tl1 program tl1 handbook sept 2015 1 tl1 program handbook introduction welcome to the the scripps...

STSI TL1 Handbook Sept 2015

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TL1 Program

HANDBOOK

INTRODUCTION

Welcome to the The Scripps Research Institute’s (TSRI) TL1 Education, Training, and Career Development Program. The TL1 Program is supported by a National Institutes of Health Clinical Translational Science Award (NIH CTSA), granted to the Scripps Translational Science Institute (STSI) beginning in 2008. The educational objective of the CTSA is to identify, inspire, and nurture the next generation of translational scientists. The award provides ongoing support for 6 pre-doctoral TL1 trainees and 6 post-doctoral KL2 physician scholars conducting clinical-translational research at Scripps and affiliated institutions. Participating in the program are faculty members of TSRI’s Kellogg School of Science and Technology together with Scripps Health-affiliated physician scientists and clinical investigators.

STSI seeks to form a translational bridge between TSRI and Scripps Health, fostering innovative programs and methodologies and accelerating the conduct of studies with potential impact on the practice of health care in our community and beyond. As such, TSRI and STSI provide an optimal setting for highly motivated and forward-thinking trainees to learn and collaborate, translating their findings to human health more efficiently than in the past. We envision that students who complete the CTSA-supported TL1 graduate degree program will become the next generation of successful translational researchers.

The Kellogg School Graduate Student Handbook contains the complete requirements for the PhD program, and its specifications must be met by TL1 awardees. This handbook serves as an appendix and contains the additional components and requirements unique to the TL1 training pathway.


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TABLE OF CONTENTS

1. Clinical and Translational Science Award Initiative 2. Scripps Translational Science Institute 3. TL1 Program 4. Program Eligibility 5. Program Application 6. Program Timeline 7. Additional Translational Coursework 8. Clinical Co-Mentor Experiences with Blog 9. TL1/KL2 Journal Club 10. TL1 Thesis Advisory Committee 11. First Committee Meeting 12. Second Committee Meeting 13. Original Proposal Defense, Translational Emphasis 14. Future of Genomics Medicine Meeting 15. Individual Development Plan 16. Co-Authorship of Research Proposal with KL2 17. Appendix


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1. Clinical and Translational Science Award Initiative

The Clinical and Translational Science Award (CTSA) initiative assists institutions in creating an integrated academic home for Clinical and Translational Science. The CTSA program is overseen by the National CATS within NIH. For the 63 member institutions, the CTSA initiative provides the resources to train and advance multi- and inter-disciplinary investigators and research teams using access to innovative, disease-agnostic research tools and information technologies that apply new knowledge and techniques to patient care. CTSAs connect basic, translational, and clinical investigators with community clinicians, clinical practices, networks, professional societies, and industry to develop new professional interactions, programs, and research projects. Through innovative advanced degree programs, CTSAs foster the discipline of Clinical and Translational Science that is broader and deeper than its separate components. For further information, please see: https://www.ctsacentral.org/

2. Scripps Translational Science Institute

The CTSA-funded Scripps Translational Science Institute’s research aims include replacing the status-quo of one-size-fits-all-medicine with personalized health care that is based on genomic and other individual factors influencing health and disease, while leveraging advances in digital technology for real-time health monitoring. STSI has created programs in both research and education that bridge science with medicine, and academia with industry. These programs accelerate integration and innovation across these fields by emphasizing the translation of fundamental science into clinical applications or community interventions.

Since its founding in 2006 by Scripps Health, STSI has been distinguished by its leadership in translational genomics and for harnessing wireless, mobile technology for health monitoring of individual patients. In addition, it is the only member of the CTSA consortium that is not affiliated with a university, which serves to streamline many of its collaborative processes. STSI seeks to hybridize TSRI’s considerable biomedical science expertise with Scripps Health’s exceptional patient care and potential for additional clinical research. In addition to TSRI and Scripps Health, STSI’s participating institutions include Rady Children’s Hospital and seven of San Diego’s world-renown biomedical research institutes. STSI’s numerous research collaborations with industry take advantage of the institute’s location in the heart of San Diego’s life sciences cluster. For further information, please see: http://www.stsiweb.org/ http://www.scripps.edu/

https://www.ctsacentral.org/

http://www.stsiweb.org/

http://www.scripps.edu/


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3. TL1 Program

The primary objective of the TL1 Program is to train and develop junior investigators who will become the next generation of successful translational researchers. Historically, scientists have been trained to conduct research within their own individual disciplines. Such a single-discipline approach to complex biomedical and health-related problems is unlikely to generate comprehensive solutions or to efficiently move discoveries from the basic science laboratory to clinical trials and into the practice setting. More recently, the NIH has recognized the need for a paradigm shift in which investigators from many fields join one another in multidisciplinary teams. Specifically, trainees will become new translational research leaders who can cross the boundaries of their disciplines and draw upon the strengths of multiple fields. The CTSA-supported educational, training and career development program is designed to financially and academically support the early career development of pre-doctoral (TL1) and post-graduate (KL2) clinical-translational researchers who will be expected to achieve excellence in their ability to design and oversee research in multidisciplinary team settings and to become leaders in various fields of translational research, particularly those that are critical to the overall mission of the NIH. Requirements during the three years of TL1 support are briefly summarized here and described in detail later in this handbook: (a) research on a translational thesis project toward completion of a PhD; (b) passage of a course from STSI’s core curriculum; (c) participation in the monthly TL1/KL2 Clinical-Translational Journal Club; (d) interaction with a clinical mentor, with 12 monthly clinical experiences; (e) collaboration with a KL2 scholar through a grant writing exercise; (f) addition of the clinical mentor and a KL2 scholar to thesis committee.

4. Program Eligibility

The TL1 Program is aimed at graduate students who, together with their research mentors, propose highly relevant translational research projects and have a desire to translate basic science discoveries or technologic innovations into meaningful human health interventions. Applicants must have: (a) good standing at the end of the first year (or later) in the PhD program of the Kellogg

School; (b) completion of the formal process of entering the laboratory of a Kellogg faculty mentor (c) U.S. citizenship or Permanent Residence as detailed by the NIH/CTSA guidelines for

recipients An STSI selection committee reviews trainee applications. Selection criteria will focus on the strengths of the research proposed, support of the mentor, and the potential of the candidate to become a leading translational investigator.


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5. Program Application

The TL1 application will consist of a 3-page scientific proposal in an NIH grant style (e.g. single-spaced and meeting NIH requirements for font and format) plus one page for literature citations. It is expected that this scientific proposal will describe a strategy to integrate basic science with translational medicine that is specifically appropriate for the chosen laboratory and mentor, and that the application will be prepared with the guidance of the mentor. The application will include Specific Aims, Background and Significance, Preliminary Data (from mentor or recent literature), Experimental Designs and Methods, as well as critical discussions of the Limitations and Anticipated Results. The application itself is the first step in the educational process for the TL1 candidates. Consultations with the TL1 and KL2 Educational Directors, Drs. Dan Salomon and Laura Nicholson, on the specific translational strategies are encouraged.

The TL1 applications will be submitted on a single date at the end of the first academic year (typically in May). An application review committee will be comprised of the Kellogg School Dean, the TL1 and KL2 Program Directors, the CTSA Principal Investigator, and representatives from the KL2 scholar group. Using the current NIH grant review scoring guidelines, applications will be reviewed by: candidate background/experience (20%), translational science significance toward current gaps in medicine (15%), scientific merit and feasibility with integration of basic/translational science (30%), merit of mentor’s plan for completion and integration (25%), and merit of clinical mentor’s plan to complement the work and advance the trainee’s education (10%).

Final rank order of applications will be submitted to the CTSA Executive Committee for approval, anticipating two TL2 trainee appointments each year. Any unexpected openings in the TL1 training program due to unforeseen circumstances will be offered to the next highest ranked original TL1 application currently in the second or third years of the graduate program, following review of appropriateness of ongoing work and discussion with their mentors. If a replacement TL1 trainee is not chosen through this process, then a new round of applications will be accepted, open to any current second and third year applicants.

6. Program Timeline

The overall timeline for the TL1 Program is outlined below. Importantly, there are exceptions to this timeline depending on each trainee’s individual course of study and various other circumstances. Any major deviations from this general outline, however, will need to be discussed with and approved by the TL1 Director of Education. Year 1: TL1 applications requested

TL1 funding begins for accepted students Year 2: Summer Choose additional translational course from STSI core

Form (or add to) thesis committee with 3 additional members: Clinical Co-Mentor, KL2 Scholar, and CTSA faculty member


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Fall First committee meeting – NIH-Format Research Proposal Start 12 monthly clinical co-mentor experiences with blog record

Begin TL1/KL2 monthly journal club participation Spring Future of Genomics Medicine Conference encouraged Individual development plan, now or year 3

Co-Author research proposal with a KL2 Scholar, now or year 3 Year 3: Fall Second committee meeting – NIH Format Proposal Expanded Transform proposal to NIH NRSA (F30 series) grant submission Complete 12 monthly clinical co-mentor experiences Year 4: Fall Original research proposal defense, translational emphasis

Spring TL1 funding ends

7. Additional Translational Course

TL1 awardees are required to take one additional graduate course that will add to the clinical-translational knowledge base of the trainee. They may choose from:

Semester/Schedule

Course Director

Fall Clinical Investigation Laura Nicholson, MD

Winter Basic Biostatistics Jill Waalen, MD

Spring Human Genetics & Genomics Ali Torkamani, PhD

Spring Molecular Medicine Dan Salomon, MD

Spring Applied Bioinformatics Andrew Su, PhD

8. Clinical Co-Mentor Experiences with Blog

A TL1 requirement will be a monthly experience with the chosen clinical mentor in a real medical environment. Each TL1 trainee will be expected to have 12 experiences over the course of approximately one year, each of at least two hours duration, doing patient-centered activities with their chosen clinical mentor. It is assumed that these 12 clinical experiences will involve the areas of medicine directly applicable to the gaps in knowledge they are investigating in the translational piece of their thesis work. These experiences will “bring to life” the medical challenges and the dynamic nature of health and disease that otherwise the TL1 trainee will not have observed. These experiences should also help put a personal “face” of patients and families on the science being done, critical to the process of using STSI’s unique resources to successfully transform the culture of translational medicine in our graduate program. Tracking of these clinical experiences will be accomplished through an online blog created by the graduate office. After each session, the TL1 trainee should blog: (a) The specific nature of the clinical experience, (b) How it contributed to understanding of health and disease,


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(c) How it contributed to understanding the gaps in medical knowledge, (d) The relevance of the experience to the trainee’s ongoing research, and (e) Additional comments regarding impact on training and thinking.

9. TL1/KL2 Journal Club A joint TL1/KL2 Journal Club will be held once a month and organized by Drs. Salomon and Nicholson, the TL1 and KL2 Program Directors. The journal club will comprise the review of 1-2 clinical/translational paper(s), chosen together by a TL1 trainee and a KL2 scholar, from a list of recommended important new translational science publications. The presenting individuals will choose the papers that they believe are informative of the science they are pursuing in their own training programs. The Program Directors will be available to help in selections before presentation. Attendance will be taken and reported to the Graduate School Office, and written explanations for why a trainee is missing a meeting must be submitted to the two Program Directors for review and approval.

10. TL1 Thesis Advisory Committee The traditional Kellogg’s committee is comprised of the mentor and three members of the Kellogg Graduate School faculty. The student and mentor choose the Chair of the committee from the three faculty members. The TL1 trainee’s committee will have three additional members. (a) The clinical co-mentor, presumably the clinician named in the TL1 application. (b) A KL2 scholar/mentor will be identified during the process of forming the committee. It is

expected that the TL1 and KL2 Educational Directors (Drs. Salomon and Nicholson) will be consulted on selection of the KL2 mentor though a list of all KL2 scholars will be available on the CTSA website. The purposes of integrating the KL2 into the process at this early point are to cement the mentorship relationship with the TL1 trainee and to expose the KL2 scholars to the requirements and rigors of basic scientific research planning.

(c) One of the following members of the CTSA executive leadership will serve on the thesis committees of all TL1 trainees: Drs. Salomon, Nicholson, Williamson, Topol, or Joyce. The objectives of the leadership’s participation on these committees is to insure that the TL1 trainee has access to all the resources created by the CTSA, that mentorship in translational scientific research is successfully executed by both the thesis and clinical mentors, that the KL2 scholars are fully engaged in the process, and that there remains a clear line of communication on the status and ongoing progress of each TL1 trainee to the Executive Committee from acceptance to graduation.

11. First Committee Meeting – NIH Format Research Proposal

The first Kellogg committee meeting is usually not until 6-12 months into the first year of the student’s time in the thesis mentor’s laboratory. However, the first TL1 committee meeting will occur within 3 months of acceptance into the TL1 program in order to emphasize that: (a) The integration of basic science and medicine represented by the objectives of the original

application must be pursued and evolved


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(b) The plans of the TSRI thesis and clinical mentors to accomplish TL1 education must be activated

(c) The importance of grant writing to the future success of TL1 trainees requires mastering the integration of science and medicine in powerful and complementary ways, and

(d) The new KL2 mentors must be integrated into the TL1 program. For the first committee meeting, TL1 trainees will take their 3-page application proposals and transform them into the full NIH format for a Ruth L. Kirschstein National Research Service Award (NRSA; PA11-110) for formal presentation to their committee in writing and as a slide presentation. At this stage of grant writing, the work will be done with the added input of the selected KL2 mentor. The full thesis committee including the KL2 and clinical mentors and the CTSA leadership representative will judge the new proposal and slide presentation. This experience will be an ideal time to make sure the TL1’s training plan is started with the right objectives and resources. The students will be evaluated according to the standard rubrics for the Kellogg School, in addition to an additional evaluation rubric for the unique aspects of translational science.

12. Second Committee Meeting – NIH Format Proposal Expanded

The TL1 trainees have already presented and had committee approval of a preliminary NRSA NIH predoctoral grant application (F30 series) for their translational research at the time of the first committee meeting. At the second committee meeting, the trainee describes the progress on the translational research project in the interim, assuring that enough preliminary data has now been developed to demonstrate that the original proposal was tractable and to further refine the original draft of the NRSA grant application. One year of laboratory experience will reveal any weaknesses and create opportunities to refine, evolve and direct the research for the next few years. This is especially important for translational scientific projects that will integrate basic and clinical research and involve a dynamic and novel set of interactions between basic and clinical mentors and CTSA faculty and resources. The TL1 trainee is to present the evolved thesis research proposal in writing and by oral/slide presentation to the entire committee for review and approval. This proposal will follow all the standard guidelines of the Kellogg’s graduate framework for approval of the thesis, including an NIH-style thesis proposal. This meeting brings the TL1 scholar’s experience with the graduate program into full alignment with our traditional PhD training framework. This process serves as the formal graduate qualifying exam, and at the completion the student is given a pass or fail based on the advisory committee’s decision. At this point we will now have the TL1 trainee complete and submit the committee-approved NIH NRSA (F30 series) application to the NIH for formal review and funding.

13. Original Proposal Defense, Translational Emphasis All Kellogg’s PhD graduate student candidates, including the TL1 trainees, are required to have a thesis committee meeting at approximately the start of the fourth year of their PhD program to present in writing and as an oral/slide presentation an original NIH grant application of 12-page.


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This original proposal is not intended to have any relationship to the candidate’s thesis proposal or ongoing work. It specifically should represent original thinking on the part of the graduate student and focus on an area of science not directly covered by their experience with their current TSRI mentor. Thus, the primary objectives of this step in the graduate training are to make sure that all our PhD students are capable of original thinking, logical construction of specific aims, research plans that address these specific aims, and defense of their experimental choices. To continue to reinforce and achieve our transformational objectives, the TL1 trainees will be specifically tasked with creating an original proposal that involves a new direction in translational science and medicine. They will also be asked to do this in consultation with their chosen KL2 mentor if the proposal is aimed at the same area of medicine (e.g. diabetes, heart disease or cancer) though it must be a different gap in medical knowledge of that field. In some cases, however, a different KL2 colleague may be more logical when the TL1 scholar’s intention is to address a very different medical challenge in a different area of medicine. That kind of creative effort and expansion outside the boundaries of the ongoing thesis work is exactly what this original proposal is intended to drive and will be encouraged. In this case, the TL1 trainee must name the new KL2 scholar and obtain approvals from the TSRI thesis mentor and the TL1 Program Director, Dr. Salomon. Both the original and the new KL2 scholars will then be present at this third thesis meeting.

14. Future of Genomics Medicine Conference, encouraged

STSI founded the Future of Genomic Medicine conference, held in La Jolla annually since 2008. Along with an exceptional international faculty, this program brings together over 400 scientists and clinicians to exchange ideas on the use of genomics for improving medicine. TL1 trainees and KL2 scholars have their conference fee waived, allowing them access to the conference plus meals and receptions where they have opportunities to interact with pioneers in this rapidly evolving clinical translational field.

15. Individual Development Plan

Individual Development Plans (IDPs) allow for a personal accounting and ongoing record of trainee accomplishments and serve as a measure of research training and career development. The IDP assists graduate and post-doctoral level trainees in identifying long-term career goals that fit individual skills, interests, and values. A repeating cycle of self-assessment, career exploration, and goal setting is useful to begin early in training and encourage all TL1s to conduct annual IDPs beginning in their second or third year. A trainee may choose to review the IDP with the main research advisor, another member of his/her committee, an alternate mentor, or the TL1 Education Director. There are 2 IDP options – an online version at http://myidp.sciencecareers.org/ or the paper version in the appendix of this handbook.

16. Co-Authorship of a Research Proposal with KL2 Scholar To emphasize the multidisciplinary and collaborative nature of translational science, TL1s will be

http://myidp.sciencecareers.org/


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asked to co-author at least one research proposal with a KL2 scholar. This is likely to be the KL2 member of the TL1’s committee but may be another KL2 in the program, and it is assumed that a resulting proposal would be submitted for official review and potential funding. Multiple opportunities exist for this exercise, including: (a) STSI Pilot Award – this program is supported by funds designated in STSI’s CTSA and

annually grants $50,000 awards to five exceptional translational science proposals. See http://www.stsiweb.org/pilot_studies/ and the application in the appendix of this handbook.

(b) Scripps Clinic Medical Group Research and Education Award – this program is sponsored by SCMG and awards of up to $15,000 are made 3-4 times annually to clinical or educational research proposals with a principal investigator who is a member of the medical group. They are commonly awarded to students or research fellows working under clinical PIs, and therefore a TL1 would complete this application together with a KL2 and a clinical co-mentor member of SCMG.

(c) The NIH NRSA (F30 series) application resulting from the second committee meeting, described in #12 above.

(d) The Original Proposal described in #13 above.

17. Appendix

i. Thesis Committee Selection ii. STSI Individual Development Plan Form iii. STSI Pilot Grant Application

http://www.stsiweb.org/pilot_studies/


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Appendix i:

KELLOGG SCHOOL OF SCIENCE AND TECHNOLOGY

THESIS COMMITTEE

SELECTION FORM

STUDENT’s NAME: _______________________________________________________

DATE:_____________

Please list names below.

Advisor

TSRI Faculty member #1 - Chair

TSRI Faculty member #2

TSRI Faculty member #3

TSRI Faculty member #4 (optional)

Clinician Mentor member

KL2 member (may change during

course of study)

External reviewer may be added for thesis defense only. See the graduate office for approval

during planning of thesis defense.

Complete and return to TPC 19 for approval. The graduate office will schedule your committee meeting

for you.

Dean’s Approval:

__________________________________________ Date:______________

James R. Williamson, Ph.D.


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Appendix ii: IDP: STSI KL2/TL1 Self Assessment & Mentor Assessment

Name_____________________

Skills Assessment Date __

SELF Evaluation: Assess your strengths, weaknesses and skills

Evaluate your skills and abilities in the following areas where:

5 = Highly proficient 1 = Needs improvement

Overall Core Scientific Knowledge 1 2 3 4 5

Knowledge of literature in the field 1 2 3 4 5

Knowledge of literature related to project 1 2 3 4 5

Knowledge area: 1 2 3 4 5


Laboratory or Bench Skills (eg, microscopy, animal skills):

Skill set: 1 2 3 4 5


Efficiency and speed 1 2 3 4 5

Other: 1 2 3 4 5

General Research Skills (eg, designing experiments, creativity):

Designing experiments 1 2 3 4 5

Analytical skills 1 2 3 4 5

Problem solving/troubleshooting 1 2 3 4 5

Creativity/developing new research directions 1 2 3 4 5

Vision of bench/clinic interface 1 2 3 4 5

Other: 1 2 3 4 5


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Professional Skills:

Oral presentation skills 1 2 3 4 5

Grant writing skills 1 2 3 4 5

Manuscript writing skills 1 2 3 4 5

General scientific writing skills 1 2 3 4 5

Teaching skills 1 2 3 4 5

Mentoring others 1 2 3 4 5

Being mentored 1 2 3 4 5

Other: 1 2 3 4 5

Leadership and Management Skills:

Leading and motivating others 1 2 3 4 5

Budgeting 1 2 3 4 5

Managing projects and time 1 2 3 4 5

Organizational skills 1 2 3 4 5

Interpersonal Skills:

Getting along with others 1 2 3 4 5

Communicating clearly in writing 1 2 3 4 5

Communicating clearly in conversation 1 2 3 4 5

Conflict resolution 1 2 3 4 5

Networking/meeting new colleagues 1 2 3 4 5

Other: 1 2 3 4 5


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MENTOR Evaluation of Scholar:

Scholar’s Name:_______________________________Evaluator Name:_________________________

Date:____________________________________

Ask your mentor or other trusted colleague to assess your strengths, weaknesses and skills, and

then return the list to you for discussion.

5 = Highly proficient 1 = Needs improvement

Overall Core Scientific Knowledge 1 2 3 4 5

Knowledge of literature in the field 1 2 3 4 5

Knowledge of literature related to project 1 2 3 4 5



Laboratory or Bench Skills or Biostatistics or Community Outreach (eg,

microscopy, animal skills):



Efficiency and speed 1 2 3 4 5

Other: 1 2 3 4 5

General Research Skills (eg, designing experiments, creativity):

Designing experiments 1 2 3 4 5

Analytical skills 1 2 3 4 5

Problem solving/troubleshooting 1 2 3 4 5

Creativity/developing new research directions 1 2 3 4 5

Other: 1 2 3 4 5


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Professional Skills:

Oral presentation skills 1 2 3 4 5

Grant writing skills 1 2 3 4 5

Manuscript writing skills 1 2 3 4 5

General scientific writing skills 1 2 3 4 5

Teaching skills 1 2 3 4 5

Mentoring others 1 2 3 4 5

Openness to feedback 1 2 3 4 5

Other: 1 2 3 4 5

Leadership and Management Skills:

Leading and motivating others 1 2 3 4 5

Budgeting 1 2 3 4 5

Managing projects and time 1 2 3 4 5

Organizational skills 1 2 3 4 5

Other: 1 2 3 4 5

Interpersonal Skills:

Getting along with others 1 2 3 4 5

Communicating clearly in writing 1 2 3 4 5

Communicating clearly in conversation 1 2 3 4 5

Conflict resolution 1 2 3 4 5

Networking/meeting new colleagues 1 2 3 4 5

Other: 1 2 3 4 5


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Part 3: Set goals and learning objectives for the next year.

In the “Setting Goals” sections, you will set goals for developing your skills and accomplishing your projects during

the coming year.

Setting Goals: Research Projects

Scientific question: What are the scientific questions that you will be working towards answering in the next year?

These may be individual papers (or figures within a single paper) that you aim to publish.

Experimental approach: What are the experimental approaches that you are currently pursuing? Are there other

approaches that you could try? Are there additional more promising experiments that you should be doing?

Time management: We all know science doesn’t follow timelines; but it’s important to set limits and goals. How

long are you willing to keep trying before you drop each of these experiments/projects? What result or deadline

will trigger when you begin the next approach?

Scientific question: ___________________________________________________________________

Experimental approach (current and potential) Time management Overall Priority*




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Setting Goals: Scientific Knowledge

Knowledge area: In what areas do you want to acquire more scientific knowledge?

Method for knowledge development: Do you plan to do more reading in this area? Discuss with specialists? Attend

conferences?

Time management: How much time do you think you will need to set aside (per week, per month, etc)? Is there an

event or time by which you’d like to have achieved this knowledge goal?

Knowledge area Method for knowledge development Time management Overall

Priority*

Setting Goals: Research/Laboratory Skills

Skills Area: What further research-related or laboratory skills do you need to acquire to be successful in this step

of your career and in the next step? (See the Skills Assessment Worksheet in Part 2.)


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Method for skill development: How will you gain exposure to those skills?

Time management: How much time will you set aside to work on developing this skill (per week, per month, etc.)?

Set a date by which you would like to reach your desired level of competency in this skill.

Research/Laboratory Skills Method for skill development Time management Overall Priority*

Setting Goals: Oral Presentation Projects and Skills

Presentation Projects: What talks and posters do you plan to present in the next year? (at lab meetings, journal

clubs, in-house seminars and scientific meetings)

Time management: When will this presentation take place? When should you begin preparing?

Presentation projects Time management Overall Priority*

Presentation Skills: Are there specific presentation skills you would like to work on in the coming year?

Method for skill development: What will you do to develop these skills? (attend professional development

workshops, volunteer to give more presentations, attain feedback from mentors and peers)


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Time management: How much time will you set aside to work on developing this skill (per week, per month, etc.)?

Set a date by which you’d like to reach your desired level of competency in this skill.

Presentation Skills Method for skill development Time management Overall Priority*

Setting Goals: Writing Projects and Skills

Writing Projects: Are there any writing projects that you will be continuing or initiating this year?

(fellowships, manuscripts, grants)

Time management: List the stages and sub-steps toward finishing the project. Set goals/deadlines for each stage

within the writing process.

Writing projects Time management Overall Priority*

Writing Skills: Are there specific writing skills you would like to work on in the coming year?

Method for skill development: What will you do to develop these skills? (writing workshops, practice

writing projects, seek editing assistance)


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Time management: How much time will you set aside to work on developing this skill (per week, per

month, etc.)? Set a date by which you’d like to reach your desired level of competency in this skill.

Writing Skills Area Method for skill development Time management Overall

Priority*

Setting Goals: Leadership, Interpersonal, and Communication Skills

Leadership, management, and interpersonal skills area: What specific skills do you need to acquire or improve?

What specific skills will you work on in the coming year? (See Part 2 of this IDP for examples.)

Method for skill development: How will you work to develop these skills? (examples: attend workshops/seminars,

seek advice of mentors/colleagues or advisors/counselors, ask to lead meetings and seek feedback, seek

leadership positions on your campus or in a professional society.)

Time management: How much time will you set aside to work on developing this skill? How will this affect the time

you can dedicate to your research and other goals?

Leadership, interpersonal and

communication skills

Method for skill development Time Management Overall

Priority*


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Setting Goals: Career Development Projects

Career Development Projects: List activities that you will complete during the next year to learn more about and

move closer to your major career goal. (attend workshops, advice from counselors, conduct informational

interviews with people in your desired career path, read/research potential career paths).

Time management: During what months do you plan to do these activities? How will this affect the time you can

dedicate to your research and other goals?

Career Development Projects Time management Overall Priority*

Setting Goals: Time Management

1. How many hours do you spend per week doing work-related activities? ______

a. Is this a good balance to achieve your goals at work and in your personal life?

b. Do you want to increase or decrease this time in the coming year?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________


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2. Provide a rough estimate of your time: What % of your time at work was spent on each of the

following activities during the past year?

3. To reach your goals, how would you like to change the amount of time you spend

on each of these types of activities (increase, same, or decrease)?

Advancing Your Research Hours %Time Inc/dec/same

Performing research

Discussing your research with others

Attending science seminars

Attending conferences

Reading in your field

Reading to expand your knowledge of other fields

Writing papers or grants

Other lab management, lab duties

Career and Professional Development

Attending training/career development seminars/workshops

Networking to promote your goals (socializing, emails, etc.)

Career exploration (information interviewing, reading about

careers, visiting career counselors)

Job search activities (CV writing, researching job opportunities)

Socializing, e-mails, other activities not directly promoting your goals

Other:


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Prioritizing Your Goals

Looking back at the tables, identify the project and skills-development goals that you feel belong in your Top 10

Priority list. Star these goals in the “Overall Priority” box, or number them in order of priority.

Identifying Methods for Assessing Whether You Have Met Your Goals

When setting goals for skills development, it is important to decide on a concrete method for how you will identify

whether you have reached these goals. How will you be certain that you have acquired your desired competency

in these skills?

List your top-priority goals for skills development in this table, and how you will assess whether you have

accomplished each goal.

Top-priority skill to be developed Method for assessment of skill

development

When and how often will you do

this assessment?


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Evaluating Your Mentor (To be completed by scholar)

Date:_________________Scholar Name:________________________

Mentor Name: ______________________________________

1. My mentor meets with me in person: a. Never b. Occasionally c. Regularly d. Weekly

2. My mentor is available when I request assistance with projects/papers/presentations:

a. Never b. Occasionally c. Consistently

3. My mentor outlines clear expectations for my performance and his/her performance:

a. Never b. In vague terms c. In a clear and consistent fashion

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. My mentor has helped me develop, limit, and refine my research hypotheses and methods so to produce important and testable scientific questions:

a. Never b. In vague terms c. In a clear and consistent fashion

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________

5. My mentor provides constructive criticism and guidance regarding my performance in relation to our shared research activities:

a. Never


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b. Occasionally c. Regularly

Comments: _______________________________________________________________________________________________________________________________________________________________________________________________________________

6. My mentor provides constructive feedback on written or other presentation materials when I request such assistance:

a. Never b. Often c. Consistently

7. My mentor provides me with guidance and assistance regarding grant application and grant

completion: a. Not applicable b. Occasionally c. Whenever requested or appropriate

8. My mentor appropriately defends my protected time for scholarly activity:

a. Never b. Occasionally c. Consistently

9. My mentor assists me in developing collaborative relationships with other scientists to

advance my research objective/project when collaboration would be beneficial: a. Not applicable b. Never c. Occasionally d. Whenever appropriate

10. List the greatest strengths of your mentor as it relates to him/her as a scholar/researcher

mentor: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. List two ways in which you think your mentor could improve in his/her role as a scholar’s mentor: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


26

Making a Plan

Create a month-by-month timeline for the next twelve months, integrating your top-priority projects and skills

development goals that you identified in the “overall priority” boxes. After you are finished, add any deadlines or

important dates from this timeline to your daily calendar. (Or, post this calendar next to your desk to remind you

of your goals & timeline!) Attach the timeline to your completed evaluation form.

Update your CV and attach it to this document. Please attach to this document copy of any and all papers/abstracts/chapters/posters that you have completed/presented since becoming a CTSA scholar. Please include a list of any and all grants for which you have applied—including “pilot grants” since starting as a CTSA scholar. Include investigators, grant project title, awarding agency, and status of application. Please return in electronic copy to Dr. Joel Diamant and Marylyn Rinaldi. Thank you.


27

Pilot/Methodological Study Award Application

COVER PAGE

Project

Title

PILOT APPLICATION COMBINED SCRDA & PILOT APPLICATION *see instructions for details

METHODOLOGICAL APPLICATION

Name of Investigator (Include Degree)

NIH eRA User Commons Name

Email Address

Telephone

Institution(s)

Department/Division

Street Address

Co-Investigator (If Applicable)

NIH eRA User Commons Name

Institution(s)

Email Address

Telephone

Administrative Contact

Email Address

Telephone

Fax

Translational Research Liaison Email

Affiliation

Clinical Research Liaison Email

Affiliation

Disease(s) Targeted

Prime Investigator Signature Date


28

Abstract/Project Summary | Include Justification for Combined Pilot/SCRDA Submission (if applicable)

Relevance to Disease/Health (approximately 200 words)


29

Project/Research Proposal

If Clinical Research is involved (SOPRS IRB): approved pending JIT If Animal Research is involved (IACUC): approved pending JIT

Not to exceed TWO pages (including figures): Specific Aims, Background/Significance, Preliminary Data (if any), Design/Methods


30

Literature Cited

Investigator Other Support


31

Budget and Justification Not to exceed ONE page. To include Personnel, Supplies, Other Expenses, Justification, Institutional IDC rates ($50K, Direct

Costs – 1 year) It is highly encouraged that your application contain both translational and clinical budget support

Total amount requested :

Matching Funds Available Source:


32

STSI TL1 Handbook Approved by:

James R. Williamson, PhD ________________________________

Dean, Graduate Studies

Kellogg School of Science and Technology

Scripps Research Institute

Eric Topol, MD _________________________________

Chief Academic Officer Scripps Health

Director, Scripps Translational Science Institute

Professor of Genomics, The Scripps Research Institute

Senior Consultant, Cardiovascular Diseases, Scripps Clinic

Dan Salomon, MD _________________________________

Co-Director of Education

Scripps Translational Science Institute

TL1 Trainee Program

tl1 program tl1 handbook sept 2015 1 tl1 program handbook introduction welcome to the the scripps...

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