Limited Submissions Calendar

02/15/2024

Limit: 1 // P. C. Ellsworth (Entomology/ Maricopa Agricultural Center)

Duplicate or multiple submissions are not allowed.

NIFA requests applications for the Crop Protection and Pest Management (CPPM) program for fiscal year (FY) 2024 to address critical state, regional and national integrated pest management (IPM) needs to ensure food security and respond effectively to other major societal pest management challenges. The CPPM program supports projects that address these challenges with IPM approaches developed by coordinated state, regional, and national research, and extension efforts. The impact of these research and extension efforts will be increased by the establishment of communication networks and stakeholder participation in setting priorities. In FY 2024, NIFA will only accept competitive applications for funding in the Applied Research and Development Program (ARDP) and the Extension Implementation Program (EIP) areas of CPPM. NIFA will fund current Regional Coordination Program (RCP) area projects through continuation applications.

The purpose of the Crop Protection and Pest Management program is to address high priority issues related to pests and their management using IPM approaches at the state, regional and national levels. The CPPM program supports projects that will ensure food security and respond effectively to other major societal pest management challenges with comprehensive IPM approaches that are economically viable, ecologically prudent, and safe for human health. The CPPM program addresses IPM challenges for emerging issues and existing priority pest concerns that can be addressed more effectively with new and emerging technologies. The outcomes of the CPPM program are effective, affordable, and environmentally sound IPM practices and strategies needed to maintain agricultural productivity and healthy communities. ​

01/05/2023 - Concept paper 01/22/2024 - Full Proposal

No applicants  // Limit: 4* // Tickets Available: 4


*An entity may submit only one Concept Paper and one Full Application for each topic area of this FOA.

The Critical Materials Accelerator aims to validate and prototype technologies and processes that address critical materials challenges by developing alternatives, diversifying and expanding supply, increasing manufacturing and material efficiency, and establishing a circular economy. The Accelerator intends to speed up the adoption of innovation while promoting safe, sustainable, economic, and environmentally just solutions to meet current and future critical materials supply chain needs​.

This FOA solicits proposals that advance innovation to realize the Department’s critical minerals and materials vision of a reliable, resilient, affordable, diverse, sustainable, and secure domestic supply chains for the clean energy economy. Projects funded under this FOA will de-risk innovation and mature technology development in partnership with industry to reduce demand through alternative materials or technologies, extend the lifetime of critical materials, and advance secure and sustainable critical materials manufacturing technologies. Each topic area of the FOA addresses priority technologies and supply chain gaps identified by the Critical Materials Collaborative.

Topic Areas:

• Topic 1 – Use of Magnets with Reduced Critical Materials Content 
  • Topic 1a – Critical Material Lean/Free Magnets for Clean Energy Technologies: Projects will validate alternative magnet compositions that reduce or eliminate the use of critical materials by at least 25 wt.% 
  • Topic 1b – Motors and Drivetrains using Critical Material Lean/Free Magnets: Projects will prototype electric machines or drivetrains that use magnets that reduce or eliminate the use of critical materials by at least 25 wt.% 
• Topic 2 – Improved Unit Operations of Processing and Manufacturing of Critical Materials: Projects will make improvements to unit operations and/or processes to separate, refine/process critical materials for clean energy technologies that rely on critical materials.  
• Topic 3 – Critical Material Recovery from Scrap and Post-Consumer Products: Selectees will develop and validate approaches to recycle or recover critical materials from post-consumer products, including but not limited to, design for recycling and reuse and de-risking critical material recovery from waste and manufacturing scrap.  
• Topic 4 – Reduced Critical Material Demand for Clean Energy Technologies: Selectees will develop and validate materials, technologies, or processes that reduce or eliminate the use of critical materials for clean energy technologies. 

05/25/2024

Submit ticket request  // Limit: 1 // Tickets Available: 1 

This Funding Opportunity Announcement (FOA) is a program within the NIH Blueprint for Neuroscience Research in conjunction with the National Institute of General Medical Sciences (NIGMS) and the National Institute on Deafness and other Communication Disorders (NIDCD).

Program Objective

The purpose of the Jointly Sponsored Predoctoral Training Program in the Neurosciences (JSPTPN) program is to provide strong, broad-based neuroscience training that will  develop a cohort of well-trained   researchers at a time when the field is advancing at a rapid pace. Neuroscience research increasingly requires investigators who can cross boundaries, draw on knowledge and interdisciplinary approaches and levels of analysis, and apply this breadth of knowledge in original ways to yield new discoveries about the function of the nervous system.

Broad-based research training. The JSPTPN supports programs of broad-based education and research experience during the first two years of graduate training. As such, training programs supported by a JSPTPN training grant must have a comprehensive, two-year training plan. During this training period, students should obtain a working knowledge of the different kinds of approaches and techniques that make up the field of neuroscience. A key component of this training should be acquiring a strong foundation of experimental methodology (e.g. experimental design, quantitative data analysis and interpretation) and a robust development of professional skills (e.g. written and oral communication and data presentation).

Core Knowledge Expectations. JSPTPN Programs should define the core knowledge that each student is expected to gain. Programs must have a clear comprehensive plan that will ensure that each student will have the tools and research experience necessary for a future career as an independent investigator in areas directly related to biomedical research in neuroscience. Each program is expected to define the core knowledge and research experience expected of all trainees. However, programs may provide a specific tailored curricula based on individual trainee background and needs.

Trainees are expected to participate in a curriculum that incorporates education in multiple levels of analysis, which may include genetics, molecular, cellular, system, behavioral and/or computational approaches. Trainees should also gain an understanding of the tools, technologies, and methods used in contemporary neuroscience research. Note that not all programs will necessarily need to cover all levels of analysis and types of technologies. However, there must be enough coverage to be considered adequate for a broad understanding of neurobiological function and the current tools used for research in neuroscience. Breadth may be achieved through any combination of formal courses, laboratory rotations, workshops and other programmatic activities. Regardless of their individual curricular plans, all students are expected to gain a general understanding of the neurobiological basis underlying diseases and disorders of the nervous system. Trainees are expected to leave the JSPTPN programs with the fundamental knowledge and skills that will allow them to lead, and confidently adapt to the rapidly growing and technologically changing field of neuroscience research.

Laboratory Rotations. Programs are expected to include laboratory rotations that allow students to explore different research areas, scientific approaches, and laboratory cultures. Rotations should have specific purpose and goals and should be designed to provide trainees with a practical understanding of the tools and experimental approaches that drive the research in the rotation laboratory. Rotations should be of sufficient duration to generate a product that results from the scientific and technological knowledge gained in the rotation laboratory.

Experimental design and statistical methodology

Experimental Design. Programs are expected to provide formal instruction in the principles of rigorous experimental design to ensure that trainees understand the practices required for robust and unbiased experimental design, hypothesis testing and the application of these principles and practices to their individual research.

Statistical Methodology. Programs should equip students with a solid understanding of statistical methodology relevant to contemporary neuroscience research and provide exposure to quantitative approaches used for a variety of experimental systems. The goals of this training are to educate trainees in 1) the importance of considering statistical principles in the design of their research, 2) the need for appropriate use of statistics in analyzing data, interpreting results and forming conclusions and 3) the practical application of statistics to date in different experimental paradigms.

Ideally, trainees will begin to develop a depth and breadth of statistical understanding that will enable them to adapt and appropriately apply statistical approaches as their experimental repertoire changes. Programs must ensure that all trainees have a solid understanding of the value and proper use of statistics, including an understanding of the many types of scientific failures that can occur due to inappropriate application of statistical tests. An introductory course in statistics is not sufficient to achieve these goals.

Quantitative Literacy and the Use of Quantitative Approaches

Quantitative Literacy. JSPTPN programs are expected to provide the background necessary for the development of quantitative skills and literacy needed to conduct rigorous research. Programmatic activities should instill an appreciation of the benefits of quantitative approaches to experimentation (and the potential pitfalls associated with a lack of quantitative consideration of their scientific system). An important specific goal of these programs is to foster the incorporation of quantitative thinking into the trainees’ research experience throughout their careers. To that end, the training activities provided by the program should equip trainees with the tools and knowledge required to examine their experimental systems quantitatively.

Quantitative Tools and Approaches. Programs are expected to provide experience in the use of practical tools for quantitative exploration, interpretation, and evaluation of biological data relevant to neuroscience research. Training in quantitative tools and approaches should be integrated into the program and reinforced during the students’ graduate careers. Ideally, training will be ongoing and progressive, with proactive approaches in place to encourage the application of quantitative thinking in the trainees’ dissertation research. For example, a program may wish to cover general principles early in the training and incorporate quantitative approaches that are directly applicable to each trainee’s research topic as they advance.

Scientific rigor. Trainees should have a thorough understanding of the principles and practices of rigorous scientific research. These principles should be examined in the context of the collection, appropriate analysis and interpretation of scientific data. Programs are also encouraged to provide education in human decision-making tendencies and cognitive biases, and how they can lead to erroneous interpretation of data (c.f. Kahneman, D. 2011. Thinking, Fast and Slow. New York. Farrar, Straus and Giroux).

Professional Skills. Regardless of career choice, an individual’s impact and success in science depends heavily on the ability to clearly articulate ideas and results in a variety of settings and to a variety of audiences. Programs are expected to provide students with strong training in professional skills such as written and oral communication. Programs should also provide training in the skills necessary for grant applications, such as grant writing, understanding the grant submission and review process, as well as understanding and addressing critiques. When appropriate, programs should encourage students to apply for individual support, such as fellowships and other individual awards from federal and non-federal sources. 

Understanding Career Opportunities.  Training programs should provide trainees access to structured career development advising and learning opportunities (e.g., workshops, discussions, and exposure to invited speakers from various career paths). Through such opportunities, trainees should obtain a general working knowledge of a variety of potential career options that would allow them to use the skills learned during their training, as well as the steps required to successfully transition to the next stage of their chosen career path.

Oversight of trainee mentoring and progression. In addition to outstanding scientific training, solid mentoring and regular career guidance are critical for advancement and success of science. Consequently, graduate programs supported by the JSPTPN are expected to have a formal oversight plan to ensure that students who obtain a Ph.D. degree do so in a timely manner, and with 1) a publication record that will allow them to progress to outstanding research opportunities, 2) written and oral presentation skills that facilitate their ability to publish their results, submit competitive grant applications , speak at national meetings to present their results, and interview for future positions, 3) an understanding of the many career opportunities available to them as Ph.D. scientists and what is required for them to compete for these different career opportunities.

This wide range of skills and knowledge needed for success in a scientific endeavor cannot be gained by students entirely within the first two years of graduate school but can be achieved with ongoing training and mentoring throughout their graduate school careers. The longitudinal oversight process designed to ensure appropriate student progress is a critical aspect of the environment in which the JSPTPN operates. Although the JSPTPN is not responsible for providing guidance beyond graduate year two, a strong JSPTPN program can only exist in an environment that is dedicated to the long-term success of its students.

Enhancing workforce diversity. NIH’s ability to help ensure that the nation remains a global leader in scientific discovery and innovation is dependent upon a pool of highly talented scientists from diverse backgrounds who will help to further NIH's mission.  See, NOT-OD-20-031. The research enterprise will be strongest when it involves individuals from a wide variety of backgrounds, who may bring new and innovative perspectives to solve the mysteries of brain function, identify the mechanisms that underlie disease and disorders and develop novel approaches to clinical treatment. Within the framework of this program’s longstanding commitment to excellence, T32-funded programs play a critical role in training individuals from diverse backgrounds, including those underrepresented in biomedical sciences.  To help address all of these critical needs, JSPTPN programs are expected to recruit students from a wide variety  of backgrounds and foster their successful completion of the graduate program and transition to their next position.

Training programs are expected to implement robust plans to enhance diversity and to promote inclusive research environments (i.e. institutional and departmental environments in which trainees from all backgrounds feel represented and integrated in the community). 

Exposure to a variety of role models. To enhance diversity, it is essential that trainees have exposure and access to a variety of role models.  Programs should actively strive to recruit prospective individuals for  program leadership, participating faculty and mentors, as well as invited speakers with varying backgrounds, perspectives, and experiences.This may include women, senior faculty who have the benefit of long experience, and junior faculty who have more recent experience in transitioning from training to independent positions.

Training Program Evaluation. Is it expected that JSPTPN programs will undergo both internal, as well as external evaluation in order to promote innovation and evolution, as well as to bring attention to any deficiencies that may arise.

Expectations for Training Program Outcomes. Trainees should leave the T32 training program with the appropriate accomplishments and skills to move on to the next step of an independent research (or research related) career pathway. Outcomes expected of training programs include strong trainee publications and other accomplishments appropriate to their training.

Special Note: Consultation with the Chair of the JSPTPN steering committee prior to application preparation is encouraged (see JSPTPN homepage).

02/14/2024

UArizona is ineligible to propose as a lead institution * // Limit: 1 

*Eligibility note: Universities awarded as part of MIRO Group 6, Group 6R, and Group 7 are ineligible to propose as a lead institution to this funding opportunity. 
UArizona was awarded a  MUREP APPENDIX G MUREP Institutional Research Opportunity – MIRO Group 7 in 2018, which makes the institution ineligible to lead a proposal to this funding program.

The NASA OSTEM MUREP Program solicits proposals from four-year colleges/universities designated by the U.S. Department of Education as MSIs for the MUREP Institutional Research Opportunity (MIRO) awards. MIRO develops significant scientific, engineering, and/or technology research centers. The purpose of MIRO is to strengthen and develop the research capacity and infrastructure of MSIs in areas of strategic importance and value to NASA’s mission and priorities. MIRO awards promote STEM literacy and enhance and sustain the capability of institutions to perform NASA-related research and education. Additionally, MIRO strengthens student participation in research at MSIs in order to develop and diversify the next generation of the STEM workforce. MIRO awards directly support research pertinent to NASA’s five Mission Directorates (MDs) – Aeronautics Research, Exploration Systems Development, Space Operations, Science, and Space Technology. 

MIRO cooperative agreements are competitively awarded to MSIs to promote research capacity, expand aerospace research, increase workforce diversity, and strengthen students’ STEM skills.  The MIRO awards goals and objectives are to: 

1) Expand the nation's base for aerospace research and development by fostering new aerospace research and technology development concepts aligned with NASA research priorities as defined by NASA’s MDs. 

Objective 1.1: Develop significant scientific, engineering, and/or technology research centers at the MSI that align and engage one or more programs of the NASA Mission Directorates.

Objective 1.2: Increase the lead institution’s capacity to contribute to the priorities of NASA’s Mission Directorates (Aeronautics Research, Exploration Systems Development, Science, Space Operations and Space Technology) and NASA’s Centers and facilities.

2) Promote institutional advancement and enhanced research capacity through partnerships among MSIs, other academic institutions, NASA, and industry.

Objective 2.1: Increase the lead institution’s ability to sustain research efforts through development of strategic partnerships. .  

 Objective 2.2: Increase the lead institution’s pursuit of additional funding opportunities offered by NASA, industry, and other agencies.

 Objective 2.3: Increase the ability of research leadership at the lead institution to leverage resources to enhance its research capacity at the project, program, department, college, and/or university levels.

3) Strengthen participation of faculty, researchers, and students at MSIs in the research programs of NASA’s MDs.

Objective 3.1: Increase faculty and researcher knowledge and skills in NASA-related research through professional development and NASA research opportunities.

Objective 3.2: Increase capacity to develop student knowledge and skills in NASA-related research through curriculum enhancement, redesign, and development at the course, degree, and/or department levels.

Objective 3.3: Increase capacity to develop student knowledge and skills in NASA-related research through NASA internships and opportunities.

4) Facilitate mechanisms to ensure degrees awarded to students from MSIs in NASA-related fields reflect the diversity of our nation and contribute to the diversity of the NASA workforce.

Objective 4.1: Increase the number of undergraduate and graduate degrees awarded to students from MSIs in NASA-related fields.     

02/01/2024

Limit: 1 // PI: G. Sutphin (Molecular and Cellular Biology)

The University of Arizona Cancer Center (UACC) coordinates the internal selection process for this funding program, for more information please contact UACC-PreAward.

MKAF is currently accepting applications for innovative grants for translational research of cancers affecting women, including but not limited to breast, cervical, endometrial, ovarian, uterine or cancers predominantly affecting women. Grants will be awarded in the amount of $100,000 over a two- year period. PI must commit a minimum 5% effort.

11/30/2023 ( Requiered registration)

Limit: 3 // 
A. Gerlak (Center for Studies in Public Policy)
L.  Medovoi (English)
A. Park (Poetry)

In the interest of maintaining a grantmaking portfolio that supports inquiry into issues of vital social, cultural, and historical import, the Higher Learning program at the Mellon Foundation invites ideas for research and/or curricular projects focused on any of the following three areas:
• Cultures of US Democracy
• Environmental Justice Studies
• Social Justice and Disciplinary Knowledge

The Mellon Higher Learning team will review all submissions and invite a few of the most promising ones to be developed into full proposals for potential grant funding. In consideration of the anticipated volume of concept submissions, we are unable to provide feedback on preliminary concepts.

Principal Investigator:
The Principal Investigator (PI) should be a faculty member or dean in a program or department in the humanities or humanistic social sciences, or the institution’s provost, and should have the support of the institution’s senior academic leadership. 

05/15/2024

Submit ticket request // Limit: 1 // Tickets Available: 1

The purpose of this NOFO is to solicit proposals from highly qualified clinical sites in the US to join the Network through an X01 Resource Access Program award. Accepted sites will be designated as a “Diagnostic Center of Excellence (DCoE)” and will be responsible for generating participant clinical, phenotypic and sequencing data to be submitted to the DMCC through a Data Use Agreement with the Center.  X01 recipients will have access to DMCC resources and infrastructure including access to high-quality phenotypic and genotypic data and collaboration with highly skilled physicians, researchers, and bioinformaticians. Using team science, DCoEs will be able to collaborate with Network members to implement strategies that will expand equity and accessto health disparity populations and increase the discovery of new disease-associated genes and genomic variants, immunologic and metabolic abnormalities, as well as environmental insults that are causative in previously undiagnosed patients. DCoEs will be invited to submit their most challenging, unsolved cases for acceptance into the Network, and partner in their evaluation with the Network’s virtual case review committee(s), which will be coordinated by the DMCC.

Successful applicants will demonstrate that they have the appropriate expertise and a track record of diagnosing rare and difficult-to-diagnose disorders, along with the infrastructure and resources needed to conduct the clinical evaluation and DNA sequencing of participants enrolled at their sites. Specifically, applicants will be expected to demonstrate the expertise, independent resources (e.g., institutional support, plans for billing insurance, obtaining support from outside partnerships, etc.), and capacity to:

• Enroll a minimum of 5 participants per year who are accepted into the Network, although some sites may have the capacity to enroll more participants. Typically, only the most difficult, unsolved cases will be accepted into the Network (e.g., those cases requiring specialized, non-routine diagnostic testing procedures or collaboration among a team of clinicians and researchers).
• Perform comprehensive clinical evaluations of undiagnosed participants enrolled at their site including medical record review, routine and specialized diagnostic testing procedures, consultations, and referral to other sites with necessary expertise if appropriate.
• Have the resources (in-house or outsourced) to perform DNA and/or RNA sequencing and re-analysis of existing genome-sequencing data.
• Capability to work with Network data stored in a cloud architecture, such as AnVIL.
• Have the genomics capability including medical genetics and associated informatics expertise needed to identify pathogenic variants from human genomics sequence data. This includes the infrastructure to return genetic results to study participants and provide post-test genetic counseling.
• Demonstrate sufficient clinical metabolomics and other omics expertise to interpret or re-interpret lab and research-grade findings.
• Have sufficient clinical staff to review medical records from applicants (so as to enroll a minimum of five cases per year into the Network) and to rigorously discuss the results to arrive at a diagnosis or to interrogate candidate genes.
• Collect and store DNA, fibroblasts from skin biopsies, and other biological specimens produced by clinical evaluations as needed for the diagnosis.
• Organize incoming records and return results to participants, family members, and referring physicians.
• Support a site coordinator or equivalent position to serve as the DCoE’s point of contact for data sharing, case coordination, collaboration, data retrieval for research projects and patient follow-up.

02/14/2023

Limit: 1 // PI: C. Laskowski (College of Law)
 

The Humanities Research Centers on Artificial Intelligence program aims to support a more holistic understanding of artificial intelligence (AI) in the modern world through the creation of new humanities research centers on artificial intelligence at eligible institutions. Centers must focus their scholarly activities on exploring the ethical, legal, or societal implications of AI.  

A Center is a sustained collaboration among scholars focused on exploring a specific topic. Successful applicants will examine the humanities implications of AI through two or more related scholarly activities. Centers must be led by scholars in the humanities or humanistic social sciences, but should include scholars from multiple disciplines. Scholars may come from one or more institutions. NEH welcomes international collaboration, but scholars at U.S. institutions must contribute significantly to the project. This program is for establishing new Centers; existing Centers and Institutes are not eligible in this competition.

In addition to the establishment of a sustainable Center, your project should engage in at least two activities that support research into the ethical, legal, or societal implications of AI. Appropriate activities may include but are not limited to: collaborative research and writing efforts; workshops or lecture series; education and mentoring; and the creation of digital tools to increase or advance scholarly discourse about AI.  

02/06/2024

No applicants  // Limit: 1 // Tickets Available: 1 
 

Only one (1) application will be accepted from a submitting organization.

The transgender population has some very particular issues associated with aspects of the correctional experience, such as housing, classification, and placement; medical and mental health treatment; clothing and grooming; drug testing; and interactions with staff. As a general group, they are also more likely to be victims of sexually abusive acts while in custody according to surveys conducted by the Bureau of Justice Statistics (BJS), which indicate that non-heterosexual adults report higher rates of sexual victimization while in custody.

As the last award for LGBTI work was in 2016, NIC is seeking now to refresh and expand the resources that are currently available, focusing on the transgender population specifically. NIC is soliciting proposals from organizations, groups, or individuals to enter into a cooperative agreement for at least a 12-month project period. Work under this agreement will include a literature review, formation of a working group of subject matter experts, a white paper containing findings and recommendations, the updating and development of policy guides, education and training tools, and other resource materials.

Understanding the challenges that transgender people now face is especially relevant to preparing transgender persons for successful reentry and completing successful supervision in the community. It should also be noted that the transgender population is somewhat overrepresented in the criminal legal system due in part to their involvement in activities that can lead to interaction with law enforcement. These activities can include sex work, drug sales and/or use, and other underground economy work cited in the USTS.

Foundational year work for the current project is focused on information gathering and includes a literature review, a review of existing research, legal precedents, federal and state statutes, and administrative rules along with the compiling of a bibliography and recommended glossary. Work will also include the conducting of focus groups with subject matter experts and advocates. This information will be used in the development of self-assessment policy guides for agencies that wish to examine their policies, practices, and training. The convening of a working group of eight to ten subject matter experts to act as content contributors and/or reviewers is a required element of this project. The NIC program manager will assist with the identification and facilitation of this working group.

It is anticipated that the policy guides will be used by individuals from federal, state, and local corrections agencies of all sizes and funding levels, including primarily correctional administrators, medical and mental health staff, and training coordinators. Consequently, the guides must provide sufficient rationale and background information where needed, be easy to understand and convenient to use, and provide resources for further study and follow up. Ultimately, the policy guides will allow users to determine best practices for their specific agency or facility; write policy, procedure, and post orders that will allow implementation and monitoring of these practices; and assist in the development of training and orientation materials.

02/02/2024

 Limit: 1 per department // Fast Pitch Grants:  A. Wright (Cochise County Cooperative Extension)

UArizona may submit one application per department.

My organization is a government, a tribal entity, or a university: You may submit one application per department. You may submit another if, and only if, you are collaborating with another organization.

The Legacy Foundation of Southeast Arizona offers capacity building grants to nonprofit organizations for the purpose of obtaining Diversity, Equity, and Inclusion (DEI) training for their staff, Board, and volunteers.

The FY24 DEI grant is always open and is in the amount of $1000 per nonprofit organization.

This grant is being offered to nonprofits in Cochise and eastern Santa Cruz counties to promote population health and community wellness that is best achieved when diverse groups of people relate to one another with acceptance and respect, are valued and welcomed for who they are, and are given the same opportunities to grow, contribute, and develop within their community, regardless of their identity.

The grant is for the sole purpose of DEI training. The organization may select the DEI training that works best for them.

Diversity, Equity, and Inclusion Training Grants

The Legacy Foundation of Southeast Arizona offers capacity building grants to nonprofit organizations for the purpose of obtaining Diversity, Equity, and Inclusion (DEI) training for their staff, Board, and volunteers.

The FY24 DEI grant is always open and is in the amount of $1000 per nonprofit organization.

This grant is being offered to nonprofits in Cochise and eastern Santa Cruz counties to promote population health and community wellness that is best achieved when diverse groups of people relate to one another with acceptance and respect, are valued and welcomed for who they are, and are given the same opportunities to grow, contribute, and develop within their community, regardless of their identity.

The grant is for the sole purpose of DEI training. The organization may select the DEI training that works best for them.

Fast Pitch Grants

No LOI

Application opens January 22, 2024 and closes February 2, 2024 at 4:30 PM. 

Participants will be invited to present pitch by February 9, 2024. 

The Fast Pitch presentation will be on February 21, 2024. 

The Fast Pitch grant supports an organization’s ability to operate efficiently and build capacity through education such as conferences, webinars, speakers, or training curriculum for staff, board, or volunteers. The purchase of technology and software used to build internal capacity of the nonprofit organization is also included in the Fast Pitch Grant.

Grant amount: Up to $2,500. One Fast Pitch grant per nonprofit organization

Responsive Grants

No LOI

Grant application opens March 4, 2024 and closes March 29, 2024 at 4:30 PM.  

Grants will be awarded after July 2024.

The Legacy Foundation of Southeast Arizona collaborates with The Arizona Community Foundation of Cochise. Cooperatively each organization funds grants up to $5,000 for a one year project.

The Legacy Foundation accepts applications for grants pertaining specifically to population health and community wellness. All other grant requests are made directly to Arizona Community Foundation of Cochise.

Responsive Grants

No LOI

Grant application opens March 4, 2024 and closes March 29, 2024 at 4:30 PM.  

Grants will be awarded after July 2024.

The Legacy Foundation of Southeast Arizona collaborates with The Arizona Community Foundation of Cochise. Cooperatively each organization funds grants up to $5,000 for a one year project.

The Legacy Foundation accepts applications for grants pertaining specifically to population health and community wellness. All other grant requests are made directly to Arizona Community Foundation of Cochise.

Innovative Grants

 No LOI 

Grant Application opens June 3, 2024 and closes August 30, 2024 at 4:30 PM. 

Each year the Legacy Foundation offers Innovative Grants up to $50,000 a year for up to two years ($100,000 max). These projects must meet at least one of the Innovative criteria contained within the grant guidelines link be

Strategic Grants

Behavioral Health Strategic Grants ongoing FY22-FY24. 

Only when we work together can we improve the health of our communities. By tapping into and increasing the community’s capacity for identifying and addressing significant health-related issues, we continue to leverage assets and networks. 

The most effective and positive changes are accomplished through partnerships and collaborations with other organizations focused on common goals. Rarely does one organization have the perspective to see all aspects of how complex problems affect people and very few organizations have the time, money and people to address all aspects of a problem. 

The Legacy Foundation of Southeast Arizona Board identifies a strategic focus and invites community organizations providing services within that focus to apply for funding. Because partnerships are so critical to success, organizations are encouraged to submit applications that reflect collaboration with other organizations. 

Emergent Grants

Emergency and urgent needs for nonprofit organizations may occur outside the routine cycles described above. These types of grant requests will be considered on an individual basis.

If your organization has an emergency need call the Legacy Foundation of Southeast Arizona at 520-335-6015 or email info@lfsaz.org

04/04/2024

Limit:1 // A. Mostafa (Maricopa County)


Beginning farmer education for adult and young audiences in the United States can generally be traced back to the advent of the 1862 and 1890 Morrill Land-Grant Acts. But, for the first time, the Food, Conservation, and Energy Act of 2008 (Pub .L. No. 110-234, Section 7410) appropriated $75 million for FY 2009 to FY 2012 to develop and offer education, training, outreach and mentoring programs to enhance the sustainability of the next generation of farmers.

The Agriculture Act of 2014 provided an additional $20 million per year for 2014 through 2018. The reasons for the renewed interest in beginning farmer and rancher programs are as follows: the rising average age of U.S. farmers; the 8% projected decrease in the number of farmers and ranchers between 2008 and 2018; and the growing recognition that new programs are needed to address the needs of the next generation of beginning farmers and ranchers.

The Agriculture Improvement Act of 2018 (aka the 2018 Farm Bill) reauthorized the Beginning Farmer and Rancher Development Program and provides mandatory funds for which supports education, mentoring, and technical assistance initiatives for beginning farmers and ranchers.

The technical assistance webinar related to this FY 2024 funding opportunity will be scheduled soon. Please visit again for more information.