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Brought to you by Principal Investigators Association
Presented by Dorothy E Lewis PhD
NIH Diversity Training Grants
NIH Diversity Training Grants
and Promoting
Diversity
Enhancing Your Research
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Watch for these upcoming articles:•How to Stimulate Proposal Development•Is Crowdfunding a Good Idea?•How to Fulfill NSF’s Mentoring Requirement•Make Delegation Work in Your Lab•Create a Strong Biosketch for NIH or NSF•Narrow the Focus of Your R21 Application•Are Your Rodent Cages OLAW Compliant?•Where to look for funding Within the DOE
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• NIH forecasts a major need for more scientists in biomedical research
• Scientists should be representative of the population of the US
• Training programs provide ways to improve diversity in the research enterprise
Diversity A Major NIH Concern
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Dedicated programs targeted to:
• Minority serving institutions• Minority individuals
Supplements to individual grants
Types ofDiversity Training Awards
Types ofDiversity Training Awards
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• Historically black colleges/universities, like Howard
• Institutions in which 25% is of an ethnic typeoUniv. Ark at Little Rock—Black servingoUTEP—Hispanic servingoUCLA—Asian servingoSE Oklahoma State—American Indian serving
• Others where 50% are minority but not above.
What is a minority serving institution?
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• Institutions federally recognized Title IV based on enrollment criteria
• Eligible for federal funding under Title III of the Higher Education Act of 1965
• In 2007, Asian American Institutions were recognized making them eligible as minority serving institutions.
Minority Serving Institutions
Minority Serving Institutions
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• Historically Black Colleges and Universities• White House initiative on Educational Excellence for
Hispanic Americans• Tribal Colleges and Universities• American Indian and Alaskan Native education• Increasing Federal programs for Asian American Pacific
Islanders• Increasing employment of Adults with disabilities
Executive Orders Governing MSI
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Asian American Pacific Islander Serving Institutions Get More AttentionJune 3, 2011, 1:37 pmBy Marybeth GasmanLast week, something interesting happened in the world of higher education. Asian American Pacific Islander Serving Institutions were included on the Department of Education’s list of Minority Serving Institutions. The first eight of these institutions are: City College of San Francisco, De Anza Community College, Guam Community College, Santa Monica College, Queens College, South Seattle Community College, University of Hawaii at Hilo, and University of Maryland, College Park. Basically 1 in 10 Asian American or Pacific Islander students attended one of these institutions.
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$12.2 Million Awarded to 19 Hispanic-Serving Institutions to Expand Education Opportunities to Hispanic Students and Low-Income Individuals June 26, 2012
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• The lingo is “under represented minority” or URM’s
• Any institutional training type grant (i.e. T32, T34, K12, CTSA, R25) must have a: “Recruitment and Retention Plan to enhance Diversity Plan” that describes efforts to do this.
What is a Minority?What is a Minority?
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• All training programs require this plan.
• T32 programs—Institutional Research Training Grants—19 institutions funded by NIGMS listed as to approaches to improve diversity
• Other NIGMS training programs provide pipeline to T32 programs, including Postbac program, MARC, RISE, IMSD, and Bridges to the Doctorate.
Recruitment & Retention Plan for Diversity Required!
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• Certain racial and ethnic groups
• Individuals with disabilities
• Individuals from disadvantaged backgrounds—either income or education related
What is a Minority?What is a Minority?
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• African Americans
• American Indian/Alaskan natives
• Hispanic Americans
• Hawaiian Natives/US Pacific Island natives
Racial and Ethnic Groups
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Physical or mental impairments that limit one or more major life activities.
DisabilitiesDisabilities
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• Considered for diversity training in high schools and at the undergraduate level
• Not usually considered as a criteria for diversity in graduate programs
Disadvantaged Backgrounds
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• All NIH institutes have plans to increase diversity.
• Most provide administrative supplements for current NIH grants for graduate level and postdoctoral training.
• One particular institute provides the most money for concentrated efforts on diversity training.
National Institute of General Medical Sciences - NIGMS
Who Funds Diversity
Programs?
Who Funds Diversity
Programs?
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• All of NIH institutes have training components—either to institutions or to individuals—in the form of training grants at various levels.
• However, 10% of the budget of NIGMS goes toward biomedical training efforts—making it the foremost institute supporting training in the US.
NIGMS The Training
Institute
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• Must reexamine concepts of success in biomedical science
• Must prepare young scientists to meet the demands of the future.
• Must allow for flexibility in outcome
Philosophy of Training
Philosophy of Training
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• Society requires a strong and diverse group of creative thinkers and innovative problem solvers.
• Research institutions seek to advance knowledge via teaching and conducting research.
• Individuals need to acquire the skills and knowledge to be productive in a scientific career.
What is Success in Science?
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“Success in science is defined as the ability to go from failure to failure with undiminished enthusiasm.”
Favorite Quote – Winston ChurchillFavorite Quote – Winston Churchill
It is the quest for knowledge and the joy of discovery that drives most of us.
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• Recognition that jobs in academia are limited
• Must train people for diverse applications of their biomedical science degrees
• This means employment as teachers, in industry or in government
• The key is to provide students with essential principles and problem solving skills applicable to ANY problem
Success in 2012
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• Training grants—T32, T34 (MARC)
• Individual Fellowships—F31 (pre-doc), F32 (post-doc), F33 (Experienced Investigator)
• Career Development awards KO8, K23, K25, K99/ROO
• Research education R25
• Capacity building SCORE, IDeA, MARC Ancillary Training (T36), Conferences (R13, U13) NARCH
• Research supplements
NIH Funding MechanismsNIH Funding Mechanisms
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• Focused on undergraduate training and transitions into graduate school
• Focused on graduate school training and transitions into postdoctoral fellowships
• Focused on postdoctoral candidates transitioning into academic or other positions.
Training Grants
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• Bridges to Baccalaureate or Doctoral programs
• Research Initiative for Scientific Enhancement (RISE)
• Initiative for maximizing Student Development (IMSD)
• Post Baccalaureate research education Program (PREP)
• Institutional Research and Academic Career Development Awards (IRACDA) (K12)
Types of R25 Grants
Types of R25 Grants
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• Help students make transitions from 2 year junior or community colleges to full 4 year colleges.
• Help students transition from master’s degrees programs to PhD programs
• Postbaccalaureate Research Education Program (PREP) Helps those with recent baccalaureates to transition into doctoral programs.
R25 Bridges Grants
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• Student development at minority serving institutions (50% enrollment)
• Increase numbers of URM’s that complete the PhD
• Includes specialized courses and research experiences
• Tutoring and travel to scientific meetings
• Not limited to “honors” students, does not provide stipend to students but develops programs FOR students for enrichment
R25 RISE Training Grants
R25 RISE Training Grants
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• Student development at institutions in a research intensive environment
• Goal is to increase URMs who complete PhDs
• Can develop programs include research internships
• Institutions must have mentors with NIH funding
• Must award the baccalaureate and/or PhD in biomedical or behavioral science
R25 IMSD Program
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• PREP encourages recent graduates (under 3 years) to go on to the PhD.
• PREP students work with a preceptor doing science and participate in development and education activities designed to enhance research skills.
• The PREP program is expected to strengthen applicants for the PhD program.
• The PREP student is expected to apply to PhD programs, appointment is for one year and sometimes longer.
R25 Postbaccalaureate Research Education
Program (PREP)
R25 Postbaccalaureate Research Education
Program (PREP)
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• Career development awards between research intensive institutions and those serving URM’s
• Provides support for a mentored postdoctoral fellowship at the research institution coupled with mentoring of postdoctoral fellows at a partner institution
• Ultimate goal is to strengthen teaching and research at the partner institution
R25 IRACDA K12 Awards
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• Undergraduate programs—funds to enhance training of “honors” students in STEM majors
• Science, Technology, Engineering and Math
• Final 2 years of matriculation, includes money for tuition and living expenses
• Must provide research training experiences—usually in the summer
• Limited to those who intend to do a PhD
T24 Training GrantsMARC (U-STAR)
Programs
T24 Training GrantsMARC (U-STAR)
Programs
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• SCORE
• IDeA
• T36 for MARC programs
• Conferences
• NARCH
Grants That Improve Capacity
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• Increase research competitiveness of investigators at minority serving institutions
• Three funding mechanisms SC-1, 2, 3. Depends on stage of career—
oSC1 is for established investigators
oSC2 is for early investigators or those going in a different research direction
oSC3 is for intermediate investigator
Score ProgramScore Program
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• Fosters health related research in areas of the US not associated with high success rates at NIH funding (see list at NIGMS web site) Much of intermountain west (not AZ, UT, or CO), the extreme NE and Appalachian States and a few deep south states
• Two main components - Centers of Biomedical research excellence (COBRE) and IDeA networks of Biomedical Research Excellence (INBRE)
• COBRE is more investigator driven/INBRE supports infrastructure development.
Institutional Development Awards
(IDeA)
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• Support for MARC trainees to go to conferences, scientific short courses or other concrete activities
• Variation among programs is expected—could be lots of ways to enhance students goals
T36 MARC Ancillary Training
T36 MARC Ancillary Training
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ConferencesConferences
• R13 Funded by a grant
• U13 Funded by a cooperative agreement
• Must first submit a letter of intent with details of the proposed meeting, etc.
Conferences
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NARCHNARCH
• NIH partners with the Indian Health Service to support Native American Research Centers for Health
• Supports partnerships between tribes or tribally based organizations and research institutions
• Grant is awarded to the tribal partner
NARCHNARCH
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Supplements to Supplements to Existing GrantsExisting Grants
• Many institutes have programs whereby an existing grant can acquire supplemental funds to support a minority in training— go online for specific forms
• Decisions are made by program, so its almost a sure thing. Must have sufficient time left in the RO1
• Must defend the person and their role in the project
Supplements to Existing Grants
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• Annual Biomedical Research Conference for Minority Students (ABRCMS)
• Society for Advancement of Chicanos and Native Americans in Science (SACNAS)
Meetings Which Feature Minority
Trainees
Meetings Which Feature Minority
Trainees
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• Enrollment racial/ethnic distribution in populations served
• Program graduation rate
• Other outcomes—presentations/publications
• Progress to next step
• Evidence that program increased diversity
Information Needed for these
Applications
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Fill Out Tables!Fill Out Tables!
• Tables required for training programs are provided at the NIGMS website
• Be sure to use the tables for grant submission, but also for record keeping
• Helps you know what information is important to track
Fill Out These TablesFill Out These Tables
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Examples of Examples of InformationInformation
• How many URMs at your institution?• How many applied to the program?• How many appointed?• How many graduated?• How many in PhD or MD programs?• How many in MS programs?• How many in Post-Bac programs?• How many in teaching positions?• How many publications?
Examples of Information
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• Keeps information about the program
• Conducts surveys as to satisfaction, performance
• Should develop ways to measure effectiveness of programs offered
For example, if you offer a writing course—what is the evidence that it works?
Each Program Must Have an Evaluator
Each Program Must Have an Evaluator
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Possible Training Possible Training ElementsElements
•Curriculum development
•Remedial training, coursework, GRE preparation
•Specialized instruction in writing
•Social programs that enhance interactions
•Summer research programs
•Novel mentoring approaches
Possible Training Elements
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• For example, Bridges to Baccalaureate—a 4 year institution must partner with a 2 year institution—(or could be several) helps if institutions are in close proximity.
• Distance can work if there is a way to bring URMs to home campus—i.e. summer programs, etc.
• Having a record of how many URMs succeeded before and after the program is important to keep the funding intact
Training Elements Should be Specific for
Institution
Training Elements Should be Specific for
Institution
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MUST Have Ethical MUST Have Ethical TrainingTraining
• Every training type grant MUST include training in the ethical conduct of research.
• Plan MUST Contain Five ComponentsoFormatoSubject MatteroFaculty ParticipationoDuration of Instruction oFrequency of Instruction
Must Have Ethical Training
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Ethical TrainingEthical Training
• Requires substantial face-to-face discussions (not just on line courses)
• Subject matter—conflict of interest, human subjects, animals and safe lab practices, mentor/mentee responsibilities and relationships, collaborative research, peer review, data acquisition and record keeping including ownership, research misconduct and policies for handling, authorship and publication, societal issues
Ethical TrainingEthical Training
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Ethical TrainingEthical Training
• Faculty participation—both formal and informal contributions required and participation should include many different faculty over time
• Duration—at least 8 contact hours are required with the work done over time rather than all at once
• Frequency—should happen throughout a research career—but especially between transitions in a career and at least once every 4 years
Ethical Training
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FinallyFinallyFinally…Finally…
A word about why such programs exist and why increasing diversity in the research arena has been difficult.
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A Ton of FeathersA Ton of Feathers
Is a ton of feathers (light objects that fly in the wind) different than a ton of lead?
The answer is no in terms of weight, YET each feather on your skin makes a small impact. IF a ton of feathers lands on you over time, that can have real effects. Each feather represents micro-insults that over time add up.
Too many feathers discourages can-do thinking and accomplishment.
A Ton of Feathers
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To Learn more about PIA’s NIH Diversity Training Grants Webinar
Visit http://bit.ly/DiversityGrants
Call us at 800-303-0129 ext 506 Email: [email protected]
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Watch for these upcoming articles:•How to Stimulate Proposal Development•Is Crowdfunding a Good Idea?•How to Fulfill NSF’s Mentoring Requirement•Make Delegation Work in Your Lab•Create a Strong Biosketch for NIH or NSF•Narrow the Focus of Your R21 Application•Are Your Rodent Cages OLAW Compliant?•Where to look for funding Within the DOE