NICHD Research Education Programs

Overview:

The overarching goal of this R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs.

To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on:

• Courses for Skills Development: For example, advanced courses in a specific discipline or research area, clinical procedures for research, or specialized research techniques.
• Research Experiences: Applications are strongly encouraged to include hands-on research experiences as part of the education program.

Research education programs may complement ongoing research training and education occurring at the applicant institution, but the proposed educational experiences must be distinct from those training and education programs currently receiving Federal support. R25 programs may augment institutional research training programs (e.g., T32, T90) but cannot be used to replace or substitute for Ruth L. Kirschstein National Research Service Award (NRSA) programs.

In order to remain at the cutting edge of science, researchers, including those who have completed their formal education and fellowships, need training to master new analytical techniques, technologies, and data sources. This FOA invites applications to develop and conduct short-term research education programs to improve the knowledge and research skills of biomedical and behavioral scientists conducting research in areas relevant to the mission of NICHD, including reproductive, developmental, behavioral, social, and rehabilitative processes that contribute to the health and well-being of newborns, infants, children, adults, families, and populations. Programs should be unique and provide compelling value to students and/or investigators in the field. Depending on the goals of the proposed training programs, the duration of the short courses can vary from one week or less to a maximum of 12 weeks. Recurring courses are allowed, if justified.

R25 programs may be proposed in any research area relevant to the mission of NICHD. The NICHD mission is to lead research and training to understand human development, improve reproductive health, enhance the lives of children and adolescents, and optimize abilities for all. The NICHD's broad research portfolio includes research related to conception and pregnancy; typical and atypical development in childhood; childhood trauma, injury, and critical illness; the transition from adolescence to adulthood; reproductive health; rehabilitation; intellectual, developmental, and physical disabilities; and population dynamics across the lifespan. See NICHD’s Extramural Scientific Branches and the National Center for Medical Rehabilitation Research for detailed information on research priorities and activities.

This FOA will support creative educational activities that focus primarily on research skills development. Although activities focused primarily on mentoring activities or professional skills development are not within the scope of this FOA, the informal mentoring activities and professional skills development that are usually associated with courses for research skills development are permitted.

This program encourages:

• Courses that include both didactic and hands-on research experiences
• Partnerships across disciplines and institutions
• Train-the-trainers models

The audience for the educational program may include individuals from the upper undergraduate to the professorial level.

Proposed research education programs submitted to this FOA are expected to be designed for, and available to, a broad audience.

Solicitation limitations:

Applicant organizations may submit more than one application, provided that each application is scientifically distinct.

Other information:

See full NOFO for areas of particular interest, as well as activities that are not within the scope or are of low program priority.

Although a letter of intent is not required, is not binding, and does not enter into the review of a subsequent application, the information that it contains allows IC staff to estimate the potential review workload and plan the review. LOI due 30 days prior to application receipt date.

U.S. Mission New Zealand Annual Program Statement (APS)

Overview:

PDS New Zealand welcomes Statements of Interest from eligible parties from New Zealand, the Cook Islands, Niue, and Tokelau for programs up to 24 months in duration that focus on certain priority areas. Proposals should focus on enhancing existing relationships and creating new pathways for engagement between the United States and the Pacific Region. All programs must include an American cultural element or connection with American expert/s, organization/s, or institutions/s in a specific field that will promote increased understanding of United States policy and perspectives.

The following organizations are eligible to apply: 

• Not-for-profit organizations, including think tanks and civil society/non-governmental organizations from New Zealand, the Cook Islands, Niue, Tokelau, and the United States. 
• Public and private educational institutions in New Zealand, the Cook Islands, Niue, Tokelau, and the United States. 
• Individuals from New Zealand, the Cook Islands, Niue, Tokelau, and the United States. • Public International Organizations and Governmental institutions from New Zealand, the Cook Islands, Niue, and Tokelau. 

Goals and Objectives
PDS New Zealand invites Statements of Interest for projects that address and advance the following Mission priorities in New Zealand, the Cook Islands, Niue, and Tokelau.

• Connecting Creatives: Elevate the voices of emerging and established cultural leaders from indigenous communities in New Zealand, the Cook Islands, Niue, Tokelau, and the United States working in creative industries. Engage artists and experts to educate and share talent, expertise, culture, and democratic values. Enable creation of inclusive and collaborative professional and social networks and opportunities for artists and institutions that build lasting and meaningful connections.
• Enhancing Economic Resilience through Diversification and Innovation: Create opportunities for partnerships between individuals and organizations in New Zealand, the Cook Islands, Niue, Tokelau, and the United States. in the field of critical and emerging technologies, creating opportunities for innovation, diversification, growth, and collaboration in the tech sector.
• Leveraging the Full Potential of Science, Technology, Engineering, and Math (STEM) Education Opportunities: Expand STEM education focus and encourage the creation of more job opportunities in STEM fields within New Zealand, the Cook Islands, Niue, and Tokelau to increase pathways to future employment for New Zealanders to ensure economic prosperity and global competitiveness.
• Conservation for Prosperity: Advance efforts to protect the unique biodiversity and ecology of New Zealand, the Cook Islands, Niue, and Tokelau, including sustainable ecotourism.

Priority Program Areas: 

1. Connecting Creatives: Elevate the voices of emerging and established cultural leaders from indigenous communities in New Zealand, the Cook Islands, Niue, Tokelau, and the United States working in creative industries. Engage artists and experts to educate and share talent, expertise, culture, and democratic values. Enable creation of inclusive and collaborative professional and social networks and opportunities for artists and institutions that build lasting and meaningful connections. 
2. Enhancing Economic Resilience through Diversification and Innovation: Create opportunities for partnerships between individuals and organizations in New Zealand, the Cook Islands, Niue, Tokelau, and the United States. in the field of critical and emerging technologies, creating opportunities for innovation, diversification, growth, and collaboration in the tech sector. 
3. Leveraging the Full Potential of Science, Technology, Engineering, and Math (STEM) Education Opportunities: Expand STEM education focus and encourage the creation of more job opportunities in STEM fields within New Zealand, the Cook Islands, Niue, and Tokelau to increase pathways to future employment for New Zealanders to ensure economic prosperity and global competitiveness.
4. Conservation for Prosperity: Advance efforts to protect the unique biodiversity and ecology of New Zealand, the Cook Islands, Niue, and Tokelau, including sustainable ecotourism. 

Other information:

Program Performance Period: Proposed projects should be completed in 24 months or less.

Weyerhaeuser Giving Fund Grant

Overview:

Through the Weyerhaeuser Giving Fund, we support U.S. and Canadian communities where we have a significant presence or business interest. These communities range from rural to metropolitan, each with unique priorities and needs. Our employees serve on local advisory committees for our Giving Fund and help develop funding priorities within seven focus areas to support their communities: affordable housing; education and youth development; environmental stewardship; human services; civic and cultural growth; workforce development; and inclusion. These focus areas provide a strong companywide framework for giving while allowing flexibility to meet specific needs in our different communities.

Through the Weyerhaeuser Giving Fund, we concentrate the majority of our funding in seven focus areas:

• Affordable Housing
• Education and Youth Development
• Environmental Stewardship
• Human Services
• Civic and Cultural Growth
• Workforce Development
• Inclusion

To learn more about our giving focus areas, view our community grantmaking framework.

In considering requests for support, preference is given to projects and programs that meet the following criteria:

• Serve a broad range of community residents
• Meet an important community need within our key areas of focus
• Show strong support from community leaders and other funders
• Are sustainable and managed competently with a history of accountability, results, cost-effectiveness, strong leadership and innovation
• Provide a significant and measurable impact on quality of life

Other information:

• Geographic area served in AZ: Phoenix
• Award(s): Grants vary in scale in relationship to our presence in the community and the philanthropic budget available for the year. The minimum grant awarded is $1,000.
• Applications are generally reviewed on an ongoing basis, throughout the year.
• Our giving is local and specific to each of our communities. We do recommend making a local connection with our employee advisory committee members in your area.   

U.S. Embassy Mozambique Public Diplomacy Section (PDS) Annual Program Statement

Overview:

The Annual Program Statement presents a funding opportunity through the Public Diplomacy Section to support small grant programs that enhance education, art & culture, entrepreneurship, media engagement, climate conservation, empowerment of women, youth and marginalized communities, and combat youth marginalization within Mozambican communities. The themes provided are aligned with the United States Mission Goals for the country of Mozambique. Possible activities may include educational and cultural exchanges, workshops, speaker programs, English language instruction, nature conservation initiatives, and capacity-building.

Applicants are expected to identify their target audience, scope of work and effectively measure the results of their programs throughout the implementation period. This includes designing a comprehensive monitoring and evaluation plan, detailing how the project's performance will be tracked over time, and outlining the approach and data collection strategies to be utilized, such as pre- and post-test surveys, interviews, and focus groups. Additionally, applicants should develop a marketing or media plan along with communication strategies to promote their initiatives.

Priority Program Areas:
For the current year, PDS Mozambique welcomes proposals focused on one or more of the following themes:

• Education Partnerships: Proposals in this area may focus strengthening links between U.S. and Mozambican education institutions at the secondary and tertiary level. Examples include joint research projects that pair Mozambican and U.S. students and academics to address shared topics of concern, such as climate change, trades fields, migration, economic growth, history, culture, food security, inclusion, accessibility, STEM, and tech access. Vocational and technical training is also welcome.
• English Language Learning: Proposals in this area may focus on one or more of the following:  expanding access to English language education through teacher training programs, direct teaching of English language to targeted groups, curriculum development, expanding language learning resources, professional development, linking English language learning with career development, and improving Mozambican’s English level for prerequisite testing for admission to U.S. institutions of higher learning.
• Social Impact Entrepreneurship: Proposals in this area develop entrepreneurship ecosystems, by supporting social impact entrepreneurship endeavors that address environmental, educational banking, agricultural, health and accessibility, technological, and infrastructure challenges with for-profit businesses solutions. Proposals may support capacity-building for aspiring entrepreneurs, certifications, and access to seed funding enterprises with a significant social impact. Special emphasis will be given to proposals that are inclusive and demonstrate scalability after the proposal period is complete.
• Strengthening Media Ecosystem: Proposals in this area should enhance press freedoms and improve the capacity of journalists (senior and aspiring), to improve reporting standards, the quantity and quality of investigative reports, and increase media literacy for the public. This includes focusing on countering dis/mis information, as well as media access for underserved areas of Mozambique and underserved populations, including people with disabilities and those who only speak vernacular languages.  Initiatives may focus on promoting collaboration between Mozambican and U.S. media organizations that deliver key improvements in countering disinformation, establishing ethical journalism standards, improving journalist safety, and increasing the sustainability of independent media outlets.

Solicitation limitations:

Applicants are only allowed to submit one proposal per organization.

Other information:

Program Performance Period: Proposed projects should be completed in 12 months or less.

PDS Maputo will conduct Information Sessions to provide clarifications and answer any questions from interested applicants via ZOOM platform, from 16:00 – 17:00 Mozambique time on the following dates: April 21, 2025 – Monday; May 19, 2025 – Monday. 
In order to participate in the info sessions please register in advance. After registering, you will receive a confirmation email containing information about joining the meeting.

Research Project and Existing Program Evaluation Proposals

Overview:

The Brady Education Foundation seeks to close the opportunity gap between children living in under-resourced and/or under-represented communities and other children. The Foundation pursues its mission by promoting collaboration between researchers and educators via the funding of program evaluations in education that have the potential of informing public policy and private funding. The Foundation is particularly focused on the evaluation of programs that are consistent with a strength-based approach and show promise of being feasible, accessible, effective and sustainable.

The Foundation is currently accepting Research Project (RP) proposals and Existing Program Evaluation (EPE) proposals. The Foundation is particularly focused on supporting projects that are consistent with a strength-based perspective and have the potential to inform future educational research, practice, major philanthropic giving, and/or public policy.

EXISTING PROGRAM EVALUATION (EPE) proposals:

Primary Aim:

• What works: The primary aim must concern evaluating the effectiveness of programs designed to promote positive cognitive and/or achievement outcomes for children (birth through 18 years) with the goal of informing ways to close the educational opportunity gaps associated with race, ethnicity, and income

Secondary aims may also focus on one or more of the following:

• What works for whom, under what conditions: Investigate variations in program effects; that is, test for moderation effects that inform whether effects are stronger for certain groups and/or under certain conditions than other groups or conditions.
• Reasons for effects: Investigate mechanisms through which effects occur; that is, test for mediation effects that inform why the program is effective.
• Cost-benefit analyses: Compare the total costs of the program (start-up and ongoing operational costs) with its estimated monetary benefits to determine the net cost or benefit associated with the program.

RESEARCH PROJECT (RP) Proposals
Primary and secondary aims:

• The Primary and any secondary aims must educational research that will inform future education research, practice, philanthropic funding, and/or public policy.

The Foundation favors projects that:

• Represent strong collaborative relationships between researchers and practitioners and other community stakeholders (as appropriate).

• Projects that include a member of the team (not necessarily the PI) who has experience leading projects of similar or greater scope. Applicants at all career stages may apply; teams are evaluated in terms of their abilities to successfully carry out the proposed work. We welcome applications that include both early career scholars and more experienced scholars in the leadership team (PI / co-PI level).
• For Existing Program Evaluations, specifically:
  • Projects that evaluate programs consistent with strength-based approaches rather than deficit models.
  • Projects for which operational funding for the program is already secured so that funding from the Foundation is used only for evaluation activities.
  • Projects that employ randomized control designs (including wait-list control designs when assignment to wait-list condition is randomized) to assess the impact of the program. Comparison group designs may also be employed when baseline equivalence between groups can be assessed and strong efforts are made to control for potential confounding variables (e.g., due to selection effects).
  • Projects that evaluate programs that show promise of being feasible, accessible, and sustainable
  • Projects that evaluate effects on measurable child outcomes.

Solicitation limitations:

Funding must be through the Principal Investigator’s home institution (i.e., the home institution of the PI of the team conducting the evaluation). Grants are awarded to nonprofit organizations only.

Other information:

There is a two-stage application process:
Stage 1: Applications must be submitted using a Brady Education Foundation application form (either a Stage 1 Program Evaluation Application (EPE) or a Stage 1 Research Project Application (RP), depending on the study aims). Email [email protected] to request a Stage 1 Program Evaluation Application (EPE) or Research Project (RP) Application, as applicable. Applications that do not use either form will be disqualified and not reviewed by the Board.
Stage 2: Full Board review determines if applicant is approved to submit a Stage 2 application. If approved by the Full Board, the applicant will be invited to submit a Stage 2 application; Stage 2 applications are accepted by invitation only. Stage 2 application guidelines are provided when invited to submit.
Duration: The proposed project may span up to three years (this applies to both Existing Program Evaluations and to Research Project proposals).
Awards: Past awards in 2024 ranged from $100,000 to over $350,000. 
Duration: The proposed project may span up to three years.
Submission Timetable: Stage 1 Applications are accepted three times throughout the year: April 1, 2025; August 1, 2025; December 1, 2025

U.S. Mission to the Kingdom of Bahrain Annual Program Statement

Overview:

The Public Affairs Section (PAS) of the U.S. Embassy in Manama is pleased to announce its Public Diplomacy Small Grants Program.  This is an annual program statement, outlining our funding priorities, our strategic themes of focus, and the procedure for submitting requests for funding for fiscal year 2025 (October 1, 2024, through September 30, 2025).

PAS invites proposals from individuals, non-governmental organizations, think tanks, government institutions, and academic institutions for projects that strengthen bilateral ties between the United States and the Kingdom of Bahrain.  All programs must include a connection with U.S. culture, experts, organizations, or institutions.  Grants should address and advance the mutual strategic priorities of the United States and Bahrain. 

 In Fiscal Year 2025, priority programming areas include:

• Promoting scientific and technological cooperation, particularly in emerging technologies;
• Building supply chain resilience and trusted telecommunications networks;
• Building digital literacy and combating disinformation;
• Enhancing economic opportunities, entrepreneurship, and skills for youth;
• Fostering regional security, economic integration, and mutual cooperation;
• Cultural heritage conservation and preservation projects;
• Professional and academic exchanges and projects;
• Space cooperation, research, and education.

Applications outside of these priority areas are welcome, but may not be ranked as highly when making funding decisions.

Other information:

Length of performance period:  1 to 12 months.

Cost Sharing or Matching: When cost sharing is offered, it is understood and agreed that the applicant must provide the amount of funds stipulated in their proposal.  PAS strongly encourages, but does not mandate, that applicants include cost-sharing elements from additional sources in their proposals.

Deadlines for Applications: Grants applications will be accepted three times annually. Grants must be submitted before the program start date.  Applicants are recommended to submit grant applications at least three months before the program start date.

July 15, 2025, 16:00 – Third application submission deadline.

Science of Learning and Augmented Intelligence

Overview:

Science of Learning and Augmented Intelligence (SL) supports potentially transformative research that develops basic theoretical insights and fundamental knowledge about principles, processes and mechanisms of learning, and about augmented intelligence — how human cognitive function can be augmented through interactions with others or with technology, or through variations in context. 

The program supports research addressing learning in individuals and in groups, across a wide range of domains at one or more levels of analysis, including molecular and cellular mechanisms; brain systems; cognitive, affective and behavioral processes; and social and cultural influences. 

The program also supports research on augmented intelligence that clearly articulates principled ways in which human approaches to learning and related processes, such as in design, complex decision-making and problem-solving, can be improved through interactions with others or through the use of artificial intelligence in technology. These could include ways of using knowledge about human functioning to improve the design of collaborative technologies that have the capacity to learn to adapt to humans.

For both aspects of the program, there is special interest in collaborative and collective models of learning and intelligence that are supported by the unprecedented speed and scale of technological connectivity. This includes emphasis on how people and technology working together in new ways and at scale can achieve more than either can attain alone. The program also seeks explanations for how the emergent intelligence of groups, organizations and networks intersects with processes of learning, behavior and cognition in individuals.   

Projects that are convergent or interdisciplinary may be especially valuable in advancing basic understanding of these areas, but research within a single discipline or methodology is also appropriate. Connections between proposed research and specific technological, educational and workforce applications will be considered as valuable broader impacts but are not necessarily central to the intellectual merit of proposed research. The program supports a variety of approaches, including experiments, field studies, surveys, computational modeling, and artificial intelligence or machine learning methods.

Other information:

To get some feedback on alignment of project ideas to the Program priorities, please send in a 1 page summary of the proposed project that addresses both NSF merit review criteria – Intellectual Merit and Broader Impacts. These resources can be helpful as potential applicants develop projects: 

• NSF merit review criteria: https://new.nsf.gov/funding/merit-review#our-merit-review-criteria-f24
• NSF broader impacts framework: https://new.nsf.gov/funding/learn/broader-impacts

Discovery Research PreK-12 (DRK-12)

Overview:

Situated at the intersection of fundamental and applied research and development, the DRK-12 program supports research projects that seek to transform and strengthen formal preK-12 STEM education through innovative approaches, tools, and practices. Studies at the intersection of fundamental and applied research will address both generalizable scientific knowledge and applied classroom strategies (Stokes, 1997). As a research program, DRK-12 aims to support continuous accumulation of knowledge about STEM teaching and learning, in particular knowledge that is relevant to, or is instrumental for, practical innovations. 

Innovations can include but are not limited to teacher preparation and professional development programs, potentially transformative teaching practices, curriculum development, development and testing of formative or summative assessment systems, instructional technologies, models of collaborative partnerships between teachers and researchers, and combinations of approaches that improve STEM learning and learning environments for students and their teachers, and provide the foundation to generalize to other contexts. Proposals are encouraged to adapt ideas, concepts, theories, practices and test them across contexts and populations. Proposals can address any STEM subject matter; interdisciplinary proposals that focus on two or more STEM domains are welcomed. The DRK-12 program invests in projects with potential to immediately address longstanding challenges, inequities, and opportunities in formal education. It also invests in proposals that anticipate and provide the foundation for preK-12 STEM education as it could be in future decades. 

Given the importance of early learning in students' STEM trajectories, the program is particularly interested in supporting research and innovations that promote high-quality and innovative STEM education in the preschool years and early elementary grades. Proposals that focus on this developmental span are encouraged to draw from knowledge and practice of teaching and learning in out-of-school and informal settings, such as families and community organizations, to enhance preK-12 formal education. DRK-12 proposals must have clear implications for and ties to learning in formal K-12 settings. Proposals situated solely in informal contexts will be returned without review. Proposals situated in informal contexts should be submitted to the Advancing Informal STEM Learning program. 

Finally, the program welcomes proposals that connect prekindergarten (PreK) through grade 12 formal education to STEM workforce development. Proposers choosing to focus on workforce development should note the following differences between the Teaching and Learning strands. Proposals submitted to the Teaching Strand that choose to focus on workforce development aspects such as teacher preparation, learning, and continuing education should align their aims and content to professional teaching and curricular standards. Proposals submitted to the Learning Strand that focus on workforce development should demonstrate

DRK-12 Program Strands 

DRK-12 proposals must be submitted to one of the program's two strands: Learning or Teaching. The program recognizes that there is overlap and interdependence among the two strands; however, each proposal should have a clear, foregrounded focus on only one strand. 

1. Teaching Strand
   Effective STEM learning requires a well-prepared, skilled, and knowledgeable STEM teacher workforce. As advances in STEM continue to unfold, teachers need support to learn about new discoveries in the STEM disciplines and how to integrate contemporary and dynamic content from STEM fields into their classroom practice. The DRK-12 program invites proposals that advance current understanding of pre- and in-service teachers' knowledge, beliefs, and practices related to STEM content and that demonstrably enhance teaching practice. The overarching goal of the Teaching Strand is to contribute to the development of a science of teaching that addresses the complexity of how people facilitate other people's STEM learning. Submissions to the Teaching Strand should describe how the proposed innovation or approach aligns with current STEM education frameworks (e.g., curriculum, pedagogies, standards). In doing so, proposals should also provide a compelling argument for how the innovation or approach would be an improvement relative to current practice, and why and how it would lead to improved teacher practices and related outcomes for teachers and students. Teaching Strand proposals should focus primarily on teacher knowledge, beliefs, and practices as the unit of analysis. Student learning outcomes can be assessed and framed as evidence of the effectiveness of innovative approaches to supporting teacher practice.
    
2. Learning Strand
   Like their teachers, students need support to learn about new discoveries in the STEM disciplines and how to integrate contemporary and dynamic STEM content into their developing understandings of the world and their place in it. The program invites proposals that seek to understand how and why novel and potentially transformative STEM education innovations or approaches may improve student learning and interest in STEM. Further, the program invites proposals that aim to provide all students with STEM learning experiences that prepare them to understand and use scientific information, to serve their communities, and prepare students for potential post-secondary education opportunities and workforce participation. Proposals submitted to the Learning Strand should describe how the proposed STEM education innovation or approach aligns with current curricular frameworks, understandings of child and youth development, and evidence of how students engage with and learn STEM content. Moreover, proposals should demonstrate how a proposed innovation would be an improvement relative to students' current opportunities to learn. Learning Strand proposals should focus primarily on student learning and other characteristics as the unit of analysis. Teacher professional development and related outcomes can also be assessed and framed as part of the innovation's efforts to support student outcomes.

DRK-12 Research Project Types (See full funding announcement for details.)

1. Exploratory
2. Design and Development
3. Impact Studies
4. Implementation and Improvement Studies
5. Measurement and Assessment
6. Syntheses

Other DRK-12 Project Types (See full funding announcement for details.)

1. NEW: Partnership Development
2. Workshops & Conferences

Other information:

Funding level ranges for research projects are as follows:
Level I = requests up to $450,000 with a duration of up to three years; 
Level II = up to $3,000,000 with a duration of up to four years; 
Level III = up to $5,000,000 with a duration of up to five years. 

Funding levels for other project types are as follows: 
Partnership Development proposals are up to $100,000 for one year; 
Synthesis proposals are up to $600,000 and three-years duration;
Workshop /Conference proposals are up to $200,000 and one-year duration.

NSF Implementation of Recent Executive Orders 

Clif Family Foundation Open Call Grants Program

Overview:

We believe that much of our nation's needed innovation will spring from grassroots organizations' daily efforts in local communities. The foundation has been proud to support hundreds of nonprofits that are working tirelessly to transform our food system, revitalize the environment, and enhance community health. We aspire to transform food systems, revitalize the environment, and enhance community health. We envision a healthy, just, ecologically thriving world for all people. 

Clif Family Foundation currently offers two types of grants, Open Call and By Invitation Only. 

Priority is given to applicants that:
•    Advance our strategic priorities and align with our values
•    Focus their work primarily in the United States and its unincorporated territories 
•    Demonstrate strong community ties 
•    Have operating budgets under $3MM 
•    Operate at the grassroots level to implement change at the local, state or national stage 

Values:
•    People Power: People most impacted by health, climate, and food systems challenges are foremost to design, develop, and implement solutions. 
•    Transformation: Systemic change is needed to address the root causes of societal problems and enable people to reach their full human potential. 
•    JEDI: Justice, Equity, Diversity, and Inclusion are essential to the effectiveness, long-term health, and well-being of all people. JEDI compels us to continuously progress toward a deeper understanding of the fundamental roles played by oppression. 
•    Collaboration: Partnerships are essential to achieve the mission, foster learning, and enable trusting relationships. 
•    Creativity: Ingenuity and imagination, coupled with listening and learning, generate effective new ideas and help solve long-standing problems. 
•    Joy: Joyful approaches in our philanthropic work enliven positive human potential that furthers efforts for change. 
•    Nature: Diverse connections with the natural world inspire us to learn from, respect, and support regenerative solutions. 

Priorities:
•    Regenerative and Organic Farming--Accelerate the adoption of regenerative farming practices, including organic, climate-resilient, equitable, and agroecological approaches. 
•    Food Production Workers’ Health and Safety--Amplify efforts to secure healthy, safe, just, and empowering working and living conditions for food production workers. 
•    Climate Justice--Expand community-centered solutions to climate change that build resilience and empower those who have been historically marginalized. 
•    Healthy Food Access--Advance food systems’ changes that make healthy and sustainably produced food accessible, affordable, and culturally appropriate. 
•    Inclusive Outdoor Access--Catalyze solutions that expand access to safe places to enable healthy physical activity and improve mental health. 
•    Indoors and Outdoors Safe from Pollution--Promote preventative health approaches by identifying and eliminating toxics from our air, water, soil, and human-made materials.

Other information:

he Foundation reviews applications twice a year. Deadlines are March 1 and August 1.

Grant announcements occur approximately four months after the deadline. Typical grants range from $5,000 - $50,000 and last for one year.