Author: Alison Gammie

Headshot of Alison Gammie.

Alison is a senior advisor in the Division of Training and Workforce Development, which supports a variety of research training and career development programs at the undergraduate through faculty levels. She is also acting chief of the Cross-Disciplinary Pathways Programs Branch.

Posts by Alison Gammie

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Early Notice: New NIGMS Institutional Predoctoral Training Grant Funding Opportunity Announcement

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UPDATE: The new predoctoral T32 funding opportunity announcement specifically tailored for predoctoral graduate programs in the basic biomedical sciences is now available.

Dr. Alison Gammie presents on The New NIGMS Institutional Predoctoral Training Grant Funding Opportunity Announcement

The NIGMS T32 presentation at the January 2017 Advisory Council meeting begins at 1:43:07.

At the recent NIGMS Advisory Council meeting, the Division of Training, Workforce Development, and Diversity requested, and received, approval to write a new predoctoral T32 funding opportunity announcement (FOA), specifically tailored for predoctoral graduate programs in the basic sciences and designed to help catalyze the modernization of biomedical graduate education. The goal is to enable the community to develop and implement innovative approaches to education and mentoring that will more effectively and efficiently train future generations of outstanding biomedical researchers, and will allow graduate education to keep pace with the rapid evolution of the biomedical research enterprise. Taking into account the feedback we have received from various stakeholders over the past year, the new FOA will:

  • Emphasize the development of a diverse pool of exceptionally well-trained scientists;
  • Focus on skills development, rigor and reproducibility, inclusive and supportive training environments, and responsible conduct;
  • Address conflicts in the incentive structure of the research enterprise that adversely impact biomedical graduate education;
  • Encourage the use and dissemination of evidence-based, innovative educational and mentoring practices;
  • Emphasize improvements in career preparation (broadly defined), and dissemination of career outcomes on publicly available sites.

The intention is not to layer additional activities onto existing structures. Instead, this funding announcement is designed to allow for a creative reinvention of biomedical graduate education that preserves the best elements, while enhancing the focus on the development of research and professional skills by trainees.

We expect to issue the new T32 FOA this fall and to receive the first applications in May 2018. The new FOA will apply to all NIGMS predoctoral T32 training grants, except for the Medical Scientist Training Program (MSTP), which will remain on the parent T32 announcement for now. We plan in the future to develop a parallel FOA that is specific for the goals of the MSTP.

We encourage the community to watch the presentation at our Council meeting and view the slide deck. As always, we welcome your input and feedback on these plans. You can post your comments below.

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Notes from the Diversity Program Consortium Annual Meeting

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DPC Annual Meeting Program CoverAfter attending the Diversity Program Consortium (DPC) Link to external website annual meeting in mid-October and learning about the progress the consortium has made and its future plans, we’re feeling energized as we begin the third year of this grant. The DPC, supported by the NIH Common Fund and managed by NIGMS, is a cooperative agreement focused on finding the best ways to improve research training and mentoring in the biomedical sciences and on engaging a more diverse field of individuals in biomedical research careers. The consortium includes three interconnected programs: Building Infrastructure Leading to Diversity (BUILD), the National Research Mentoring Network (NRMN) and the Coordination and Evaluation Center (CEC).

The annual meeting brought together over 100 representatives from NIH and each grantee site to discuss DPC achievements, challenges and opportunities. The agenda, organized by the CEC, included two full days of presentations and breakout sessions.

Continue reading “Notes from the Diversity Program Consortium Annual Meeting”

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Your Perspectives: Catalyzing the Modernization of Biomedical Graduate Education

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NIGMS actively supports efforts to catalyze the modernization of biomedical graduate education. We have undertaken a number of initiatives to stimulate this process, including hosting a symposium to showcase innovations in biomedical graduate education and providing administrative supplements to T32 predoctoral training grants to enhance rigor and reproducibility, career development and skills development.

On June 8, 2016, we took another step to encourage such change with the release of a Request for Information (RFI) seeking input on how our institutional predoctoral training grants program can be used to promote innovations in training. The RFI asked members of the community to weigh in on the strengths and weaknesses of the current system, the skills the next generation of graduate students should acquire, barriers to change and strategies to promote change through our institutional predoctoral research training grants.

We received 90 unique responses from stakeholders ranging from students and faculty to institutions and professional societies. Themes represented in the responses were organized around five major categories:

  • Institutional and training-related issues,
  • Skills development,
  • Systemic issues within the research enterprise,
  • Careers, and
  • Administrative and review issues.

Figure 1. Major Categories in Graduate Education RFI Responses. Bar chart showing the number of RFI responses in which one of the major categories was represented. A total of 90 unique responses were received for the RFI.

While NIGMS recognizes that those who responded to the RFI are unlikely to represent a random subset of the individuals and organizations who have a stake in graduate biomedical education, these responses provide insights regarding how members of the extramural community view the current challenges and opportunities in graduate biomedical education. As such, these comments will inform NIGMS’ ongoing efforts to catalyze the modernization of graduate education through a new predoctoral T32 funding announcement, which is currently under development. For more details about the analysis, we encourage you to explore the report.

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Webinar for MARC U-STAR Program Applicants

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UPDATE: The slides from the MARC U-STAR program applicant Webinar have been posted.

If you are preparing an institutional MARC U-STAR grant application, you might have questions about the funding opportunity announcement, data tables and FORMS-D package required for the upcoming May 25 receipt date. We will be available to discuss these topics during a webinar on Thursday, April 7, from 3:15-4:45 p.m. EDT. You may send questions to me before the webinar or post them in the chat box during the event.

To access the webinar, visit the WebEx Meeting page and enter meeting number 622 362 803 and the password “NIGMS.” If you are unable to attend online, you can join by phone by calling 1-877-668-4493 from anywhere in the United States or Canada and entering the meeting number above.

We look forward to talking to you about the MARC U-STAR program.

NIGMS Staff Participating in April 7 Webinar

Alison Gammie, Director, Division of Training, Workforce Development, and Diversity

Shiva Singh, Chief, Undergraduate and Predoctoral Training Branch, Division of Training, Workforce Development, and Diversity

Richard Okita, Program Director, Division of Pharmacology, Physiology, and Biological Chemistry

Sailaja Koduri, Scientific Review Officer (on detail from NCATS), Division of Training, Workforce Development, and Diversity

Mona Trempe, Scientific Review Officer, Office of Scientific Review

Justin Rosenzweig, Grants Management Specialist, Division of Extramural Activities

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Catalyzing the Modernization of Graduate Education

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A major overhaul of how we educate graduate students in biomedical research is long overdue.

Science has changed dramatically over the past three decades. The amount of information available about biological systems has grown exponentially. New methods allow us to examine the inner workings of cells with unprecedented resolution and to generate expansive datasets describing the expression of every mRNA or metabolite in a system. Biomedical research is becoming increasingly interdisciplinary and collaborative, and the questions we seek to answer are more and more complex. Finally, as the scientific enterprise has expanded, Ph.D.s have pursued increasingly diverse careers in the research and development, education and related sectors.

Despite these major changes, we educate Ph.D. students in biomedical research in essentially the same way as we did 25 or more years ago. As Alan Leshner put it in a recent editorial Link to external web site in Science magazine, “It is time for the scientific and education communities to take a more fundamental look at how graduate education in science is structured and consider, given the current environment, whether a major reconfiguration of the entire system is needed.”

Problems related to the reproducibility and rigor of scientific studies are likely driven in part by the inadequacies of an outdated system for educating our trainees. When nearly any student can sequence hundreds of millions of bases of DNA in a few days, does it make sense that all of our students are not given a significant amount of training in quantitative and computational analyses? And as we delve into more complex biological systems, shouldn’t students be receiving in-depth training in rigorous experimental design and data interpretation before they embark on their thesis work?

Continue reading “Catalyzing the Modernization of Graduate Education”