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Awards will be made as grants, cooperative agreements, and inter- or intra-agency transfers depending on the nature of the proposing organization and/or project requirements. The period of performance for an award is up to 5 years. Note that it is NASA policy that all investigations involving non-U.S. organizations will be conducted on the basis of no exchange of funds. Prospective proposers are requested to submit any questions in writing to NASAMIRO@nasaprs.com no later than 10 business days before the proposal due date so that NASA will be able to respond. Every effort will be made to answer any questions received after that date, but there is no guarantee that an answer will be provided. Only Minority Serving Universities that are legally recognized by the Department of Education are eligible to apply for this NASA Research Announcement (NRA). No later than the due date for proposals, proposers to this NRA are required to have: 1) a Data Universal Numbering System (DUNS) number, 2) a valid registration with the System for Award Management (SAM) [formerly known as the Central Contractor Registry (CCR)], 3) a valid Commercial And Government Entity (CAGE) Code, 4) a valid registration with NASA Solicitation and Proposal Integrated Review and Evaluation System (NSPIRES) (this also applies to any entities proposed for subawards or subcontracts.) Consult Appendix H Section H.2.1 regarding teaming requirements and partnership guidelines. The mission of the National Aeronautics and Space Administration (NASA) Office of Education is to advance high quality Science, Technology, Engineering and Mathematics (STEM) education across the United States. To maximize these efforts, NASA has consolidated its education activities into the Minority University Research and Education Project (MUREP). MUREP supports training and development of students and faculty in STEM at targeted colleges and universities, and provides opportunities for research and education that attract and prepa

A well-prepared, innovative science, technology, engineering and mathematics (STEM) workforce is crucial to the Nation's health and economy. Indeed, recent policy actions and reports have drawn attention to the opportunities and challenges inherent in increasing the number of highly qualified STEM graduates, including STEM teachers. Priorities include educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate populace. Both of these priorities depend on the nature and quality of the undergraduate education experience. In addressing these STEM challenges and priorities, the National Science Foundation invests in evidence-based and evidence-generating approaches to understanding STEM learning; to designing, testing, and studying instruction and curricular change; to wide dissemination and implementation of best practices; and to broadening participation of individuals and institutions in STEM fields. The goals of these investments include: increasing the number and diversity of STEM students, preparing students well to participate in science for tomorrow, and improving students' STEM learning outcomes.The Improving Undergraduate STEM Education (IUSE) program invites proposals that address immediate challenges and opportunities that are facing undergraduate STEM education, as well as those that anticipate new structures (e.g. organizational changes, new methods for certification or credentialing, course re-conception, cyberlearning, etc.) and new functions of the undergraduate learning and teaching enterprise. The IUSE program recognizes and respects the variety of discipline-specific challenges and opportunities facing STEM faculty as they strive to incorporate results from educational research into classroom practice and work with education research colleagues and social science learning scholars to advance our understanding of effective teaching and learning. Toward these ends the progr

A well-educated science, technology, engineering, and mathematics (STEM) workforce isa significant contributor to maintaining the competitiveness of the U.S. in the global economy. The National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program addresses the need for a high quality STEM workforce in STEM disciplines supported by the program and for the increased success of low-income academically talented students with demonstrated financial need who are pursuing associate, baccalaureate, or graduate degrees in science, technology, engineering, and mathematics (STEM). Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to Institutions of Higher Education (IHEs) to fund scholarships and to advance the adaptation, implementation, and study of effective evidence-based curricular and co-curricular activities that support recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. The S-STEM program encourages collaborations among different types of partners: Partnerships among different types of institutions; collaborations of STEM faculty and institutional, educational, and social science researchers; and partnerships among institutions of higher education and local business and industry,if appropriate. The program seeks: 1) to increase the number of low-income academically talented students with demonstrated financial need obtaining degrees in STEM and entering the workforce or graduate programs in STEM; 2) to improve the education of future scientists, engineers, and technicians, with a focus on academically talented low-income students; and 3) to generate knowledge to advance understanding of how factors or evidence-based curricular and co-curricular activities affect the success, retention, transfer, academic/career pathways, and graduation in STEM of low-income students.

A well-educated science, technology, engineering, and mathematics (STEM) workforce isa significant contributor to maintaining the competitiveness of the U.S. in the global economy. The National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program addresses the need for a high quality STEM workforce in STEM disciplines supported by the program and for the increased success of low-income academically talented students with demonstrated financial need who are pursuing associate, baccalaureate, or graduate degrees in science, technology, engineering, and mathematics (STEM). Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to Institutions of Higher Education (IHEs) to fund scholarships and to advance the adaptation, implementation, and study of effective evidence-based curricular and co-curricular activities that support recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. The S-STEM program encourages collaborations among different types of partners: Partnerships among different types of institutions; collaborations of STEM faculty and institutional, educational, and social science researchers; and partnerships among institutions of higher education and local business and industry,if appropriate. The program seeks: 1) to increase the number of low-income academically talented students with demonstrated financial need obtaining degrees in STEM and entering the workforce or graduate programs in STEM; 2) to improve the education of future scientists, engineers, and technicians, with a focus on academically talented low-income students; and 3) to generate knowledge to advance understanding of how factors or evidence-based curricular and co-curricular activities affect the success, retention, transfer, academic/career pathways, and graduation in STEM of low-income students. 

Synopsis of Program: The Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE), have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) teachers and community college and university faculty and students to bring knowledge of engineering or computer and information science and engineering as well as technological innovation to pre-college/community college classrooms. The goal of these partnerships is to enable K-12 STEM teachers and community college faculty to translate their research experiences and new knowledge gained in university settings into their classroom activities. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. Involvement of graduate students in support of academic-year classroom activities is particularly encouraged. Partnerships with inner city, rural or other high needs schools are especially encouraged, as is participation by underrepresented minorities, women, and persons with disabilities. As part of the long-term partnership arrangements, university undergraduate/graduate students will partner with pre-college/community college faculty in their classrooms during the academic year to help teach engineering/computer science concepts. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed NSF Directorate for Engineering (ENG) and Directorate for Computer and Information Science and Engineering (CISE) grants or as supplements to ongoing NSF ENG and CISE funded pro

no later than 10 business days before the proposal due date so that NASA will have sufficient time to respond. Only accredited American Indian and Alaskan Native Serving Institutions in the United States are eligible to apply for this NASA Cooperative Agreement Notice (CAN). Proposers to this CAN are required to have the following, no later than the due date: 1) a Data Universal Numbering System (DUNS) number, 2) a valid registration with the System for Award Management (SAM) [formerly known as the Central Contractor Registry (CCR)], 3) a valid Commercial And Government Entity (CAGE) Code, 4) a valid registration with NASA Solicitation and Proposal Integrated Review and Evaluation System (NSPIRES) (this also applies to any entities proposed for sub-awards or subcontracts.) Consult Appendix M Section 3 for more eligibility information. NASA's Office of Education's mission is to advance high quality STEM education. Through this solicitation, NASA is strengthening involvement with higher education institutions to ensure that NASA can meet future workforce needs in STEM fields. Participation in NASA projects and research stimulates increasing numbers of students to continue their studies at all levels of the higher education continuum and earn advanced degrees in these critical fields. NASA MUREP American Indian and Alaskan Native STEM Partnership (MAIANSP) goals: * Increase the level of STEM literacy and engagement of the American Indian and Alaskan Native secondary and postsecondary levels through the utilization of culturally relevant and responsive subject matter. * Create a diverse, highly skilled, and motivated future workforce in computer-related sciences. * Advance the understanding of how to effectively teach computer programming concepts to historically underrepresented and underserved populations. NASA MUREP American Indian/Alaskan Native STEM Partnership (MAIANSP) objectives: * Increase the number of historically underrepresented and underserved

The Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE),  Research Experiences for Teachers (RET) in Engineering and Computer Science program supports the active involvement of K-12 science, technology, engineering, computer and information science, and mathematics (STEM) teachers and community college faculty in engineering and computer science research in order to bring knowledge of engineering, computer science, and technological innovation into their classrooms. The goal is to help build long-term collaborative partnerships between K-12 STEM teachers, community college faculty, and the NSF university research community by involving the teachers and community college faculty in engineering and computer science research and helping them translate their research experiences and new knowledge into classroom activities.  Partnerships with inner city schools or other high needs schools are especially encouraged, as is participation by underrepresented minorities, women, and persons with disabilities. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and community college faculty: RET supplements to ongoing ENG or CISE awards and new RET Site awards. RET supplements may be included in proposals for new or renewed NSF Directorate for Engineering (ENG) or CISE grants or as supplements to ongoing NSF ENG or CISE funded projects. RET in Engineering and Computer Science Sites are based on independent proposals from engineering or computer and information science departments, schools or colleges to initiate and conduct research participation projects for a number of K-12 STEM teachers and/or community college faculty.

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Teachers and students who participate in DRK-12 studies are expected to enhance their understanding and use of STEM content, practices and skills.DRK-12 invites proposals that address immediate challenges that are facing preK-12 STEM education as well as those that anticipate radically different structures and functions of pre-K 12 teaching and learning. The DRK-12 program has four major research and development strands: (1) Assessment; (2) Learning; (3) Teaching; and (4) Implementation Research. The program recognizes that there is some overlap among the strands. Proposals may address more than one strand. For example, projects in the Learning Strand may also include assessments of student learning, and/or support for teachers and plans for larger dissemination and use. Likewise, the Teaching Strand has a specific focus on RMTs for teacher education and professional development, but these are often based on a particular curriculum or set of instructional materials or tools. The Implementation Research strand that replaces the Scale-up strand in the previous solicitation might potentially address any or a combination of the other three strands. The program supports three types of projects: (1) Exploratory, (2) Full Design and Development, and (3) Conferences, Workshops, and Syntheses. All three types of projects apply to each of the four DRK-12 strands.

The National Science Foundation (NSF) seeks to further develop and nurture a national innovation ecosystem that builds upon fundamental research to guide the output of scientific discoveries closer to the development of technologies, products, processes and services that benefit society. The goal of the program is to dramatically reduce the period of time necessary to bring a promising idea from its inception to widespread implementation.Through this solicitation, NSF plans to build upon the established National Innovation Network (consisting of I-Corps Nodes and Sites) to further support the needs for innovation research, education and training. NSF is seeking to expand and sustain the network of I-Corps Nodes that work cooperatively to support the development of innovations that will benefit society. The interconnected nodes of the network are expected to be diverse in research areas, resources, tools, programs, capabilities, and geographic locations - providing the network with the flexibility to grow or reconfigure as needs arise. I-Corps Nodes will foster understanding onhow to: 1) identify, develop and support promising ideas that can generate value, 2) create and implement tools, resources and training activities that enhance our nation's innovation capacity, 3) gather, analyze, evaluate and utilize the data and insight resulting from the experiences of those participating in regional programs and 4) share and leverage effective innovation practices on a national scale - to improve the quality of life for the U.S. citizenry. In addition, Nodes must identify and are expected to implement plans for sustainable scaling of their efforts beyond the duration of NSF support.

The National Science Foundation (NSF) seeks to further develop and nurture a national innovation ecosystem that builds upon fundamental research to guide the output of scientific discoveries closer to the development of technologies, products, processes and services that benefit society. The goal of the program is to dramatically reduce the period of time necessary to bring a promising idea from its inception to widespread implementation.Through this solicitation, NSF plans to build upon the established National Innovation Network (consisting of I-Corps Nodes and Sites) to further support the needs for innovation research, education and training. NSF is seeking to expand and sustain the network of I-Corps Nodes that work cooperatively to support the development of innovations that will benefit society. The interconnected nodes of the network are expected to be diverse in research areas, resources, tools, programs, capabilities, and geographic locations - providing the network with the flexibility to grow or reconfigure as needs arise. I-Corps Nodes will foster understanding onhow to: 1) identify, develop and support promising ideas that can generate value, 2) create and implement tools, resources and training activities that enhance our nation's innovation capacity, 3) gather, analyze, evaluate and utilize the data and insight resulting from the experiences of those participating in regional programs and 4) share and leverage effective innovation practices on a national scale - to improve the quality of life for the U.S. citizenry. In addition, Nodes must identify and are expected to implement plans for sustainable scaling of their efforts beyond the duration of NSF support.

The ITEST program through research and model-building activities seeks to build understandings of best practice factors, contexts and processes contributing to K-12 students' motivation and participation in the science, technology, engineering, and mathematics (STEM) core domains along with other STEM cognate domains (e.g., information and communications technology (ICT), computing, computer sciences, data analytics, among others) that inform education programs and workforce domains. The ITEST program funds foundational and applied research projects addressing the development, implementation, and dissemination of innovative strategies, tools, and models for engaging students to be aware of STEM and cognate careers, and to pursue formal school-based and informal out-of-school educational experiences to prepare for such careers.  ITEST supports projects that: (1) increase students' awareness of STEM and cognate careers; (2) motivate students to pursue the appropriate education pathways for STEM and cognate careers; and/or (3) provide students with technology-rich experiences that develop disciplinary-based knowledge and practices, and non-cognitive skills (e.g., critical thinking and communication skills) needed for entering STEM workforce sectors. ITEST projects may adopt an interdisciplinary focus on one or more STEM domains or focus on sub discipline(s) within a domain. ITEST projects must involve students, and may also include teachers.

The Division of Environmental Biology (DEB) Core Tracksupports research and training on evolutionary and ecological processes acting at the level of populations, species, communities, and ecosystems. DEB encourages research that elucidates fundamental principles that identify and explain the unity and diversity of life and its interactions with the environment over space and time. Research may incorporate field, laboratory, or collection-based approaches; observational or manipulative studies; synthesis activities; phylogenetic discovery projects; or theoretical approaches involving analytical, statistical, or computational modeling. Proposals should be submitted to the core clusters (Ecosystem Sciences, Evolutionary Processes, Population and Community Ecology, and Systematics and Biodiversity Sciences). DEB also encourages interdisciplinary proposals that cross conceptual boundaries and integrate over levels of biological organization or across multiple spatial and temporal scales.Research addressing ecology and ecosystem science in the marine biome should be directed to the Biological Oceanography Program in the Division of Ocean Sciences; research addressing evolution and systematics in the marine biome should be directed to the Evolutionary Processes or Systematics and Biodiversity Science programs in DEB. All DEB programs also encourage proposals that leverage NSF-supported data networks, databases, centers, and other forms of scientific infrastructure, including but not limited to the National Ecological Observatory Network (NEON), Environmental Data Initiative (EDI), and Integrated Digitized Biocollections (iDigBio). The Rules of Life Track supports integrative proposals that span population, species, community and ecosystem scales normally funded by DEB, to organismal, cellular and molecular scales typically funded by other divisions in the Biological Sciences.

The STEM+C Partnerships program seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics (STEM), and computing by K-12 students and teachers, through research on, and development of, courses, curriculum, course materials, pedagogies, instructional strategies, or models that innovatively integrate computing into one or more STEM disciplines, or integrate STEM content into the teaching and learning of computing. In addition, STEM+C seeks to build capacity in K-12 computing education with foundational research and focused teacher preparation. Projects in the STEM+C Partnerships program should build on research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Pre-service and in-service teachers who participate in STEM+C projects are expected to enhance their understanding and teaching of STEM and computing content, practices, and skills. STEM+C invites creative and innovative proposals that address emerging challenges in the learning and teaching of STEM and computing. The program offers proposers two tracks: (1) Integration of Computing in STEM Education and (2) Computing Education Knowledge and Capacity Building. The second track is discipline-specific and may be expanded to include additional disciplines in future releases of the solicitation.

A well-prepared, innovative science, technology, engineering and mathematics (STEM) workforce is crucial to the Nation's health and economy. Indeed, recent policy actions and reports have drawn attention to the opportunities and challenges inherent in increasing the number of highly qualified STEM graduates, including STEM teachers. Priorities include educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate populace. Both of these priorities depend on the nature and quality of the undergraduate education experience. In addressing these STEM challenges and priorities, the National Science Foundation invests in evidence-based and evidence-generating approaches to understanding STEM learning; to designing, testing, and studying instruction and curricular change; to wide dissemination and implementation of best practices; and to broadening participation of individuals and institutions in STEM fields. The goals of these investments include: increasing the number and diversity of STEM students; preparing students well to participate in science for tomorrow; and improving students' STEM learning outcomes. NSF’s Improving Undergraduate STEM Education (IUSE) initiative, launched in Fiscal Year 2014, supports a coherent set of investments to address immediate challenges and opportunities that are facing undergraduate STEM education, as well as those that anticipate new structures (e.g. organizational changes, new methods for certification or credentialing, course re-conception, cyberlearning, etc.) and new functions of the undergraduate learning and teaching enterprise.

The Geosciences and Education and Human Resources Directorates are partnering to advance and develop understanding of learning environments that build upon the rich interdisciplinary resources emerging from polar investments. To that end, the Division of Polar Programs (PLR), the Division of Undergraduate Education (DUE) and the Division of Research on Learning (DRL) encourage proposals that will leverage the extensive National Science Foundation (NSF) investment in polar sciences and infrastructure, and STEM education research and development, to promote an informed citizenry and the next generation of polar scientists. In order to advance polar science educational opportunities, PLR, DUE and DRL will accept and review proposals for research and development projects that facilitate access to polar research efforts in (1) undergraduate education, (2) informal science education or (3) formal PK-12 science or math education. Proposals must be submitted to either the Improving Undergraduate Science Education: Education and Human Resources (IUSE: EHR) deadline of November 2, 2016, the Advancing Informal STEM Learning (AISL) deadline of November 8, 2016, or the Discovery Research PreK-12 (DRK-12) deadline of December 5, 2016.

The Geosciences and Education and Human Resources Directorates are partnering to advance and develop understanding of learning environments that build upon the rich interdisciplinary resources emerging from polar investments. To that end, the Division of Polar Programs (PLR), the Division of Undergraduate Education (DUE) and the Division of Research on Learning (DRL) encourage proposals that will leverage the extensive National Science Foundation (NSF) investment in polar sciences and infrastructure, and STEM education research and development, to promote an informed citizenry and the next generation of polar scientists. In order to advance polar science educational opportunities, PLR, DUE and DRL will accept and review proposals for research and development projects that facilitate access to polar research efforts in (1) undergraduate education, (2) informal science education or (3) formal PK-12 science or math education. Proposals must be submitted to either the Improving Undergraduate Science Education: Education and Human Resources (IUSE: EHR) deadline of November 2, 2016, the Advancing Informal STEM Learning (AISL) deadline of November 8, 2016, or the Discovery Research PreK-12 (DRK-12) deadline of December 5, 2016.

The Science and Technology Centers (STC): Integrative Partnerships program supports exceptionally innovative, complex research and education projects that require large-scale, long-term awards. STCs focus on creating new scientific paradigms, establishing entirely new scientific disciplines and developing transformative technologies which have the potential for broad scientific or societal impact. STCs conduct world-class research through partnerships amonginstitutions of higher education, national laboratories, industrial organizations, other public or private entities, and via international collaborations, as appropriate. They provide a means to undertake potentially groundbreaking investigations at the interfaces of disciplines and/or highly innovative approaches within disciplines. STCs may involve any area of science and engineering that NSF supports. STC investments support the NSF vision of creating and exploiting new concepts in science and engineering and providing global leadership in research and education. Centers provide a rich environment for encouraging future scientists, engineers, and educators to take risks in pursuing discoveries and new knowledge. STCs foster excellence in education by integrating education and research, and by creating bonds between learning and inquiry so that discovery and creativity fully support the learning process. NSF expects STCs to demonstrate leadership in the involvement of groups traditionally underrepresented in science and engineering at all levels (faculty, students, and postdoctoral researchers) within the Center.

DMREF is the primary program by which NSF participates in the Materials Genome Initiative (MGI) for Global Competitiveness. MGI recognizes the importance of materials science and engineering to the well-being and advancement of society and aims to "deploy advanced materials at least twice as fast as possible today, at a fraction of the cost." MGI integrates materials discovery, development, property optimization, and systems design with a shared computational framework. This framework facilitates collaboration and coordination of research activities, analytical tools, experimental results, and critical evaluation in pursuit of the MGI goals. Consistent with theMGI Strategic Plan, DMREFhighlights four sets of goals: · Leading a culture shift in materials science and engineering research to encourage and facilitate an integrated team approach; · Integrating experimentation, computation, and theory and equipping the materials scienceand engineering communities with advanced tools and techniques; · Making digital data accessible, findable,and useful to the community; and · Creating a world-class materials science and engineering workforce that is trained for careers in academia or industry. Accordingly, DMREF will support activities that significantly accelerate materials discovery and/or development by building the fundamental knowledge base needed to design and make materials and/or devices with specific and desired functions or properties.

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 International Research Network Connections (IRNC) program supports high-performance network connectivity required by international science and engineering research and education collaborations involving the NSF research community. NSF expects to make 1-2 awards to link U.S. research networks with peer networks in Europe and Africa and leverage existing international network connectivity. High-performance network connections funded by this program are intended to support science and engineering research and education applications, and preference will be given to solutions that provide the best economy of scale and demonstrate the ability to support the largest communities of interest with the broadest services. Funded projects will assist the U.S. research and education community by enabling state-of-the-art international network services and access to increased collaboration and data services. Through extended international network connections, additional research and production network services will be enabled, complementing those currently offered or planned by domestic research networks.

The International Research Network Connections (IRNC) program supports high-performance network connectivity required by international science and engineering research and education collaborations involving the NSF research community. NSF expects to make 1-2 awards to link U.S. research networks with peer networks in Europe and Africa and leverage existing international network connectivity. High-performance network connections funded by this program are intended to support science and engineering research and education applications, and preference will be given to solutions that provide the best economy of scale and demonstrate the ability to support the largest communities of interest with the broadest services. Funded projects will assist the U.S. research and education community by enabling state-of-the-art international network services and access to increased collaboration and data services. Through extended international network connections, additional research and production network services will be enabled, complementing those currently offered or planned by domestic research networks.

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.

CubeSat constellations and swarms have been identified as a new paradigm for space-based measurements to address high-priority science questions in multiple disciplines. However, the full potential of CubeSat constellations and swarms for scientific studies has not yet been realized because of: i) the limitations of some of the existing key CubeSat technology, ii) knowledge gaps in the design and optimization of CubeSat technology for swarms and constellations, and iii) the increasing cost of more sophisticated CubeSat technology. The technology challenges include high bandwidth communications in CubeSat-to-CubeSat and CubeSat-to-ground scenarios, circuits and sensors miniaturization, on-board signal processing, and power generation. The vision of a satellite mission consisting of 10-100 CubeSats will require focused investment and development in a myriad of CubeSat-related technologies to build a cost-effective constellation or swarm of CubeSats. This will require transformative approaches for designing and building CubeSat subsystems and sensors, and innovative production approaches that will reduce the cost of implementing large-scale constellation missions.Spectrum allocations for data transmission and possible electromagnetic interference between or within constellations of CubeSats are issues that also will need to be considered. This solicitation describes an Ideas Lab focused onCubeSat Innovations to push the envelope of space-based research capabilities by simultaneously developing enabling technologies in several domains, including propulsion systems, sensor design, electronic circuits, antennas, satellite-to-ground and satellite-to-satellite communications and wireless networking, and power management. The vision of this Ideas Lab is to support research and engineering technology development efforts that will lead to new science missions in geospace and atmospheric sciences using self-organizing CubeSat constellations/swarms.

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.