FY '17 1890 CBG - Ready for Posting - Apr 6, 2017.pdf

1890 Institution Teaching, Research and Extension Capacity Building Grants (CBG) Program

Fiscal Year (FY) 2017 Request for Applications (RFA)

APPLICATION DEADLINE: May 31, 2017

ELIGIBILITY: See Part III, A of RFA

NATIONAL INSTITUTE OF FOOD AND AGRICULTURE; U.S. DEPARTMENT OF

AGRICULTURE

1890 Institution Teaching, Research and Extension Capacity Building Grants (CBG) Program

INITIAL ANNOUNCEMENT

CATALOG OF FEDERAL DOMESTIC ASSISTANCE: This program is listed in the Catalog of Federal Domestic Assistance under 10.216.

DATES: Applications must be received by 5 p.m. Eastern Time on May 31, 2017.

Applications received after this deadline will normally not be considered for funding (see Part IV, C of this RFA). Comments regarding this request for applications (RFA) are requested within six months from the issuance of this notice. Comments received after that date will be considered to the extent practicable.

STAKEHOLDER INPUT: We at the National Institute of Food and Agriculture (NIFA) seek your comments about this RFA. We will consider your 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 your written stakeholder comments by the deadline set forth in the DATES portion of this notice via email to Policy@nifa.usda.gov. (This email address is only for receiving comments regarding this RFA and not for requesting information or forms.) In your comments, please state that you are responding to the 1890 Institution Teaching, Research and Extension Capacity Building Grants (CBG) Program RFA.

EXECUTIVE SUMMARY: NIFA requests applications for the 1890 Institution Teaching, Research and Extension Capacity Building Grants (CBG) Program for fiscal year (FY) 2017.

The intent of this program is to:

• Build and strengthen institutional capacity through stimulating the development of high quality Teaching, Research and Extension programs at the 1890 Land-Grant Colleges and Universities (aka 1890 Land-Grant Institutions);

• Produce Baccalaureate and higher level degree graduates capable of strengthening the Nation’s food, agricultural, natural resources, and human sciences professionals and scientists;

• Develop strong research that addresses current challenges in today’s agriculture; and

• Deliver needed help to communities, small farms and other clients.

Providing this support requires the CBG program to strengthen research, teaching, and extension capacity needed to advance fundamental sciences, as well as translational research and development in support of agriculture; and to coordinate opportunities to build on these discoveries at the 1890 Land-Grant Institutions.

mailto:Policy@nifa.usda.gov

The anticipated amount available for grants in FY 2017 is approximately $18 million. This RFA is being released prior to the passage of an appropriations act for FY 2017. Enactment of additional continuing resolutions or an appropriations act may affect the availability or level of funding for this program.

Eligible institutions may submit up to twelve (12) standard and three (3) Professional Development applications per institution in FY 2017.

This notice identifies the objectives for CBG projects, deadline dates, funding information, eligibility criteria for projects and applicants, and application forms and associated instructions needed to apply for a CBG grant.

Table of Contents

PART I—FUNDING OPPORTUNITY DESCRIPTION

A. Legislative Authority and Background B. Purpose and Priorities

PART II—AWARD INFORMATION

A. Available Funding B. Types of Applications C. Project Types D. Grant Types E. Responsible and Ethical Conduct of Research

PART III—ELIGIBILITY INFORMATION

A. Eligible Applicants B. Cost Sharing or Matching

PART IV—APPLICATION AND SUBMISSION INFORMATION

A. Electronic Application Package B. Content and Form of Application Submission C. Submission Dates and Times D. Funding Restrictions E. Other Submission Requirements and Guidance

PART V—APPLICATION REVIEW REQUIREMENTS

A. General B. Evaluation Criteria C. Conflicts of Interest and Confidentiality D. Organizational Management Information E. Application Disposition

PART VI—AWARD ADMINISTRATION

A. General B. Award Notice C. Administrative and National Policy Requirements D. Expected Program Outputs and Reporting Requirements

PART VII—AGENCY CONTACTS

PART VIII—OTHER INFORMATION

A. Use of Funds; Changes B. Confidential Aspects of Applications and Awards C. Regulatory Information D. Definitions E. Materials Available on the Internet

PART I—FUNDING OPPORTUNITY DESCRIPTION

A. Legislative Authority and Background

Authority for this program is contained in Section 1417 (b)(4) of the National Agricultural Research, Extension, and Teaching Policy Act of 1977 (NARETPA), as amended [7 U.S.C. 3152 (b)(4)] and pursuant to annual appropriations made available specifically for the 1890 Capacity Building Program. Section 7107 of the Food, Conservation, and Energy Act of 2008 (FCEA) (Pub. L. 110-246) amended the authority for the 1890 Capacity Building Program to allow for extension capacity building, as well as teaching and research.

See Part VIII, E. for definitions of ‘capacity building’ and ‘food, agricultural, natural resources, and human sciences.’

B. Purpose and Priorities

The Department of Agriculture depends upon the Nation’s colleges and universities to produce well trained professionals for careers in the food, agricultural, natural resources, and human sciences and conducted research and extension activities that address the challenges in food and agriculture in the US.

The CBG program directly aligns with USDA Strategic Goal 1, Strategic Goal 2, Strategic Goal 3, and Strategic Goal 4 of the USDA Strategic Plan (2014 – 2018). The program aligns with the USDA Research, Education, and Economics Action Plan and specifically addresses Goal 6. The CBG program is also aligned with the NIFA Strategic Plan (2014-2018), specifically addressing Strategic Goal No 1.

The 1890 Capacity Building Grants Program was created to build and strengthen research, teaching, and extension capacity needed to advance fundamental sciences as well as translational research and development in support of agriculture; and coordinate opportunities to build on these discoveries at the 1890 Land-Grant Institutions. To accomplish this, NIFA awards competitive grants to the 1890 Land-Grant Institutions that address key problems of national, regional, and multi-institutional importance in sustaining all components of agriculture, including farm efficiency and profitability, ranching, renewable energy, forestry (both urban and agroforestry), aquaculture, organic agriculture, rural communities and entrepreneurship, human nutrition, food safety, family and consumer sciences, biotechnology, and conventional breeding.

CBG is designed specifically to build the institutional teaching, research and extension capacities of the eligible institutions through cooperative programs with Federal and non-Federal entities.

The program is designed to achieve three (3) major goals:

• To advance the cultural diversity of the food, agricultural, natural resources, and human sciences scientific and professional work force by attracting and educating more students from underrepresented groups;

• To strengthen linkages among the 1890 institutions, other colleges and universities, USDA, other federal agencies, and private industry; and

• To enhance and strengthen the quality of Teaching, Research and Extension programs at the 1890 institutions to more readily establish them as full partners in the U.S. food, agricultural, natural resources, and human sciences higher education system.

Cooperation with a USDA agency in developing a proposal and carrying out a project is not required, but may be useful for strengthening partnerships and linkages.

Social and Behavioral Sciences

CBG supports social and behavioral science disciplines and encourages projects that integrate social and biological sciences. Incorporating social and behavioral sciences is important for addressing many of the challenges that face 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.

Leadership Development

All CBG projects must provide leadership skills opportunities. Projects must incorporate a leadership development component to ensure students are prepared and equipped with both the technical and leadership abilities necessary 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;

• Providing opportunities for mentoring and shadowing; or

• Organizing leadership academies, workshops, trainings, and similar activities.

Metrics

Applications must a describe and asses the expected products and results, outcomes, and their potential impacts on strengthening food, agricultural, natural resources, and human sciences education, research, and extension in the United States.

NIFA encourages, but does not require, projects that develop content suitable for delivery through eXtension (https://extension.org/).

Global Engagement

CBG supports advances in U.S. food, agriculture and forestry. In an increasingly interconnected world, these U.S. advances have global importance, and may require information and https://extension.org/ cooperation from beyond our borders, therefore, you are encouraged to include international partnerships or engagement in proposals, as appropriate. When proposing international activities, applications must clearly describe and demonstrate how the international activities will add value to meeting the CBG domestic objectives and metrics for reporting beneficial outputs and outcomes. Additional guidance (Frequently Asked Questions, descriptions of existing MOUs and other resources), for enhancing the potential for global engagement is provided on the Center for International Programs (https://nifa.usda.gov/program/global-engagement-programs) webpage.

Priority Areas

NIFA, with stakeholder input, has identified a number of high priority areas. Applications should encourage regional or national program delivery in one (1) of the following priority areas:

a. Human health, obesity as it relates to nutrition, and human sciences;

b. Bioenergy/biofuel and natural resources;

c. Food safety;

d. Water quality;

e. Global food security and agricultural biosecurity;

f. Rural communities for 21st century (expanded opportunities for small businesses and small farms);

g. Sustainable agriculture;

h. Youth development;

i. Family and consumer sciences; and/or

j. Environmental sciences.

Other Areas in General Food & Agricultural Science

This priority area is for innovative applications in Teaching/Education, Research or Extension in areas that address local, regional, or national issues in food, agricultural, natural resources, and human sciences not included in priority areas listed above.

Projects in this area may not fit any of the USDA or NIFA Strategic Goals, but address an emerging local, regional or national issue.

http://nifa.usda.gov/program/global-engagement-programs http://nifa.usda.gov/program/global-engagement-programs https://nifa.usda.gov/program/global-engagement-programs http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&sqi=2&ved=0ahUKEwj4pfCbscDJAhUJWCYKHVxPDI0QFggcMAA&url=http%3A%2F%2Fwww.usda.gov%2Fdocuments%2Fusda-strategic-plan-fy-2014-2018.pdf&usg=AFQjCNGpPv1XCdNBp8ywjgZJxqquCoVoww&bvm=bv.108538919,d.eWE http://nifa.usda.gov/sites/default/files/resource/NIFA%20Strategic%20Plan%20FY2014-FY2018.pdf

PART II—AWARD INFORMATION

A. Available Funding

The anticipated amount available for CBG grants in FY 2017 is approximately $18 million.

This RFA is being released prior to the passage of an appropriations act for FY 2017. Enactment of additional continuing resolutions or an appropriations act may affect the availability or level of funding for this program.

Grants may be for periods of up to 36 months. The total maximum amount of funding per award will be dependent upon project type and grant type as noted below. For further information about project types and grant types, see sections C. and E. of this part, respectively.

Maximum Fund Allocation (Projects may be up to 36 months in duration)

Grant Type

Pr oj ec t T yp e

Regular Collaborative Professional Development

Teaching/Education $150,000 $300,000 $100,000

Research $300,000 $500,000

Extension $250,000 $350,000

Integrated $600,000

The total amount of funding available under this RFA will be distributed equally between Teaching/Education, Research, and Extension. In the absence of sufficient meritorious applications under a Project Type, NIFA may redistribute funds to another Project Type. Further, of the total amount of funding available, no more than $700,000 will be available for Professional Development grants. There is no commitment by USDA to fund any particular application or to make a specific number of awards.

The Automated Standard Applications for Payment System (ASAP), operated by the Department of Treasury’s Bureau of the Fiscal Service, is the designated payment system for awards resulting from this RFA. For more information see https://www.fiscal.treasury.gov/fsservices/gov/pmt/asap/asap_home.htm.

B. Types of Applications

In FY 2017, you may submit applications to the CBG Program as one of the following three (3) types of requests:

1. New application. This is a project application that has not been previously submitted to the CBG Program. We will review all new applications competitively using the selection process and evaluation criteria described in Part V—Application Review Requirements.

https://www.fiscal.treasury.gov/fsservices/gov/pmt/asap/asap_home.htm

2. Renewal application. This is a project application that requests additional funding for a project beyond the period that was approved in an original or amended award.

Applications for renewed funding must contain the same information as required for new applications; they also must contain a Progress Report (see Project Narrative, Part IV).

Renewal applications must be received by the relevant due dates, will be evaluated in competition with other pending applications in the area to which they are assigned, and will be reviewed according to the same evaluation criteria as new applications.

3. Resubmitted application. This is an application that had previously been submitted to the CBG 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.

C. Project Types

NIFA is soliciting applications for CBG under the following project types:

• Teaching/Education;

• Research;

• Extension; or

• Integrated (includes two or three of the above project types)

Each Project Types includes Need Areas; the descriptions of the Project Types and applicable Need Areas are as follows:

1. Teaching/Education Projects

a. Project Type Description

A teaching or education project should develop human capital in order to help meet current and future national food, agricultural, natural resources, and human sciences (FANH) workplace needs. Examples of relevant activities under this project type include (but are not limited to) the following: formal classroom instruction, laboratory instruction, and practicum experience in the food and agricultural sciences and other related matters such as faculty development, student recruitment and services, curriculum development, instructional materials and equipment, and innovative teaching methodologies.

Teaching/Education Projects may include any of the following activities:

• Institutional capacity building through faculty development and instructional delivery programs for K-12 and higher education instructors. Educational activities may include curriculum and instructional materials development; externship opportunities that allow teachers to learn about industry environments and expectations for entry level workers; and opportunities to learn modern pedagogy and innovative teaching methodologies;

• Facilitating interaction with other academic institutions to maximize the use of resources supporting outstanding education in the FANH sciences, such as linkages between baccalaureate degree granting institutions, secondary, and/or 2-year postsecondary institutions to make instruction targeted at undergraduate students available to secondary students as advanced placement credit or as transfer credit from associate - degree programs into baccalaureate - level programs; and/or

• Experiential learning for students enrolled in Associate, Baccalaureate, Masters and Ph.D. degree programs. Experiential learning component must address one or two of the following key actions:

o Research/extension internships for undergraduate students new to food, agriculture, natural resources and/or human sciences. Students new to food, agriculture, natural resources and human sciences may include freshman enrolled in food and agricultural sciences; and sophomores or juniors enrolled in non-agricultural majors;

o Graduate and postdoctoral students actively engaged in the scholarship of the research/extension projects, including in activities such as internships, externships, and clinics;

o Recruitment and retention of underrepresented college students, including targeted recruitment, mentoring and experiential learning opportunities; and/or o Student study abroad and international research opportunities relevant to overall program goals for U.S. agriculture.

Educational activities must show direct alignment with one of the following:

• Increasing the number of graduates with the necessary technical skills for entry-level positions in food, agriculture, natural resources and human sciences;

• Improving the technical competencies needed for the workforce to ensure that U.S.

agriculture remains globally competitive.

• Enhancing the diversity of the workforce in food, agriculture, natural resources and human sciences.

Note that routine use of graduate and postdoctoral students as personnel on research projects is not considered education for the purposes of this program. Only students actively engaged in the scholarship of the research/extension projects are considered as education. Actively engaged students could contribute to presentations, articles, posters, and other expressions of scholarship that reflect their own work on the PD’s project.

The activities for Teaching/Education Projects must show direct alignment with increasing technical competency in priority area(s) to ensure that the U.S. remains globally competitive in the knowledge age.

b. Need Areas for Teaching/Education Projects

Applications must address one (1) or more of the following Need Areas:

• Curricula Design and Materials Development;

• Faculty Preparation and Enhancement for Teaching;

• Instructional Delivery Systems;

• Scientific Instrumentation for Teaching;

• Student Experiential Learning; and/or

• Student Recruitment and Retention

The applications may include activities to establish academic coursework that may be offered for-credit. Applicants are encouraged to design innovative projects that have broad-based applicability beyond a single course or an individual instructor and include a library enhancement or digital component. These projects must be related to subject matter within the broadly defined food, agricultural, natural resources, and human sciences (Part VIII, E. - Definitions).

Teaching/Education applications must demonstrate how the chosen Program Priority Area is addressed when selecting one of the following Teaching/Education Need Areas.

i. Curricula Design and Materials Development

This Need Area promotes developing new (or adapting existing) curricula and related materials to meet changes anticipated within the food, agricultural, natural resources, and human sciences system. Projects should be integrated and multidisciplinary, and possess learner-centered instruction which will demonstrate an improvement in teaching and student learning against core course objectives. Applicants are expected to demonstrate how the project will reach large audiences efficiently and effectively, provide hands-on learning experiences, extend learning beyond the classroom, reinforce recent research on how to motivate students to learn, retain, apply, and transfer knowledge, skills, and competencies, and integrate and synthesize knowledge.

ii. Faculty Preparation and Enhancement for Education

This Need Area prepares academic faculty for sustainable change to address emerging student clientele (demographic composition, learning styles, digital applicability), improving teaching competency (subject matter expertise and pedagogy), or developing student recruitment and advising skills (career opportunities in emerging agricultural sciences fields). Training of targeted faculty recipient(s) shall be intentional and relevant to the identified educational needs of the students, who will be the beneficiaries of such faculty development.

Examples of projects addressing this Area include, but are not limited to:

• Developing a self-sustaining model for faculty professional development that better prepares faculty for teaching careers, or provides retraining for experienced faculty;

• Promoting teaching and advising strategies to increase faculty understanding of how to recruit and retain populations and cultures traditionally underrepresented in the food, agricultural, natural resources, and human sciences workforce; and/or

• Coordinating and/or participating in conferences, training, and other learning experiences designed to enhance the credentials and ability of faculty to advance the instructional goals of the Institution.

iii. Instructional Delivery Systems

This Need Area encourages the development and use of alternative methods of delivering instruction to enhance the quality, effectiveness, and cost efficiency of teaching programs. Examples of alternative methods of delivering instruction include, but are not limited to: using state-of the-art digital technology; faculty sharing, cross enrollments, joint degrees, teleconferencing; networking via satellite communications; e-learning and online instruction; or utilizing mobile classrooms/laboratories and individualized learning centers. Multi-institutional, regional or national collaborations are encouraged. Emphasis should be on improving the art of teaching by faculty.

iv. Scientific Instrumentation for Teaching

This Need Area provides students with the necessary experience with suitable, up-to-date equipment to involve them in work central to understanding advances in the food, agricultural, natural resources, and human sciences and to prepare them for work or further graduate/professional training. Additionally, this Need Area will support the acquisition of instructional laboratory and classroom equipment to assure the achievement and maintenance of outstanding food, agricultural, natural resources, and human sciences higher education programs. Support may be requested for:

• Replacing non-functional or obsolete equipment;

• Acquiring new, state-of-the-art instructional equipment;

• Upgrading existing equipment; and/or

• Establishing equipment-sharing capabilities via consortia or centers that develop innovative opportunities such as mobile laboratories or satellite access to industry or government laboratories.

v. Student Experiential Learning

This Need Area encourages the development of new student learning opportunities where students are placed in team-oriented, problem-solving, decision-making situations in the context of real-world experiences. Experiential learning in laboratory research or other internships with business and industry, community organizations, Federal agencies and other domains that provide knowledge and skills for graduate study should be given priority.

Projects addressing this Area must:

• Demonstrate how the experience will produce qualified and well-trained graduates;

• Contain an evaluation plans involving both the faculty or mentor to assure that students meet project objectives; and/or

• Document that the field of science under consideration is experiencing a shortage of scientific and professional personnel, and how the project plans to address this deficiency.

Individual students may be supported under this experiential learning opportunity for up to three (3) years (including summers, semesters, or semester breaks). Requested grant funds may be used as stipends for students while they are working in research/field settings. Students should be required to prepare written and oral summaries of the experiential learning gained through this opportunity. To attract high-caliber students, stipends should be competitive with alternative employment options. A modest amount of funds may be requested for materials/supplies to facilitate students’ broad exposure to research/field techniques and methodologies.

Grant recipients are encouraged to take advantage of any related paid internship opportunities provided by state, county, federal, business and industry sources.

vi. Student Recruitment and Retention

This Need Area aims to enhance student recruitment and retention programs in order to strengthen the Nation's scientific and professional workforce.

Examples of projects that address this Need Area include, but are not limited to:

• Special outreach programs for enhancing the academic pipeline for elementary and secondary students;

• Outreach to parents, counselors, and the general public to broaden awareness of the extensive nature and diversity of career opportunities for graduates in the food, agricultural, natural resources, and human sciences;

• Development of curriculum and learning modules for state Ag in the Classroom teachers that establish more effective linkages with high school science classes and promote general agricultural literacy;

• Use of regional or national media to promote food, agricultural, natural resources, and human sciences higher education;

• Provision of financial assistance to recruit and retain students to pursue and complete an undergraduate or graduate degree in an area of the food, agricultural, natural resources, and human sciences;

• Development of faculty-student and/or peer-to-peer mentoring relationships (i.e.

undergraduate seniors paired with freshmen) to provide students with routine advisement and to ensure completion of their academic programs in the food, agricultural, natural resources, and human sciences; and

• Development and/or provision of experiential learning, work study, internship (paid and non-paid), apprenticeship, undergraduate/graduate research, and community service opportunities to retain students pursuing a degree in the food, agricultural, natural resources, and human sciences.

Recruitment and retention efforts should be summarized quantitatively (i.e., numbers of students recruited against those contacted) and qualitatively (i.e., lessons learned that improve future recruitment strategies).

2. Research Projects

Single-function research projects support fundamental or applied research conducted by individual investigators, co-investigators within the same discipline, or multidisciplinary teams. The following must be considered when developing research applications:

• Fundamental research means research that (i) increases knowledge or understanding of the fundamental aspects of phenomena and has the potential for broad application and (ii) has an effect on agriculture, food, nutrition or the environment;

• Applied research means research that includes expansion of the findings of fundamental research to uncover practical ways in which new knowledge can be advanced to benefit individuals and society; and/or

• Multi-disciplinary projects are those in which investigators from two or more disciplines collaborate closely to address a common problem. These collaborations, where appropriate, may integrate the biological, physical, chemical, or social sciences.

b. Need Areas for Research Projects

Research applications must address one (1) or both of the following Need Areas where there is a present or anticipated need for increased science-based knowledge to address emerging state, regional, national and global issues. A library enhancement component related to the Area is encouraged. In addition, projects must be related to subject matter within the broadly defined food, agricultural, natural resources, and human sciences (see Part VIII, E. - Definitions). Participation in Multistate Research Activities (http://nifa.usda.gov/program/hatch-act-1887-multistate-research-fund) related to the area of expertise is encouraged.

Research applications must demonstrate how the chosen Program Priority Area is addressed when selecting one (1) of the following Research Need Areas.

http://nifa.usda.gov/program/hatch-act-1887-multistate-research-fund

i. Studies and Experimentation in Food, Agricultural, Natural Resources, and Human Sciences

The purpose of this Need Area is to advance the body of knowledge in basic and applied natural and social sciences that comprise the food, agricultural, natural resources, and human sciences. Projects addressing this Area are encouraged to focus on multidisciplinary and interdisciplinary research activities addressing critical issues rather than single discipline-specific research studies. Examples of studies and experiments that address this Area include, but are not limited to:

• Conceiving, designing, and evaluating new bio-processing techniques for eliminating undesirable constituents from or adding desirable ones to food products;

• Developing bio-energy/fuel alternatives, conducting plant or animal breeding programs to develop higher yielding and improved quality products and improved diseases resistance;

• Proposing and evaluating methods to enhance food and agricultural institutions’ capacity to promote rural development (e.g., exploitation of new technologies by small rural businesses);

• Analyzing social, economic, and physiological aspects of nutrition and health, food choices, and lifestyle choices, and community strategies for meeting the changing needs of different population groups; and/or

• Advancing the body of knowledge in scientific, food and agriculture program areas such as human nutrition, food safety, sustainable agriculture, global climate change, biotechnology and genomics; and newly developed research areas such as proteomics, metabolomics and nanotechnology.

ii. Centralized Research Support Systems

The purpose of this Need Area is to establish centralized research support systems that: (1) meet national needs or serve regions or 1890 institution clientele that cannot otherwise afford or does not have access to such support; or (2) provide research support more economically, thereby freeing up resources for other research uses. You must demonstrate how your chosen Program Priority Area is addressed when selecting this Area.

Examples of projects that address this Area include, but are not limited to:

• Storage, maintenance, characterization, evaluation and enhancement of germplasm for use by animal and plant breeders, including those using the techniques of biotechnology;

• Establishment of digital databases to store and track important scientific information (e.g., human nutrition, epidemiological, demographic, weather, economic, crop yields); or

• Development, implementation, and maintenance of expert service centers for sophisticated and highly specialized methodologies (e.g., evaluation of organoleptic and nutritional quality of foods, toxicology, taxonomic identifications and consumer preferences demographics).

3. Extension Projects

Single-function Extension Projects conduct programs and activities 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. These projects should lead to measurable, documented changes in learning, actions, or conditions in an identified audience or stakeholder group. These projects should synthesize and incorporate a wide range of the latest relevant research results.

Extension Projects must address one (1) or more of the following key strategic actions:

• Support informal education to increase food and agricultural literacy of youth and adults;

• Promote science-based agricultural literacy by increasing understanding and use of food and agricultural science data, information, and programs;

• Build science-based capability in people to engage audiences and enable informed decision making;

• Develop new applications of instructional tools and curriculum structures that increase technical competency and ensure global competitiveness;

• Offer non-formal learning programs that increase accessibility to new audiences at the rate at which new ideas and technologies are tested and/or developed at the community-scale; and/or

• Develop programs that increase public knowledge and citizen engagement leading to actions that protect or enhance the nations’ food supply, agricultural productivity, environmental quality, community vitality, and/or public health and well-being.

Extension applications must focus on one (1) or more of the following:

• 4-H Youth Development

Cultivate important life skills in youth that build character and assist them in making appropriate life and career choices. Projects may address at-risk youth challenges such as school retention and academic achievement, and engage youth in STEM education and social skills through hands-on projects and activities;

• Agriculture

Assist individuals’ learning of new strategies to produce income through alternative enterprises, improved marketing strategies, and management skills and help farmers, ranchers, and foresters improve productivity through resource management, controlling crop pests, soil testing, livestock production practices, and marketing.

Furthermore, projects may promote aquaculture, small ruminant production, small fruits and vegetable production, and many other niche crops that are important to small-scale producers. Lastly, projects may focus on organic agriculture practices including production, handling, and processing of organic products;

• Leadership Development

Train extension professionals and volunteers to deliver programs in agriculture, gardening, health and safety, family and consumer science, and 4-H youth development. Projects should also promote extension professionals’ capacity to serve in leadership roles in the community;

• Natural Resources

Inform landowners and homeowners through educational programs about conservation, protection, and stewardship of natural resources. Projects may focus on water quality, timber management, composting, lawn waste management, and/or recycling;

• Family and Consumer Sciences

Promote healthy living, resiliency, and well-being for families through educational programs focused in nutrition, food preparation skills, positive child care, parenting, family communication, financial management, and health care strategies; and/or

• Community and Economic Development

Support local governments, community and non-profit organizations to investigate and create viable options for economic and community development, such as improved job creation and retention, small medium-sized and family-owned business development, effective and coordinated emergency response, solid waste disposal, tourism development, workforce education, and land use planning.

b. Need Areas for Extension Projects

Extension applications must address one (1) or more of the following Extension Need Areas where there is a present or anticipated need for increased science-based knowledge to address emerging state, regional, national and global issues. A library enhancement or digital component related to the Area is encouraged. In addition, these projects must be related to subject matter within the broadly defined food, agricultural, natural resources, and human sciences (see Part VIII, E. - Definitions).

Extension applications must demonstrate how the chosen Program Priority Area is addressed when selecting one of the following Extension Need Areas.

i. Extension Program Development Support Systems

The purpose of this area is to increase the quality of extension education programs to clientele through training of Extension specialists, educators, para-professionals, technicians and volunteers. The training may focus on professional development, leadership development, application of the extension program development model, development of train-the-trainer models, volunteer development, volunteer delivery systems, etc. This area will also include program accountability support systems which will translate into the delivery of more effective programs by enhancing the expertise and instruments available to effectively report impacts and evaluate extension programs.

ii. Extension Technology Upgrades

The purpose of this area is to provide funds to upgrade traditional equipment and instruments, establishing mobile delivery systems (laboratories and food safety kitchens, etc.) and offer emerging delivery technologies (e.g., IT applications such as distance education, web conferencing, podcasting, and Facebook interfaces).

iii. Extension Delivery/Methodology

The purpose of this need area is to develop effective methodologies, strategies, or delivery systems to enhance services to the underserved, including developing new or modifying existing curriculums; establishing program centers, experiential learning programs, or after-school programs; and utilizing research results for effective community-based programs.

iv. Other Extension Initiatives

The purpose of this need area is to support projects that may not fit the need areas above, but are creative initiatives designed to provide needed enhancement of the institutions Extension capacity.

4. Integrated Projects

An Integrated Project includes at least two of the three functions of the agricultural knowledge system (i.e., research, teaching/education, and extension) within a project. The project must name one (1) of the project types (teaching/education, research or extension) as the Primary Project Type. The primary project type is defined as the area which will receive most of the funding (up to two thirds of the total funding). There is no program code for the integrated application. Therefore, it is imperative that the applicants clearly identify the primary project type in their summary and select the appropriate program code for this area (see section 2. of this part).

The functions addressed in the project should be focused around a problem or issue and should be interwoven throughout the life of the project to complement and reinforce one another. The functions should be interdependent and necessary for the success of the project and no more than two-thirds of the project’s budget may be focused on a single component.

Integrated applications must include individuals on the project team with significant expertise in each component of the project (research, teaching/education, and/or extension).

Integrated applications may be submitted by a single eligible institution where the expertise for all areas (research, teaching/education, and/or extension) are within the Project Director’s (PD) institution or multi-institutions where the expertise for one or two of the areas are from another institution(s).

Integrated Projects are intended to strengthen food and agriculture sciences at the 1890 institutions through integration of research, teaching/education, and/or extension. One (1) of the founding pillars of NIFA is to bring together research, teaching/education, and/or extension in a coordinated manner to address high-priority national, multistate, or regional agricultural issues.

Applicants should consider the following when developing components of an Integrated Project:

• The proposed Research component of an integrated project should address knowledge gaps that are critical to the development of practices and programs to address the stated problem;

• The proposed Teaching/Education component of an Integrated Project should develop human capital relevant to overall program goals for U.S. agriculture. Projects should focus on developing skills necessary for entry- and mid-level technical employment or for entering graduate programs in food, agriculture, natural resources, and human sciences. The proposed component should strengthen institutional capacities and result in curricula and related products that will be sustained beyond the life of the project. The following activities are appropriate for the Teaching/Education component of an Integrated Project application: curriculum development;

instructional materials development; education delivery systems; student experiential learning (internships, externships, clinics); student recruitment and retention efforts;

career planning materials and counseling; pedagogy; student learning styles and student-centered instruction; faculty development programs; student study abroad and international research opportunities relevant to overall program goals for U.S.

agriculture; and faculty and student exchanges; and

• The proposed Extension component of an Integrated Project should conduct programs and activities 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. The extension component of an Integrated Project application should lead to measurable, documented changes in learning, actions, or conditions in an identified audience or stakeholder group. Extension related activities designed to build institutional capacity are also allowable. The extension component should incorporate a wide range of research results, not just those of the current project application. Research-related activities such as publication of papers, or speaking at scientific meetings are not considered extension activities for the purposes of this program.

Integrated Projects must aim to resolve today’s problems through the application of science-based knowledge and address needs identified by stakeholders. Integrated Projects should clearly identify anticipated outcomes and have a plan for evaluating and documenting the success of the project. Consultation with an evaluation specialist is strongly advised to develop appropriate measures of success. These projects should lead to measurable, documented changes in learning, actions, or conditions in an identified audience or stakeholder group.

For additional information on integrated programs, including tips for writing Integrated Project applications and an example of an integrated application, see www.nifa.usda.gov/funding/integrated/integrated.html. You are also encouraged to contact the Program Contact to discuss the anticipated project parameters and outcomes to ensure the application content appropriately meets the requirements of an Integrated Project.

D. Discipline Codes

Eligible institutions may, within the Teaching/Education, Research, or Extension Project Need Areas identified for support, propose projects in any discipline(s) or subject matter area(s) of the food, agricultural, natural resources, and human sciences noted below:

For Teaching/Education Proposals For Research Proposals For Extension Proposals

Code Discipline Code Discipline Code Discipline

M1 Agribusiness Management & Marketing L2 Agribusiness Management

& Marketing A3 4-H Youth Development

E1 Agricultural Engineering E2 Agricultural Engineering B3 Agriculture

A1 Animal Sciences Q2 Agricultural Social Sciences C3 Leadership Development

Q1 Aquaculture A2 Animal Sciences D3 Natural Resources

T1 Entomology P2 Aquaculture E3 Family and Consumer Sciences

C1 Environmental Science & Natural Resource Conservation

C2 Conservation and Renewable Natural Resources

F3 Community and Economic Development http://www.nifa.usda.gov/funding/integrated/integrated.html

F1 Food Science/Technology S2 Entomology I3 International Extension

G1 General Agricultural Science J2 Environmental

Sciences/Management

H1 Human Sciences F2 Food Science/Technology

N1 Human Nutrition M2 Human Nutrition

I1 International Education I2 International Education/Research

P1 Plant Sciences N2 Plant Sciences

B1 Related Biological Sciences B2 Related Biological Sciences

R1 Rural Development / Social Science O2 Soil Sciences

V1 Veterinary Science H2 Human Sciences

Applicants are to identify a primary discipline code and may identify one (1) additional discipline code that categorizes the project application. At review, each application is evaluated by three (3) peer reviewers. The discipline codes selected by the applicants are used to match reviewers’ education and expertise to the applications.

E. Grant Types

1. Regular Grant

Regular Grants support targeted original scientific Research, Teaching/Education, Extension, or Integrated Projects. An eligible, individual institution, independent branch campus, or branch institution of a State system may submit a grant application for project activities to be undertaken principally on behalf of its own students or faculty, and to be managed primarily by its own personnel. The project is to be executed, without the requirement of sharing grant funds, with other project partners (sub-award budgets are not allowable). Applications for Regular Grants should address local or regional problems or opportunities in one (1) of the selected areas listed under the priority areas (Part I, B.). The application should have the potential to encourage regional or national program delivery in one (1) of the selected priority areas. A Project Director may receive only one (1) new award as the lead individual in a Need Area that focuses on a single subject or discipline. Funds do not have to be equally divided among project years.

2. Collaborative Grant

Collaborative Grants support projects with at least one (1) additional partner or a multi-partner approach to enhance research, teaching/education, and extension programs. Collaborative Grants should build linkages to generate a critical mass of expertise, skill and technology to address programs related to the food, agricultural, and natural resources, and human sciences (applicants should address one of the listed priority areas under Part I, B.). Projects should be multidisciplinary and interdisciplinary and should address issues at the local, state, regional, and/or national level(s). Grants can reduce duplication of efforts and/or build capacity and should be organized and led by a strong applicant with documented project management knowledge and skills to organize and carry out the initiative. Collaborative Grants are expected to be larger than Regular Grants (refer to Part II, A. for the maximum fund amounts). The partners must share grant funds (the applicant institution will transfer no more than one-half (1/2) of the awarded funds to the other institutions participating in the project). A separate sub-award budget is to be included in the application for each of the identified project partners. The award of grant funds through sub-awards is limited to the eligible applicant institutions and collaborating institutions who are participating in collaborative grants.

3. Professional Development Grant

Professional Development Grants are intended to provide an opportunity for individual faculty members (i.e., each award is to support one faculty member at the applicant university) to enhance the quality of their research, teaching/education, and/or extension work. Examples of projects addressing this area include, but are not limited to:

• Gaining experience with recent developments or innovative technology relevant to their professional responsibilities;

• Working under the guidance and direction of experts who have substantial expertise in an area related to project/career goals;

• Working with professionals or peers in government, industry, or colleges or universities to learn new applications and enhance network within a field; and/or

• Expanding competence with new methods of information delivery related to teaching/education and extension.

Professional Development applications that support Teaching/Education, Research and/or Extension faculty, may include approaches such as:

• Sabbaticals;

• Mini-sabbaticals for…