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The GriffinHarte Foundation promotes civil conversations about issues that divide us and are often contentious and difficult to sort through. These issues usually involve questions of fairness, equity, respect, identity, and the complex ways in which humans are connected to each other. Because the foundation believes that communication is one of the key elements to understanding and working with social differences, it supports and promote conversations, research, and scholarship that are grounded in questions about civility and feminism; informed by a desire to define, explore, and advocate for social, political, and economic justice in professional and personal lives; and centered in an explicit recognition of the ways lives and communication are influenced by identities - gender and sex, race and ethnicity, age and physical abilities, and education and economic standing. In addition, the foundation supports and promotes educational practices and research that are focused on how we teach as well as what we teach; grounded in a commitment to alternative pedagogies and educational practices; and informed by an explicit recognition of the ways identities, genders and sex, feminisms, civility, and civic engagement relate to social, political, and economic justice.

This program supports the development of robust and sustainable economies that include a wide range of businesses and access to quality jobs.  Our work is guided by a strong commitment to social justice and equity. The Strong Local Economies Program seeks to create just and sustainable economies in three ways: Business Development and Acceleration We seek to: (1) encourage the growth of local businesses and increase the number of those businesses that are owned by people of color, women, and immigrants; (2) spur the modeling, development and replication of employee-owned cooperatives, social enterprises, and other alternative business models, and (3) reform procurement systems to increase opportunities for local businesses to secure larger contracts. Equitable Economic Development We aim to update economic development practices and policies to increase beneficial outcomes for local businesses and communities that have been historically shortchanged by development decisions. Job Quality and Career Pathways We strive to improve job quality in low wage sectors and expand access to higher-paying jobs and promising career paths in emerging industries. We seek organizations that: -Prioritize and engage low-income individuals, communities of color, women, and immigrants; -Utilize policy advocacy, organizing, and capacity building as approaches; -Use both research and demonstration projects/programs to prove the benefits of equitable economic development and quality jobs; -Leverage the buying power of anchor institutions (universities, hospitals, local/regional government, schools, sports teams, etc.) to drive local economic growth; -Increase leadership capacity among populations who have been historically excluded from decision-making processes (low income, immigrant, and communities of color); -Utilize strategic communications to make the case for including equity and sustainability in development decisions ; -Work in urban areas and in a regional context.

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.1 In this solicitation, the NSF ADVANCE program seeks to build on prior NSF ADVANCE work and other research and literature concerning gender, racial, and ethnic equity. The NSF ADVANCE program goal is to broaden the implementation of evidence-based systemic change strategies that promote equity for STEM2 faculty in academic workplaces and the academic profession. The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive.

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.1 In this solicitation, the NSF ADVANCE program seeks to build on prior NSF ADVANCE work and other research and literature concerning gender, racial, and ethnic equity. The NSF ADVANCE program goal is to broaden the implementation of evidence-based systemic change strategies that promote equity for STEM2 faculty in academic workplaces and the academic profession. The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive.

The Consolidated Grant Program to Address Children and Youth Experiencing Domestic and Sexual Assault and Engage Men and Boys as Allies, hereafter referred to as the Consolidated Youth Program, supports activities that were previously funded under the following four OVW grant programs: Grants to Assist Children and Youth Exposed to Violence Program (CEV); Services to Advocate for and Respond to Youth Program (Youth Services); Services, Training, Education and Policies to Reduce Sexual Assault, Domestic Violence, Dating Violence, and Stalking in Secondary Schools Grant Program (STEP); and the Engaging Men and Boys in Preventing Sexual Assault, Domestic Violence, Dating Violence, and Stalking Program (Engaging Men). The Consolidated Youth Program creates a unique opportunity for communities to increase collaboration among non-profit victim service providers, violence prevention and children (0-10), youth (11-18), young adult (19-24) and men-serving organizations, tribes and tribal governments, local government agencies, schools, and programs that support men's role in combating violence against women and girls. 

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.1 In this solicitation, the NSF ADVANCE program seeks to build on prior NSF ADVANCE work and other research and literature concerning gender, racial, and ethnic equity. The NSF ADVANCE program goal is to broaden the implementation of evidence-based systemic change strategies that promote equity for STEM2 faculty in academic workplaces and the academic profession. The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive.

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.[1]  In this solicitation, the NSF ADVANCE program seeks to build on prior NSF ADVANCE work and other research and literature concerning gender, racial, and ethnic equity.  The NSF ADVANCE program goal is to broaden the implementation of evidence-based systemic change strategies that promote equity for STEM [2] faculty in academic workplaces and the academic profession.  The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces.  Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate.  For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards.  Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive. 

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.1 In this solicitation, the NSF ADVANCE program seeks to build on prior NSF ADVANCE work and other research and literature concerning gender, racial, and ethnic equity. The NSF ADVANCE program goal is to broaden the implementation of evidence-based systemic change strategies that promote equity for STEM2 faculty in academic workplaces and the academic profession. The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive.

This notice solicits applications for the Maternal and Child Health (MCH) Nutrition Training Program. The Health Resources and Services Administration (HRSA) will award funds to establish and enhance nutrition centers of excellence to improve access to comprehensive, community-based, nutrition-centered, and culturally competent coordinated care by increasing the availability of practitioners trained in MCH nutrition that are able to meet the needs of MCH populations. The program improves access to quality health care by (1) providing MCH nutrition professionals with interdisciplinary graduate education and training with a public health focus and emphasis on MCH populations and services - education and training designed to improve workforce capacity and foster leadership in program development and administration, systems integration, education, and nutrition services; (2) developing and disseminating curricula, teaching models, and other educational resources to enhance MCH nutrition programs; and (3) providing continuing education, consultation and technical assistance to local, state, and national organizations serving MCH populations while working in collaboration with State Title V and other MCH programs in order to address the needs of the MCH community.

The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), through the Fertility and Infertility (FI) and the Gynecological, Health and Disease (GHD) Branches, provides funding for a limited number of research centers in the reproductive and gynecological sciences. For the purpose of this FOA, reproductive health includes both fertility/infertility and gynecological health. These centers provide an arena for multidisciplinary interactions among basic and clinical scientists interested in establishing high quality translational research programs in these scientific areas. The centers also serve as national resources for the training and career development of junior scientists electing to pursue biomedical research careers in reproductive health. Finally, center investigators develop and participate in community outreach and education efforts to increase awareness and convey the importance and implications of their research activities to the general public. The purpose of this FOA is to announce the re-competition of the National Centers for Translational Research in Reproduction and Infertility (NCTRI). The NCTRI will be administered through the Specialized Research Center (P50) award mechanism. These centers will form a national network that facilitates and accelerates bidirectional knowledge transfer between the laboratory and clinic with the ultimate goal of improving human reproductive and gynecological health through research excellence and innovation.

Grants will be awarded to organizations, projects, and/or programs that provide services, advocacy, and/or educational efforts in support of LGBTQ people, especially people who are most vulnerable to discrimination and most affected by injustices. Priority will be given to organizations and projects that reduce growing disparities and inequities within the LGBTQ community; promote structural and institutional change that eliminates long-standing barriers to opportunities and resources for LGBTQ people; address emerging and critical issues that threaten the safety, livelihood, and well-being of LGBTQ individuals and families across the region; expand and deepen the level of engagement with LGBTQ people and allies, with a particular emphasis on those who have been historically marginalized, including people of color, transgender people and low-income people; and/or cultivate an interconnected LGBTQ movement across our region by fostering collaboration and bringing together diverse organizations and leaders to advance the agenda for equality.

CAREER:The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from early-career faculty at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply. PECASE: Each year NSF selects nominees for the Presidential Early Career Awards for Scientists and Engineers (PECASE) from among the most meritorious recent CAREER awardees. Selection for this award is based on two important criteria: 1) innovative research at the frontiers of science and technology that is relevant to the mission of NSF, and 2) community service demonstrated through scientific leadership, education, or community outreach. These awards foster innovative developments in science and technology, increase awareness of careers in science and engineering, give recognition to the scientific missions of the participating agencies, enhance connections between fundamental research and national goals, and highlight the importance of science and technology for the Nation's future. Individuals cannot apply for PECASE. These awards are initiated by the participating federal agencies. At NSF, up to twenty nominees for this award are selected each year from among the PECASE-eligible CAREER awardees most likely to become the leaders of academic research and education in the twenty-first century. The White House Office of Science and Technology Policy makes the final selection and announcement of the awardees.

The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive. All NSF ADVANCE proposals are expected to use intersectional approaches in the design of systemic change strategies in recognition that gender, race and ethnicity do not exist in isolation from each other and from other categories of social identity. The solicitation includes four funding tracks: Institutional Transformation (IT), Adaptation, Partnership, and Catalyst, in support of the NSF ADVANCE program goal to broaden the implementation of systemic strategies that promote equity for STEM faculty in academic workplaces and the academic profession.

The Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

CDC plans to fund one organization to raise awareness about the risks of prenatal alcohol exposure and improve understanding about individuals affected by fetal alcohol spectrum disorders (FASDs) as well as to promote the prevention of FASDs and care of affected individuals. The work will focus on five major activities: (1) maintaining a national resource directory, (2) developing and disseminating information and resources to various audiences, (3) building capacity for state and local affiliates dedicated to services for FASD prevention as well as identification, care, and support for individuals with FASDs and their families, (4) conducting media outreach and media training, and (5) supporting a speakers bureau for enhanced FASD awareness and prevention efforts. The short-term outcomes to be achieved by the end of the project period focus on increased access to local and state-based resources across the country; increased access to accurate information on FASD prevention as well as identification, support, and care for individuals with FASDs and their families; improved linkages between healthcare champions and local affiliates; and increased awareness of the risks of prenatal alcohol use through use of presenters with lived experience.

The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services is accepting applications for fiscal year (FY) 2013 Campus Suicide Prevention grants. The purpose of this program is to facilitate a comprehensive approach to preventing suicide in institutions of higher education. This program is designed to assist colleges and universities build a foundation for their efforts to prevent suicide attempts and completions and to enhance services for students with mental and substance use disorders that put them at risk for suicide and suicide attempts. The Campus Suicide Prevention grants support an array of campus activities to help grantees build a solid foundation for delivering and sustaining effective mental health and substance abuse prevention, treatment, and recovery support services. Successful applicants will provide "roadmap" of the process by which they have assessed or intend to assess suicide prevention needs and plan/implement infrastructure development strategies that meet those needs. The plan put forward in the grant application must show the linkages among needs, the proposed infrastructure development strategy, and increased system capacity that will enhance and sustain effective prevention programs and services which support SAMHSA's Prevention of Substance Abuse and Mental Illness Strategic Initiative. The plan must also address the needs of youth at high-risk identified by the National Action Alliance for Suicide Prevention; including, but not limited to: lesbian, gay, bisexual, or transgender (LGBT), American Indian/Alaska Natives (AVAN), military family members, and veterans.

The Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

The Campus Program encourages a comprehensive coordinated community approach that enhances victim safety, provides services for victims and supports efforts to hold offenders accountable. The funding supports activities that develop and strengthen trauma informed victim services and strategies to prevent, investigate, respond and prosecute sexual assault, domestic violence, dating violence and stalking. The development of campus-wide coordinated responses involving campus victim service providers, law enforcement/campus safety officers, health providers, housing officials, administrators, student leaders, faith-based leaders, representatives from student organizations, and disciplinary board members is critical. To be effective, campus responses must also link to local off-campus criminal justice agencies and service providers, including local law enforcement agencies, prosecutors' offices, courts, and nonprofit, nongovernmental victim advocacy and victim services organizations. Campuses are encouraged to create or revitalize large-scale efforts that treat sexual assault, domestic violence, dating violence, and stalking as serious offenses by adopting effective policies and protocols, developing victim services and programs that prioritize victim safety, ensuring offender accountability, and implementing effective prevention approaches. Colleges and universities should demonstrate to every student that these crimes will not be tolerated, that perpetrators will face serious consequences, and that holistic services are available for victims.

Global instability and violent extremism threaten U.S. and global security. The U.S. WPS Act of 2017, further expanded upon by the U.S. Strategy on WPS, have identified women's leadership and participation as crucial to sustainable peace and security. Promoting women's meaningful inclusion and participation across efforts to prevent conflict and build peace is not simply a women's issue; it is a national security issue and vital for human progress. Though women provide essential contributions to lasting solutions to conflict, terrorism, and crisis, their perspectives and leadership are often absent from places where decisions are made about their countries' and communities' future. In addition, violence against women and girls remain pervasive before, during, and after conflicts - which prolongs conflict and inhibits the meaningful participation of women in political and security processes. A growing body of evidence demonstrates that women are partners we cannot afford to ignore, as their participation leads to better outcomes not only for women, but also for entire societies.

The purpose of this FOA is to stimulate research on interventions to reduce HIV/AIDS-associated stigma and its impact on the prevention and treatment of HIV/AIDS and on the quality of life of People Living with HIV/AIDS (PLWH). Specifically, this initiative will support research on a) novel stigma reduction interventions that link to increase in care-seeking behavior and/or decrease in transmission; b) reducing the impact of stigma on adolescent and/or youth health; c) strategies to cope with the complex burden of stigmatization due to HIV and one or more comorbidities/coinfections; d) reducing effects of stigma on and/or by family members or caregivers of PLWH; and e) innovative and improved stigma measurement in the context of implementation of an intervention. The overall goals are to understand how to reduce stigma as a factor in HIV transmission, to eliminate or mitigate the aspects of stigma that limit beneficial health outcomes for the infected and at-risk individuals and communities, and to initiate exploratory studies to determine the feasibility of stigma interventions related to HIV prevention, treatment and/or care in Low and Middle-Income Countries (LMICs).