Opportunity Information: Apply for NPS NOIP17AC01153
The grant opportunity titled "GLNF-CESU: Engaging Tribal Students in Protected Land Conservation - MWRO" (Funding Opportunity Number: NPS NOIP17AC01153) is a National Park Service (NPS) cooperative agreement designed to build and pilot a stronger pathway for tribal youth and tribal college or university students to gain paid seasonal work, hands-on training, and career exposure in natural resource and protected land management. It sits within the Great Lakes-Northern Forest Cooperative Ecosystem Studies Unit (GLNF-CESU) framework and is aimed at strengthening relationships among the NPS, the University of Minnesota, the U.S. Forest Service, and tribal partners across Minnesota and Wisconsin, with a particular emphasis on connecting higher education tribal students to practical stewardship work on federal lands.
At its core, the project is framed as a pilot program led by the Regents of the University of Minnesota in collaboration with NPS staff and multiple university units, including the Department of Forest Resources, the Department of Fisheries, Wildlife and Conservation, and the American Indian Studies program. The intent is not just to offer short-term internships, but to deliberately expand tribal engagement in park management by pairing classroom learning with field-based experiences that reflect real agency needs and tribal priorities. In addition to supporting student development, the project is meant to broaden institutional capacity and interest in tribal relations, and to improve how protected resources are managed for both ecological and cultural benefits.
A central element of the approach is the use of a dedicated project coordinator who has tribal heritage. This coordinator is expected to maintain regular coordination with the NPS Great Lakes-Northern Forest CESU Coordinator and to travel to tribal reservations, community colleges, park units, and other work sites. The coordinator and partners would work directly with Tribes to identify appropriate seasonal natural resource jobs and projects for tribal youth, shape projects that align with tribal interests on federal lands, and explore practical methods for compiling and applying Traditional Ecological Knowledge (TEK) alongside western science. The opportunity explicitly highlights integrating TEK as a way to support more holistic management of natural resources and to help restore ecosystems toward more functional habitat conditions. The work also connects with ongoing efforts at Apostle Islands National Lakeshore, where a TEK-focused project was planned for late 2017 to early 2018 with support from the Great Lakes Restoration Initiative, suggesting that lessons and momentum from that work would inform the pilot program.
The tasks and outcomes described for the project emphasize three major deliverables. First, the partners are to develop a strategic approach, essentially a draft plan, that lays out how tribal youth engagement and education in stewardship and management will be enhanced over time. Second, the project is expected to create and deliver real-world experiences outside the classroom, which may include natural resource, cultural resource, and historic preservation projects, reflecting the broad range of work carried out on protected lands. Third, the project aims to expose tribal youth to NPS careers and opportunities, helping students understand the range of professional roles in the agency and how to pursue them.
The agreement spells out roles on both sides. The University of Minnesota, as the recipient, commits to working with parks and other federal lands in Minnesota and Wisconsin to develop or expand opportunities that let tribal youth apply academic knowledge in practical settings, including internships, field research, and service-learning projects. The recipient also agrees to facilitate faculty and student engagement with park operations and, where possible, other federal land operations across the two states. Another explicit responsibility is convening discussions among park staff and American Indian faculty to identify needs, challenges, and strategies that have worked, building an iterative learning loop rather than treating the pilot as a one-off placement program.
On the NPS side, the agency commits to sustained collaboration and operational support. NPS personnel are expected to meet regularly with university faculty to further develop and implement the tribal youth program. The NPS also agrees to provide training to tribal students, offer access to facilities and relevant staff support, and, where available and necessary, provide boat access to enable fieldwork in park settings that require it. The NPS will also assist with permitting requirements as they arise, which is often a practical barrier for field projects on protected lands. Finally, NPS commits to structured reflection and planning by discussing lessons learned and future natural and cultural resource management needs on both federal and tribal lands, with an explicit focus on how TEK can inform those priorities.
From an administrative standpoint, this opportunity was offered as a discretionary cooperative agreement under CFDA 15.945, with eligibility limited to public and state-controlled institutions of higher education. The award ceiling listed is $300,000, with one expected award. The posting indicates it was created on August 1, 2017, with an original closing date of August 18, 2017. The activity categories attached to the listing reflect the multidisciplinary nature of the work, spanning community development, education, employment and training, environment, natural resources, and science and technology research, which matches the program design: workforce development for tribal students, partnership-building with Tribes, and applied conservation and cultural resource management on protected lands.Apply for NPS NOIP17AC01153
- The Department of the Interior, National Park Service in the community development, education, employment, labor and training, environment, natural resources, science and technology and other research and development sector is offering a public funding opportunity titled "GLNF-CESU: Engaging Tribal Students in Protected Land Conservation- MWRO" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 15.945.
- This funding opportunity was created on Aug 01, 2017.
- Applicants must submit their applications by Aug 18, 2017. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $300,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Public and State controlled institutions of higher education.
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Frequently Asked Questions (FAQs)
What is the "GLNF-CESU: Engaging Tribal Students in Protected Land Conservation - MWRO" grant opportunity?
It is a National Park Service (NPS) discretionary cooperative agreement intended to build and pilot a stronger pathway for tribal youth and tribal college or university students to gain paid seasonal work, hands-on training, and career exposure in natural resource and protected land management.
What is the Funding Opportunity Number for this grant?
The Funding Opportunity Number is NPS NOIP17AC01153.
Which agency is offering this opportunity?
The opportunity is offered by the National Park Service (NPS).
What type of award is this?
This is a discretionary cooperative agreement, which is designed for active collaboration between the recipient and NPS throughout the project.
What is the CFDA number associated with this program?
The listing references CFDA 15.945.
What is the maximum award amount (award ceiling)?
The award ceiling listed is $300,000.
How many awards are expected to be made?
The opportunity indicates that one award is expected.
Who is eligible to apply for this funding opportunity?
Eligibility is limited to public and state-controlled institutions of higher education.
Which organization is identified as leading the pilot program?
The pilot program is framed as being led by the Regents of the University of Minnesota, in collaboration with NPS staff and multiple University of Minnesota units.
Which University of Minnesota units are specifically mentioned as partners?
The opportunity mentions collaboration with the Department of Forest Resources, the Department of Fisheries, Wildlife and Conservation, and the American Indian Studies program.
What is the overarching goal of the project?
The core goal is to strengthen tribal youth engagement in stewardship and protected land management by pairing classroom learning with field-based experiences, while also expanding career exposure and building stronger relationships among NPS, the University of Minnesota, the U.S. Forest Service, and tribal partners.
Which geographic area does the project focus on?
The effort is focused on Minnesota and Wisconsin, including work on parks and other federal lands across the two states.
How does this opportunity relate to the GLNF-CESU framework?
The opportunity sits within the Great Lakes-Northern Forest Cooperative Ecosystem Studies Unit (GLNF-CESU) framework and is structured to support collaborative, applied work connecting education and research with federal land management needs and tribal priorities.
Who are the key partners this opportunity aims to strengthen relationships with?
The opportunity emphasizes strengthening relationships among the National Park Service (NPS), the University of Minnesota, the U.S. Forest Service, and tribal partners across Minnesota and Wisconsin.
What is meant by "building a pathway" for tribal students?
In this context, a pathway refers to creating structured, repeatable opportunities that connect tribal youth and tribal college/university students to paid seasonal work, hands-on training, and practical experiences on protected lands, along with exposure to NPS careers.
Is this program only about short-term internships?
No. The opportunity explicitly states the intent is not just to offer short-term internships, but to deliberately expand tribal engagement in park management by connecting classroom learning to field-based experiences that reflect real agency needs and tribal priorities.
What role does a dedicated project coordinator play in this program?
A central feature is a dedicated project coordinator who has tribal heritage. The coordinator is expected to maintain regular coordination with the NPS Great Lakes-Northern Forest CESU Coordinator and to travel to tribal reservations, community colleges, park units, and other work sites to support relationship-building and project implementation.
Why does the opportunity emphasize a coordinator with tribal heritage?
The description highlights this role as a way to support effective coordination with Tribes and partners, strengthen trust-based engagement, and help ensure that projects align with tribal interests and priorities.
What kinds of sites or locations would the coordinator visit?
The coordinator is expected to travel to tribal reservations, community colleges, park units, and other work sites relevant to the pilot program.
What types of work opportunities are envisioned for tribal youth and students?
The program is designed to identify appropriate seasonal natural resource jobs and projects for tribal youth, and to create real-world experiences outside the classroom. Examples mentioned include natural resource projects, cultural resource projects, and historic preservation projects.
How does Traditional Ecological Knowledge (TEK) fit into the project?
The opportunity explicitly highlights integrating Traditional Ecological Knowledge (TEK) alongside western science to support more holistic management of natural resources and to help restore ecosystems toward more functional habitat conditions.
What does the opportunity say about compiling and applying TEK?
Partners are expected to work directly with Tribes to explore practical methods for compiling and applying TEK alongside western science as part of stewardship work on federal lands.
Is there a connection to work at Apostle Islands National Lakeshore?
Yes. The opportunity references ongoing efforts at Apostle Islands National Lakeshore, including a TEK-focused project planned for late 2017 to early 2018 with support from the Great Lakes Restoration Initiative, and suggests that lessons from that work would help inform the pilot program.
What are the main deliverables expected from the project?
The description emphasizes three major deliverables: (1) developing a strategic approach (a draft plan) for enhancing tribal youth engagement and education in stewardship and management over time, (2) creating and delivering real-world experiences outside the classroom (including natural, cultural, and historic preservation projects), and (3) exposing tribal youth to NPS careers and opportunities.
What is included in the "strategic approach" deliverable?
It is described as a draft plan that lays out how tribal youth engagement and education in stewardship and management will be enhanced over time.
What responsibilities does the University of Minnesota have as the recipient?
As described, the recipient commits to working with parks and other federal lands in Minnesota and Wisconsin to develop or expand opportunities for tribal youth to apply academic knowledge in practical settings (including internships, field research, and service-learning). The recipient also agrees to facilitate faculty and student engagement with park operations, and to convene discussions among park staff and American Indian faculty to identify needs, challenges, and strategies that have worked.
What does the opportunity mean by creating an "iterative learning loop"?
It refers to convening discussions among park staff and American Indian faculty to identify needs, challenges, and effective strategies, so the pilot can improve over time rather than functioning as a one-time placement effort.
What responsibilities does the National Park Service (NPS) commit to under this cooperative agreement?
NPS commits to sustained collaboration and operational support, including meeting regularly with university faculty to further develop and implement the tribal youth program, providing training to tribal students, offering access to facilities and relevant staff support, assisting with permitting requirements as they arise, and discussing lessons learned and future management needs with a focus on TEK-informed priorities.
Will NPS provide access to equipment or specialized field support?
The opportunity states that NPS will provide access to facilities and relevant staff support, and where available and necessary, provide boat access to enable fieldwork in park settings that require it.
Does the opportunity address permitting for field projects on protected lands?
Yes. NPS commits to assisting with permitting requirements as they arise, recognizing permits as a practical barrier for some field projects.
What types of career exposure does the project aim to provide?
The project is expected to expose tribal youth to NPS careers and opportunities by helping students understand the range of professional roles in the agency and how to pursue them.
What broader impacts are expected beyond individual student experiences?
Beyond student development, the project is intended to broaden institutional capacity and interest in tribal relations and improve how protected resources are managed for both ecological and cultural benefits.
What activity categories are associated with this funding listing?
The opportunity includes activity categories reflecting a multidisciplinary scope: community development, education, employment and training, environment, natural resources, and science and technology research.
When was this opportunity posted and what was the original closing date?
The posting indicates it was created on August 1, 2017, with an original closing date of August 18, 2017.
Does the project include collaboration with other federal land agencies?
Yes. The description highlights strengthening relationships that include the U.S. Forest Service, and it references work on parks and other federal lands in Minnesota and Wisconsin.
What kinds of student engagement formats are mentioned?
The opportunity references internships, field research, and service-learning projects as examples of how students may apply academic learning in practical settings.
Is the program limited only to natural resource management?
No. While natural resources are central, the real-world experiences may also include cultural resource and historic preservation projects, reflecting the breadth of protected land management work.
What is the intended benefit of integrating TEK with western science in this pilot?
The opportunity describes TEK integration as a way to support more holistic natural resource management and to help restore ecosystems toward more functional habitat conditions, while also supporting ecological and cultural benefits.
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