or
Integrated Projects
Program Area Contact – Dr. Ray Ali;
[email protected]
Program Area Priority – NIFA Predoctoral Fellowships will
support Research, Education,
Extension, or Integrated Projects that address one or more of
the following issues:
A. Projects aligned with one of the six AFRI Challenge
Areas:
Agricultural and Natural Resources Science for Climate
Variability and Change
Childhood Obesity Prevention
Food Safety
Food Security
Sustainable Bioenergy
Water Resources
B. Projects aligned with one of the six AFRI Foundational
areas.
Plant health and production and plant products
Animal health and production and animal products
Food safety, nutrition, and health
mailto:[email protected]
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Bioenergy, natural resources, and environment
Agriculture systems and technology
Agriculture economics and rural communities
Other Program Area Requirements:
All applications must adhere to the requirements beginning in
Part IV.
The applicant must determine the functional focus of the
fellowship (Research,
Education, Extension, or Integrated) leading to a doctoral
degree.
The selection of which disciplines to combine to address an
issue is to be determined by
the prospective applicant in consultation with appropriate
mentors.
Evidence of scholastic achievement (e.g., current doctoral
transcript, Graduate Record
Exam (GRE) scores, and other academic successes) must be
demonstrated.
Priority will be given to applications that show a novel and
innovative approach that will
advance knowledge in targeted discipline(s). Multidisciplinary
and interdisciplinary
approaches to address NIFA Challenge Areas are encouraged.
Applications that involve industry participation (e.g., through
collaborating mentors) are
encouraged.
Fellows are expected to build the professional skills necessary
for career agility; explore
opportunities available in the academe, industry, government and
other career paths; and
forge mentorships with professional and business leaders and
faculty.
Postdoctoral Fellowships
Program Code – A7201
Program Code Name – AFRI ELI Postdoctoral Fellowships
Application Deadline – February 11, 2016 (5:00 p.m., ET)
Proposed Budget Requests –
Postdoctoral Fellowship applications must not exceed $152,000
total (including
institutional allowance) for project periods of up to 2 years.
Applications with budget
requests exceeding the budgetary guidelines will not be
reviewed.
Postdoctoral Fellowship Grants are limited to a total award of
$152,000 for a two-year
duration and are not renewable.
o Funds should be requested primarily for salary support,
although other
expenditures (e.g., fringe benefits, supplies, travel,
workshops, and publications)
are allowable costs.
o Expenditures other than salary support may not exceed $30,000
per year and must
be itemized and properly justified.
o Institutional allowance, in lieu of indirect costs, not to
exceed $3,000 per year,
may be requested within the $152,000 maximum award limit.
Indirect costs are
not permitted on Postdoctoral Fellowship Grant awards.
Applications with budget requests exceeding the budgetary
guidelines will not be
reviewed.
Requested Project Type – Research, Education, Extension, or
Integrated Projects
Program Area Contact – Dr. Ray Ali (202) 720-2727;
[email protected]
mailto:[email protected]
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Program Area Priority – NIFA Postdoctoral Fellowships will
support the same projects and
issues as the NIFA Predoctoral Fellowships (see Section 1.
above). Note that the Other
Program Area Requirements identified in Section 1. apply to NIFA
Postdoctoral Fellowships
as well.
Although a proposed project may fit in the context of the
mentor's existing scientific area, the
Postdoctoral Fellowship Grant should initiate an independent
scientific program, rather
than serve as an extension of ongoing projects in the mentor's
laboratory.
Research and Extension Experiential Learning for Undergraduates
(REEU)
Program Code – A7401
Program Code Name - Research and Extension Experiential Learning
for Undergraduates
Application Deadline – March 24, 2016
Proposed Budget Requests –
• Applications must not exceed $300,000 total (including
institutional allowance) for
project periods of up to 4 years.
• An undergraduate fellowship may be provided for up to 2 years
per student.
• Limit of one award per host institution
• Any single institution can submit a maximum of three
proposals.
• Applications with budget requests exceeding the budgetary
guidelines will not be
reviewed.
• Project costs must be predominantly for student support, which
usually includes
such items as participant stipends, housing, meals, travel, and
laboratory use fees.
• Costs in budget categories outside Participant Support must be
modest and
reasonable.
• Host fellowship locations/sites may not charge students an
application fee. A host site
may not charge students tuition, or include tuition in the
proposal budget, as a
requirement for participation (although it is permissible to
offer students the option of
earning academic credit for participation).
• Student stipends for summer locations/sites must not exceed
$500 per student per
week. Other student costs include housing, meals, travel, and
laboratory use fees
usually vary depending on the location of the site. Amounts for
academic-year sites
should be comparable on a pro rata basis.
• Indirect costs are not permitted on Research and Extension
Experiential Learning for
Undergraduate Fellowships Grant awards.
Requested Project Type –Integrated Projects Only
Program Area Contact – Dr. Victoria LeBeaux, (202) 720-2067;
[email protected])
Program Area Priority. The NIFA Research and Extension
Experiential Learning for
Undergraduate Fellowships will support Integrated Projects that
address one or more of
the following Challenge and Foundational Areas, including
Projects that contain
mailto:[email protected]
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associated elements of the human sciences (e.g. disciplines that
address issues
challenging individuals, youth, families, and communities):
a. Projects aligned with one of the six AFRI Challenge
Areas:
• Agricultural and Natural Resources Science for Climate
Variability and Change
• Childhood Obesity Prevention
• Food Safety
• Food Security
• Sustainable Bioenergy
• Water Resources
b. Projects aligned with one of the six AFRI Foundational
areas.
• Plant health and production and plant products
• Animal health and production and animal products
• Food safety, nutrition, and health
• Bioenergy, natural resources, and environment
• Agriculture systems and technology
• Agriculture economics and rural communities
Other Program Area Requirements:
• All applications must adhere to the requirements beginning in
Part IV.
• Proposals should provide opportunities for undergraduate
students at colleges and
universities, including those from underrepresented ethnicities,
first generation
college students and economically disadvantaged groups/students
at minority-serving
institutions, community colleges and other universities to
obtain hands-on experience
at land-grant and non-land-grant universities and USDA
laboratories and obtain
training to join the agricultural workforce or pursue graduate
studies in food,
agriculture, natural resources and the human sciences.
• Projects are strongly encouraged to involve underrepresented
students when designing
recruitment plans.
• Projects are also encouraged to involve students at earlier
stages in their college
experience (e.g. first and second-year students).
• At least 50% of the undergraduate fellows must come from
outside the host
institution or organization.
• Non-exhaustive examples of experiential projects include: (a)
research and extension
apprenticeships, internships, or similar participatory learning
within the six AFRI
priority areas; (b) practicums in agricultural laboratories,
farms or Cooperative
Extension Programs; (c) externships in the private or public
sector; and (d) study
abroad focused on global food security issues to develop global
competency skills.
• Participating fellows are expected to build their skills
necessary for graduate studies;
explore the opportunities available in the academe, business,
government and other
career paths; and forge mentorships with professional and
business leaders and
faculty.
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• The review process will give preference to applications that
involve new
collaborations or enhance existing partnerships with community
colleges, minority-
serving institutions, and other institutions where research and
extension opportunities
in mission-relevant STEM fields are limited.
• Applications that involve industry participation (e.g.,
through collaborating mentors)
and/or that target an FANH science industry where there is a
documented shortage of
talent/lack of adequate skills preparation for the needs of the
industry are encouraged.
• The review process will give preference to projects that will
catalyze and result in the
implementation of a self-sustaining model for increased/enhanced
experiential
learning for a diverse undergraduate student population at the
host and partner
institutions.
Professional Development for Secondary School Teachers and
Educational
Professionals (PD-STEP)
Program Code – A7501
Program Code Name - Professional Development for Secondary
School Teachers and
Educational Professionals (PD-STEP)
Application Deadline – March 18, 2016 (5:00 p.m., ET)
Proposed Budget Requests –
Applications must not exceed $150,000 total for project periods
of up to 3 years.
Funds requested may include, but are not limited to, support
for: secondary school
professional participant stipends and travel; costs of
continuing education units; provider
personnel salaries; software; and curricula.
If an institution/organization’s official negotiated indirect
cost rate exceeds the maximum
allowed rate then the indirect costs are limited to 30% of the
total Federal funds.
Limit of one award per host institution.
Any single institution can submit a maximum of three
proposals.
Applications with budget requests exceeding the budgetary
guidelines will not be
reviewed.
Requested Project Type – Integrated Projects Only
Program Area Contact – Dr. Victoria LeBeaux, (202) 720-2067;
[email protected])
Program Area Priority The PD-STEP program will support
Integrated Projects that address
one or more of the following Challenge and Foundational Areas,
including Projects that
contain associated elements of the human sciences (e.g.
disciplines that address issues
challenging individuals, youth, families, and communities):
a. Projects aligned with one of the six AFRI Challenge
Areas:
Agricultural and Natural Resources Science for Climate
Variability and Change
Childhood Obesity Prevention
Food Safety
Food Security
mailto:[email protected]
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Sustainable Bioenergy
Water Resources
b. Projects aligned with one of the six AFRI Foundational
areas.
Plant health and production and plant products
Animal health and production and animal products
Food safety, nutrition, and health
Bioenergy, natural resources, and environment
Agriculture systems and technology
Agriculture economics and rural communities
Other Program Area Requirements:
All applications must adhere to the requirements beginning in
Part IV.
Projects should provide immersive learning experiences for
secondary school
teachers/educational professionals (counselors, administrators,
etc.) to create and
replicate best practices to improve student success outcomes
within the food,
agricultural, natural resources, and human (FANH) sciences.
Only professional development and continuing education
activities for current secondary
education professionals are allowed under this program.
Non-exhaustive examples of professional development projects
include:
o Developing self-sustaining models for professional development
that better
prepare education professionals to provide outstanding teaching,
guidance,
institutional structures, etc. that enhance student outcomes in
the FANH sciences.
o Changing instructional approaches to effectively identify
skill gaps and address
conceptual areas particularly challenging to students.
o Integrating innovations in science and pedagogy into existing
professional
development programs (e.g. through hands-on research and
extension experiences
with partner institutions and labs).
o Exploring self-sustaining web-based approaches for
professional development for
education professionals.
o Other methods to fill the existing gap of professional
development in advanced
FANH sciences for educational professionals at the secondary
education level.
Applications that involve participation from industry and
nonprofit organizations (e.g.,
through collaborating mentors) and/or that better connect
education professionals,
particularly those from low-resource schools, to existing
USDA/Federal resources (i.e.
with Extension offices, federal labs, open data resources, etc.)
to enhance student
outcomes in the FANH sciences are encouraged.
The funded projects are expected to increase the number of
secondary school teachers and
educational professionals trained in food, agriculture, natural
resources and human
(FANH) sciences. Participating teachers are expected to build
their skills necessary for
integrating FANH concepts in their classes; explore the
opportunities available in the
FANH career paths; and forge mentorships with professional and
business leaders and
faculty.
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PART II—AWARD INFORMATION
A. Available Funding
The National Institute of Food and Agriculture anticipates the
appropriated amount available for
the AFRI program in FY 2016 will be approximately $350 million.
Adjustments will be made to
program allocations once the FY 2016 appropriations are
finalized. Of this amount, no less than
30 percent will be made available to fund integrated research,
education, and extension projects.
Of the AFRI funds allocated to research activities, section 7406
of the Food, Conservation, and
Energy Act of 2008 (FCEA) directs 60 percent toward grants for
fundamental (or basic) research
and 40 percent toward grants for applied research. Of the AFRI
funds allocated to fundamental
research, not less than 30 percent will be directed toward
research by multidisciplinary teams. It
is anticipated that no less than 10 percent of the FY 2016 funds
will be made available for Food
and Agricultural Science Enhancement (FASE) Grants, and no more
than two percent of the
funds available for fundamental research will be made available
for Equipment Grants.
The anticipated amount available for grants in FY 2016 is
approximately $18.9 million. There is
no commitment by USDA to fund any particular application or to
make a specific number of
awards.
Awards issued as a result of this RFA will have designated the
Automated Standard Applications
for Payment System (ASAP), operated by the Department of
Treasury’s Bureau of the Fiscal
Service, as the payment system for funds. For more information
see
https://www.fiscal.treasury.gov/fsservices/gov/pmt/asap/asap_homehtm.
B. Types of Applications
In FY 2016, you may submit applications to the AFRI ELI Program
as one of the following two
types of requests:
New application. This is a project application that has not been
previously submitted to the
AFRI ELI Program. We will review all new applications
competitively using the selection
process and evaluation criteria described in Part V—Application
Review Requirements.
Resubmitted application. This is an application that had
previously been submitted to the AFRI
ELI Program but not funded. Project Directors (PDs) must respond
to the previous review panel
summary (see Response to Previous Review, Part IV). Resubmitted
applications must be
received by the relevant due dates, will be evaluated in
competition with other pending
applications in appropriate area to which they are assigned, and
will be reviewed according to the
same evaluation criteria as new applications.
Unfunded applicants from the FY 2015 AFRI ELI Predoctoral,
Postdoctoral, and Research and
Extension Experiential Learning for Undergraduate Fellowships
RFA may resubmit applications
to the appropriate Fellowship Category within this RFA.
https://www.fiscal.treasury.gov/fsservices/gov/pmt/asap/asap_homehtm
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C. Project Types
Applicants must propose one of the AFRI project types specified
within the relevant program
area description beginning in Part I, C of this RFA. Only
project types specifically solicited under
each program area or program area priority described in Part I,
C of this RFA will be considered
for review. A detailed description of the project types
available across AFRI is located at
http://nifa.usda.gov/afri-request-applications/Project_Types_NIFA.pdf.
D. Grant Types
Applicants must select the appropriate AFRI grant type specified
within the relevant program
area description beginning in Part I, C of this RFA. Only grant
types specifically solicited under
each program area or program area priority described in Part I,
C of this RFA will be considered
for review. A detailed description of the grant types available
across AFRI is located at
http://nifa.usda.gov/afri-request-applications/Grant Type - FY
2016 AFRI RFA.pdf.
http://nifa.usda.gov/sites/default/files/asset/document/Project_Types_NIFA.pdfhttp://nifa.usda.gov/sites/default/files/asset/document/Grant%20Type%20-%20FY%202016%20AFRI%20RFA.pdf
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PART III—ELIGIBILITY INFORMATION
A. Eligible Applicants
Applications may only be submitted by eligible entities.
Eligibility is linked to the project
type. All project types are described beginning in Part II,
C.
Applicants must respond to the Program Area Priorities and
deadlines found in the FY 2016
RFA. Grant recipients may subcontract to organizations not
eligible to apply provided such
organizations are necessary for the conduct of the project. An
applicant’s failure to meet an
eligibility criterion by the time of an application deadline may
result in the application being
excluded from consideration or, even though an application may
be reviewed, will preclude
NIFA from making an award.
1) Research, Education or Extension Projects
Eligible applicants for Research Education or Extension Projects
include:1) State
Agricultural Experiment Station; 2) colleges and universities
(including junior colleges
offering associate degrees or higher); 3) university research
foundations; 4) other research
institutions and organizations; 5) Federal agencies, 6) national
laboratories; 7) private
organizations or corporations; 8) individuals who are U.S.
citizens, nationals, or
permanent residents; and 9) any group consisting of 2 or more
entities identified in 1)
through 8).
Eligible institutions do not include foreign and international
organizations.
2) Integrated Projects
Eligible applicants for Integrated Projects include: 1) colleges
and universities; 2) 1994
Land-Grant Institutions; and (3) Hispanic-serving agricultural
colleges and universities.
For Integrated Projects, the terms "college" and "university"
mean an educational
institution in any state which 1) admits as regular students
only persons having a
certificate of graduation from a school providing secondary
education, or the recognized
equivalent of such a certificate; 2) is legally authorized
within such state to provide a
program of education beyond secondary education; 3) provides an
educational program
for which a bachelor’s degree or any other higher degree is
awarded; 4) is a public or
other nonprofit institution; and 5) is accredited by a
nationally recognized accrediting
agency or association. A research foundation maintained by a
college or university is
eligible to receive an award under this program.
3) Hispanic-serving Agricultural Colleges and Universities
Section 7101 of the Food, Conservation, and Energy Act of 2008
(Pub. L. 110-246)
amended section 1404 of NARETPA (7 U.S.C. 3103) to create a
definition for a new
group of cooperating institutions: Hispanic-serving Agricultural
Colleges and
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Universities HSACUs). HSACUs are colleges and universities that
qualify as Hispanic-
serving Institutions (HSIs) and offer associate, bachelors, or
other accredited degree
programs in agriculture-related fields. HSACUs do not include
1862 land-grant
institutions.
Pursuant to section 406 of the Agricultural Research, Extension,
and Education Reform
Act of 1998 (AREERA) (7 U.S.C. 7626), which authorized the
Integrated Research,
Education, and Extension Competitive Grant Program, all
four-year HSIs are eligible to
apply for integrated projects as identified in the FY 2016 AFRI
RFA. Two-year HSIs may
also be eligible to apply but only if the institution has been
certified as a HSACU for the
fiscal year in which funding is being provided.
Approximately by February 2016, a list of the institutions
certified and therefore eligible
to apply as HSACUs for grants under FY 2016 RFAs, including this
RFA, will be made
available at
http://nifa.usda.gov/resource/official-list-hispanic-serving-agricultural-
colleges-and-universities-hsacu. Institutions appearing on this
list are granted HSACU
certification by the Secretary for the period starting October
1, 2015, and ending
September 30, 2016. Certifications are valid for FY 2016 only.
Additional questions on
HSACU eligibility can be addressed to Lisa DePaolo, Policy
Analyst, by email at
[email protected] or phone at (202) 401-5061.
4) Food and Agricultural Science Enhancement Grants
The Food and Agricultural Science Enhancement (FASE) Grants have
additional
eligibility requirements. See Part II, D for details.
Predoctoral and Postdoctoral Fellowships
We highly recommend that applications be submitted through the
mentor's institution with
the mentor institution listed as the applicant (see Part IV,
B.1.).
The student applying for the fellowship may opt to submit the
application on his/her own behalf.
If such an application results in an award, the student, in
accepting the grant award will be
certifying that he/she will ensure stewardship of federal funds,
will manage all aspects of the
project in accordance with sound practices, and will comply with
all applicable laws and
regulations and the terms and conditions of the grant award.
The individual (i.e., student) seeking support via the
application (whether as the applicant or
through the mentor institution) must be a citizen, national, or
permanent resident of the United
States as defined in Part VIII (note that this does not preclude
the individual from doing all or
part of the proposed work at a non-United States organization).
In addition, the following
requirements apply as noted:
Predoctoral Student: The individual must have advanced to
candidacy, as per institutional
requirements, by February 11, 2016 (as per CFR 3430.303), and
provide documentation from
the graduate advisor or the institution by the application
deadline. The intent of the NIFA
http://nifa.usda.gov/resource/official-list-hispanic-serving-agricultural-colleges-and-universities-hsacuhttp://nifa.usda.gov/resource/official-list-hispanic-serving-agricultural-colleges-and-universities-hsacumailto:[email protected]
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Predoctoral Fellowship Program is to support current doctoral
students who are at the
stage of conducting dissertation research, ultimately leading to
completion of the
dissertation and respective terminal degree. Predoctoral
students, inclusive of those with
baccalaureate and/or masters degrees, who meet the
aforementioned criteria, may apply.
Postdoctoral Student: All doctoral degree requirements must be
satisfied no earlier than
January 1, 2013 and no later than November 11, 2016 (as per CFR
3430.303), and provide
documentation from the graduate advisor/graduate committee or
the institution by the application
deadline.
Research and Extension Experiential Learning for Undergraduate
Fellowships
The project director seeking support via the application must be
a citizen, national, or permanent
resident of the United States as defined in Part VIII. The
project director must be from the
primary host institution.
Undergraduate Student: Undergraduate Research and Extension
Experiential Learning Fellows
supported with NIFA funds must be U.S. citizens, nationals, or
permanent residents of the United
States. Eligible Undergraduate Fellows must have completed at
least one academic semester of
full-time study at the associate’s or bachelor’s degree
level.
Professional Development for Secondary School Teachers and
Educational Professionals
(PD-STEP)
The project director seeking support via the application must be
a citizen, national, or permanent
resident of the United States as defined in Part VIII. The
project director must be from the
primary host institution.
B. Cost Sharing or Matching for applications to all ELI
Programs
If a funded project is commodity-specific and not of national
scope, the grant recipient is
required to match the USDA funds awarded on a dollar-for-dollar
basis from non-Federal sources
with cash and/or in-kind contributions.
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PART IV—APPLICATION AND SUBMISSION INFORMATION
A. Electronic Application Package
Only electronic applications may be submitted via Grants.gov to
NIFA in response to this AFRI
ELI RFA.
We urge you to submit early to the Grants.gov system. For an
overview of the Grants.gov
application process see
http://www.grants.gov/web/grants/applicants/grant-application-
process.html.
New Users of Grants.gov
Prior to preparing an application, we recommend that the Project
Director/Principal Investigator
(PD/PI) first contact an Authorized Representative (AR, also
referred to as Authorized
Organizational Representative or AOR) to determine if the
organization is prepared to submit
electronic applications through Grants.gov. If not (e.g., the
institution/organization is new to the
electronic grant application process through Grants.gov), then
the one-time registration process
must be completed PRIOR to submitting an application. It can
take as long as 2 weeks to
complete the registration process so it is critical to begin as
soon as possible. In such situations,
the AR should go to “Register” in the top right corner of the
Grants.gov web page (or go to
http://www.grants.gov/web/grants/register.html) for information
on registering the
institution/organization with Grants.gov. Part II.1. of the NIFA
Grants.gov Application Guide
contains detailed information regarding the registration
process. Refer to item 2. below to locate
the “NIFA Grants.gov Application Guide”.
Steps to Obtain Application Package Materials
To receive application materials:
1. You must download and install a version of Adobe Reader
compatible with Grants.gov
to access, complete, and submit applications. For basic system
requirements and
download instructions, see
http://www.grants.gov/web/grants/support/technical-
support/software/adobe-reader-compatibility.html. Grants.gov has
a test package that
will help you determine whether your current version of Adobe
Reader is compatible.
2. To obtain the application package from Grants.gov, go to
http://www.grants.gov/web/grants/applicants/apply-for-grants.html.
Under Step 1 click
on “Download a Grant Application Package,” and enter the funding
opportunity number
Funding Opportunity Number: USDA-NIFA-AFRI-005576
in the appropriate box and click “Download Package.” From the
search results, click
“Download” to access the application package.
Contained within the application package is the “NIFA Grants.gov
Application Guide.”
This guide contains an introduction and general Grants.gov
instructions, information
http://www.grants.gov/web/grants/applicants/grant-application-process.htmlhttp://www.grants.gov/web/grants/applicants/grant-application-process.htmlhttp://www.grants.gov/web/grants/register.htmlhttp://www.grants.gov/web/grants/support/technical-support/software/adobe-reader-compatibility.htmlhttp://www.grants.gov/web/grants/support/technical-support/software/adobe-reader-compatibility.htmlhttp://www.grants.gov/web/grants/applicants/apply-for-grants.html
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about how to use a Grant Application Package in Grants.gov, and
instructions on how to
complete the application forms.
If you require assistance to access the application package
(e.g., downloading or
navigating Adobe forms) or submitting the application, refer to
resources available on
the Grants.gov website
(http://www.grants.gov/web/grants/applicants/applicant-
resources.html). Grants.gov assistance is also available at:
Grants.gov customer support
800-518-4726 Toll-Free or 606-545-5035
Business Hours: 24 hours a day, 7 days a week. Closed on federal
holidays.
Email: [email protected]
Grants.gov iPortal (see
https://grants-portal.psc.gov/Welcome.aspx?pt=Grants):
Top 10 requested help topics (FAQs), Searchable knowledge base,
self-service
ticketing and ticket status, and live web chat (available 7 a.m.
- 9 p.m. ET). Get
help now!
Have the following information available when contacting
Grants.gov:
Funding Opportunity Number (FON)
Name of agency you are applying to
Specific area of concern
See http://www.nifa.usda.gov/funding/electronic.html for
additional resources for applying
electronically.
B. Content and Form of Application Submission
Please note that the two programs described in this RFA require
different content and form for
application submission. The content and form for the Predoctoral
and Postdoctoral Fellowships is
discussed starting on page 31 of this section. The content and
form for the Undergraduate
Research and Extension Experiential Learning Fellowships is
discussed starting on page 43 of
this section.
You should prepare electronic applications following Parts V and
VI of the NIFA Grants.gov
Application Guide. This guide is part of the corresponding
application package (see Section A.
of this Part). The following is additional information needed to
prepare an application in
response to this RFA. If there is discrepancy between the two
documents, the information
contained in this RFA is overriding.
Note the attachment requirements (e.g., PDF) in Part III section
3. of the guide. ANY
PROPOSALS THAT ARE NON-COMPLIANT WITH THE REQUIREMENTS
(e.g.,
content format, PDF file format, file name restrictions, and no
password protected files)
WILL BE AT RISK OF BEING EXCLUDED FROM NIFA REVIEW. Grants.gov
does
not check for NIFA required attachments or that attachments are
in PDF format; see Part
III section 6.1 of the guide for how to check the manifest of
submitted files. Partial
applications will be excluded from NIFA review. We will accept
subsequent submissions of
http://www.grants.gov/web/grants/applicants/applicant-resources.htmlhttp://www.grants.gov/web/grants/applicants/applicant-resources.htmlhttp://www.opm.gov/policy-data-oversight/snow-dismissal-procedures/federal-holidays/#url=2014mailto:[email protected]://grants-portal.psc.gov/Welcome.aspx?pt=Grantshttps://grants-portal.psc.gov/Welcome.aspx?pt=Grantshttps://grants-portal.psc.gov/Welcome.aspx?pt=Grantshttp://www.nifa.usda.gov/funding/electronic.html
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an application until close of business on the closing date in
the RFA (see Part V, 2.1 of the
NIFA Grants.gov Application Guide for further information).
For any questions related to the preparation of an application,
review the NIFA Grants.gov
Application Guide and the applicable RFA. If assistance is still
needed for preparing application
forms content, contact:
Email: [email protected]
Phone: 202-401-5048
Business hours: Monday through Friday, 7 a.m. – 5 p.m. ET,
excluding federal holidays.
Predoctoral and Postdoctoral Fellowships
1. SF 424 R&R Cover Sheet
Information related to the questions on this form is dealt with
in detail in Part V, 2. of the NIFA
Grants.gov Application Guide.
2. SF 424 R&R Project/Performance Site Location(s)
Information related to the questions on this form is dealt with
in detail in Part V, 3. of the NIFA
Grants.gov Application Guide.
3. R&R Other Project Information Form
Information related to the questions on this form is dealt with
in detail in Part V, 4. of the NIFA
Grants.gov Application Guide.
a. Field 7. Project Summary/Abstract. The summary should also
include the relevance of the
project to the goals of AFRI ELI. The following instructions are
in addition to those included in
section 4.7 of Part V of the NIFA Grants.gov Application Guide.
Title the attachment as ‘Project
Summary’ in the document header and save file as
‘ProjectSummary’.
The Project Summary must indicate the following:
a) Names and institutions of the PD and Primary Mentor (more
than one if Integrated
project only);
b) Predoctoral or Postdoctoral application
c) Project type (education, extension, research, or
integrated)
d) The primary and specific FY 2016 Foundational Program Area(s)
the proposed
project addresses. Choose from one of the following.
Plant health and production and plant products;
Animal health and production and animal products;
Food safety, nutrition, and health;
Bioenergy, natural resources, and environment;
Agriculture systems and technology;
Agriculture economics and rural communities
e. If applicable, the FY 2016 Challenge Area(s) the proposed
project addresses.
Choose from one (or more) of the following.
mailto:[email protected]
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Agricultural and Natural Resources Science for Climate
Variability and
Change;
Childhood Obesity Prevention;
Food Safety;
Food Security;
Sustainable Bioenergy; and
Water Resources.
The Project Summary should be a short, concise description of
the research, education,
and/or extension project to be pursued in the applicant's
proposed doctoral problem to be
studied or postdoctoral training. The summary should also
include the relevance of the
project to the goals of AFRI ELI Fellowships Grant Program.
b. Field 8. Project Narrative.
PDF Attachment. Title the attachment as ‘Project Narrative’ in
the document header and
save file as ‘ProjectNarrative’.
For Predoctoral Grant applications, the Project Narrative
section may not exceed a total
of six pages, including all figures and tables.
For Postdoctoral Grant applications, the Project Narrative
section may not exceed a
total of ten pages, including all figures and tables.
NOTE: ALL components of the project narrative (i.e. Response to
Previous Review,
if applicable; the Training/Career Development Plan; the
Mentoring Plan; the
Project Plan; and the Evaluation Plan) will be fully considered,
in total, during the
Peer Review Process. Applicants are strongly encouraged to
address each
component accordingly.
All applications must have 12-point font and line spacing not
exceeding six lines of text per
vertical inch.
To ensure fair and equitable competition, applications exceeding
the applicable page
limitation will not be reviewed.
For Predoctoral Fellowships and Postdoctoral Fellowships,
Project Narrative
Attachment must include all of the following:
1) Response to Previous Review (if applicable)
This requirement only applies to Resubmitted Applications as
described in Part II, B. The
Project Narrative attachment should include two components: 1) a
one-page response to the
previous review panel summary titled “Response to Previous
Review” included as the first
page of the attachment and 2) the 6- or 10-page Project
Narrative, as required (see Part IV, C.
3. c above). The one-page Response to Previous Review does not
count against the 6- or 10-
page limit of the Project Narrative.
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2) Project Narrative
a. Training/Career Development Plan
The Training/Career Development Plan is a description of all
activities that applicant
plans to perform and participate in that will enhance the pre-
or postdoctoral training
during the fellowship award period.
For Predoctoral Fellowship applicants, a Training/Career
Development Plan should
include their personal statement addressing future career
directions or preparation for
entering the workforce, overall career goals and objectives, as
well as how, if awarded,
the fellowship will allow them to accomplish their professional
goals and objectives. Any
other training objectives should be included. Predoctoral
students may also include any
extension and educational activities (e.g., teaching in formal
or informal settings) to
enhance their career development that will be undertaken during
their doctoral training.
For Postdoctoral Fellowship applicants, a Training/Career
Development Plan includes
plans for transition to career independence by development of
professional skills that
include teaching competencies; what those career and training
goals are; and results of the
postdoctoral fellow’s previous and current research and
scholarships that include
publications, presentations, etc.
b. Mentoring Plan
The applicants are expected to engage their mentors and/or
advisors in the development
of their application. Thus, prior to submission of the
application, prospective fellows
should already identify a Primary mentor who will be willing to
help them in their
projects as well as professional development (note: more than
one Primary Mentor is
acceptable for Integrated Projects Only). If there are other
collaborating mentors, their
role and responsibilities to the project and development of the
applicant’s skills should be
clearly described. For predoctoral applications, if the primary
mentor is not the student’s
graduate advisor or laboratory sponsor, the relationship between
advisor’s work and the
primary mentor’s research should be clearly defined, and the
contribution of each
individual in the student’s project as well as degree completion
should be included.
Because this is a very important component of the project, the
commitment of the
mentor(s) is included in the evaluation criteria as it pertains
to project personnel. In
describing the role of the mentor, the applicant should:
1. Briefly indicate how the mentoring and educational training
will add to the skill sets
of the NIFA Fellow.
2. Briefly explain the commitment of the primary mentor.
3. Briefly describe the role of collaborating mentors (if
applicable).
4. With respect to the Primary Mentor, provide a list of former
mentees and their current
positions.
NOTE: The Primary Mentor shall submit a Letter of Commitment (as
an
attachment to Field 12, Other Attachments, of the Other Project
Information form-
see section g. below) explicitly indicating their respective
responsibilities throughout
the proposed project in relation to the Project Director.
5. Briefly list and explain the role of other non-primary
mentors.
c. Project Plan
Predoctoral Applicants: It is expected that predoctoral students
will be working with a
primary mentor or advisor who has funded research and that the
fellow may work on
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another aspect of this research. Moreover, the mentor/advisor
will already have the
facilities, equipment, technologies and methodologies for the
projects developed with
the fellow. Experimental methods, especially if these are
routinely or generally used,
do not need detailed description. However, sufficient details on
the experimental
approach or strategy as well as pitfalls must be provided to
allow assessment of
feasibility of study. The Project scope should be within the
2-year timeframe of the
fellowship.
Postdoctoral Applicants: The research should be totally
independent of the mentor’s.
Proven techniques and technologies as part of the experimental
approach, especially if
these are routinely employed, don’t have to be provided in
detail. Experimental
approaches or strategies including possible pitfalls and
alternatives must be provided
in order to assess the overall feasibility of the proposed
study. Avoid open-ended
screens or undefined outcomes. The scope of the project should
be within the 2-year
timeframe.
a) Introduction. The introduction should include a well-defined
problem, a clear
statement of the long-term goal(s), and supporting objectives of
the proposed
project. Summarize the body of knowledge or other past
activities that
substantiate the need for the proposed project. Describe ongoing
or recently
completed activities related to the proposed project including
the work of key
project personnel. Include preliminary data/information
pertinent to the proposed
work. All works cited should be referenced (see Bibliography
& References Cited,
see section d. below).
b) Rationale and Significance
Concisely present the rationale behind the proposed project and
how it will
advance the current knowledge in the field;
Clearly describe the specific relationship of the project’s
objectives to one of
the Program Area Priorities. The Program Area Priority(ies) must
be
specifically identified ; and
Describe how the proposed curricular activities (predoctoral)
will support
educational goals and project activities.
c) Approach
Provide a concise description of the proposed project and the
problem(s) to be
addressed. Clearly describe the approaches to be used.
Specifically, this section
must include:
A description of the project details proposed and the sequence
in which the
activities are to be performed;
Methods to be used in carrying out the proposed project and
feasibility of
the methods (detail only if a new and unproven method is to be
used; if
employing commonly used methods provide information on the
expertise
available);
Expected outcomes and outcome measures;
Means by which results will be analyzed, assessed, or
interpreted;
How results or products will be used;
Pitfalls that may be encountered, and possible alternatives;
Limitations to proposed procedures;
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A full explanation of any materials, procedures, situations, or
activities
related to the project that may be hazardous to personnel, along
with an
outline or precautions to be exercised to avoid or mitigate the
effects of
such hazards;
A timeline for attainment of objectives and for production of
deliverables
that includes annual milestones with specific, measurable
outcomes; and
Establishment of a profile on an established professional social
networking
site to document career progress during and beyond the term of
the
Fellowship.
d. Evaluation Plan
A plan for evaluating progress towards objectives related to the
training/career
development plan, mentoring plan, and project plan. The plan
must include
milestones, which signify the completion of a major deliverable,
events, or
accomplishment and serve to verify that the project is on
schedule and on track for
successful conclusion. The plan should also include descriptions
of indicators that
will be measured to evaluate whether the education activities
are successful in
achieving project goals and contribute to the achievement of the
stated program goals
and outcomes; and a dissemination plan describing the methods
that will be used to
communicate findings and project accomplishments.
☼ For Education Project Applications – In addition to the
Project Narrative requirements
above, the proposed Education Project should clearly
articulate:
The potential for advancing the quality of education by
addressing a specific problem or
opportunity; and
The target audience and the level of education addressed.
☼ For Extension Project Applications –
In addition to the Project Narrative requirements above, the
proposed Extension Project
should give emphasis to scholarly principles of engagement and
outreach that clearly
articulate:
o The importance of informal education to address a specific
local problem or
issue;
o The theoretical basis of informal outreach methods used;
o Development and/or implementation of a curriculum-based series
of
connected learning activities (including educational materials)
that engage the
public in practical problem solving;
o A plan for evaluating progress toward achieving project
objectives. The plan
must include milestones, which signify the completion of a major
deliverable,
event, or accomplishment and serve to verify that the project is
on schedule
and on track for successful conclusion;
o The plan should also include descriptions of indicators that
you will measure
to evaluate whether the extension activities are successful in
achieving project
goals and in contributing to achievement of the stated program
goals and
outcomes; and
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o A dissemination plan describing the methods that will be used
to communicate
findings and project accomplishments.
☼ For Integrated Project Applications –
In addition to the Project Narrative requirements above, the
proposed Integrated Project
should clearly articulate:
o Stakeholder involvement in project development,
implementation, and evaluation,
where appropriate;
o Objectives for each function included in the project (note
that extension and education
activities are expected to differ and to be described in
separate project objectives; see
enumerated descriptions in Part II, C (page 7); and
o A dissemination plan describing the methods that will be used
to communicate
findings and project accomplishments.
A plan for evaluating progress toward achieving project
objectives must be included. The
plan must include milestones, which signify the completion of a
major deliverable, event,
or accomplishment and serve to verify that the project is on
schedule and on track for
successful conclusion. The plan should also include descriptions
of indicators that you
will measure to evaluate whether the research, education, and/or
extension activities are
successful in achieving project goals and in contributing to
achievement of the stated
program goals and outcomes.
c. Field 9. Bibliography & References Cited – PDF
Attachment. No Page Limit. Title the
attachment as ‘Bibliography & References Cited’ in the
document header and save file as
‘BibliographyReferencesCited’.
All work cited in the text should be referenced in this section
of the application. All references
must be complete; include titles and all co-authors; conform to
an acceptable journal format; and
be listed in alphabetical order using the last name of the first
author or listed by number in the
order of citation.
d. Field 10. Facilities & Other Resources – PDF Attachment.
No Page Limit. Title the
attachment as ‘Facilities & Other Resources’ in the document
header and save file as
‘FacilitiesOtherResources’.
e. Field 11. Equipment – PDF Attachment. No Page Limit. Title
the attachment as
‘Equipment’ in the document header and save file as
‘Equipment’.
Provide documentation that arrangements have been made for the
necessary equipment for
conduct of the research. Items of nonexpendable equipment
necessary to conduct and
successfully complete the proposed project for which funds are
requested to purchase should be
listed in Field C. of the R&R Budget and described in the
Budget Justification (see section 6.
below).
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f. Field 12. Other Attachments
The following instructions are in addition to those noted in
Part V 4.12 of the NIFA Grants.gov
Application Guide.
Key Personnel Roles – PDF Attachment. 2-Page Limit. Title the
attachment as ‘Key Personnel’
and save file as ‘KeyPersonnel’.
Clearly describe the roles and responsibi