Category: Training/Fellowships/Career Development

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NIGMS Reorganizes

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In the first major reorganization of NIGMS since 1994, we have just established two new divisions that bring together existing NIGMS programs with programs transferred to NIGMS from the former National Center for Research Resources (NCRR). These changes give us the opportunity to create synergies and strengthen efforts in areas that are central to our mission.

The Division of Training, Workforce Development, and Diversity (TWD) merges NIGMS research training programs with activities that were previously in the Institute’s Division of Minority Opportunities in Research (MORE). It also houses the Institutional Development Award program from NCRR. Our decision to create this division was informed by input we received from many stakeholders, and it responds to key goals and recommendations of our strategic plans. Its director is Clif Poodry, who formerly directed the MORE Division.

The Division of Biomedical Technology, Bioinformatics, and Computational Biology (BBCB) combines programs of our Center for Bioinformatics and Computational Biology (CBCB) with biomedical technology programs from NCRR. Karin Remington, who previously directed CBCB, is the director of this new division.

You might be wondering what the reorganization will mean for your current or future funding. The amount of money allocated to programs in the new divisions will not change as a result of the reorganization or the transfer of NCRR programs to NIGMS. The review of applications will stay the same, too, as will most of the staff who manage the grants and review the applications.

Our current organizational chart shows all six NIGMS divisions, including the two new ones.

I’ve been at NIGMS for many years—first as a program director, then as a division director and twice as acting Institute director. One of the things I like best about all these jobs is having a bird’s-eye view of the rapid evolution of science. The reorganization that is taking place at NIGMS reflects this evolution and, I expect, will enable NIGMS to further enhance the pace of science.

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Reminder to NIGMS Training Grant (T32) Applicants

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As we approach the next submission date for T32 applications on January 25, I’d like to remind applicants about several requirements:

Recruitment and Retention Plans for Students with Disabilities: The long-standing requirement for a recruitment and retention plan to enhance diversity must include students with disabilities as well as individuals from racial and ethnic groups that are underrepresented in the health-related sciences (see the current funding opportunity announcement). We’ve posted some ideas and approaches for this element on our Training Web page. For both new and renewal applications, the focus at this time for the recruitment and retention of students with disabilities is on plans and strategies, rather than on numerical outcomes. Applications lacking a plan for the recruitment and retention of individuals in either category will be considered unacceptable.

Training in the Responsible Conduct of Research: The responsible conduct of research (RCR) requirement was updated in an NIH Guide notice in 2010 to include five components: format, subject matter, faculty participation, duration of instruction and frequency of instruction. All components must be addressed in an application for it to be considered acceptable. We find that some applications fail to address the requirement that RCR instruction be taken at least once every 4 years. This “refresher” training can take many forms, but it must be substantive. For example, it can be a formal course given in the later years of graduate training, ongoing annual seminars or workshops, sessions at annual retreats, etc.

NIGMS Special Requirements: All applicants for NIGMS-funded predoctoral training grants are required to address six special requirements related to their training programs as listed in our NRSA Institutional Predoctoral Training Grants Program Description and Guidelines. This material should be inserted at the end of the background section of the application.

These requirements are mandatory. Any application with an unacceptable plan for diversity recruitment or RCR training will not be funded until the applicant provides an acceptable, revised plan.

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Back by Popular Demand: Workshop for Transitioning Postdocs

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We’re holding our second two-day workshop for postdoctoral fellows who soon will transition to their first independent positions. It will take place on the NIH campus in Bethesda, MD, March 12-13, 2012. All eligible postdocs may apply, but we especially encourage applications from members of groups that are underrepresented in the biomedical or behavioral sciences.

The workshop, organized with the assistance of FASEB, covers a broad range of topics to help postdocs navigate the transition process, including applying for a position, negotiating an offer, establishing a lab, finding mentors and collaborators, getting a grant and balancing research with other commitments. NIH Director Francis Collins will deliver the keynote address.

We received a lot of positive feedback on our 2010 workshop. Just last week, I met an attendee who told me that she had recently moved into her first independent position and that attending the workshop had helped her get the job.

If you know of postdocs who would benefit from our career development event, please encourage them to visit the registration page for details about eligibility, travel reimbursement and application materials, which are due by November 30. Note that participants must be U.S. citizens or permanent residents.

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NIGMS Research Supplement Program to Promote Diversity Continues

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As we begin the new fiscal year, I’ve received questions about whether NIGMS plans to continue its diversity supplement program. The answer is a definite yes. We remain committed to this program, which addresses the important goal of increasing the diversity of the biomedical and behavioral workforce by providing supplemental support for research experiences and mentorship for students and fellows at a range of levels, from high school through postdoctoral training.

Diversity supplement requests may be submitted throughout the year and are reviewed within NIGMS on a rolling basis. Applicants should be aware that the program is competitive and we only fund meritorious applications that meet the program’s goals.

For more information, visit our diversity supplement Web site, which we have recently updated to reinforce the NIGMS philosophy for the program and to clarify eligibility and application requirements. In addition, we have added frequently asked questions and answers. Before submitting an application, I suggest that you contact either your program director or me at zatzm@nigms.nih.gov or 301-594-3833.

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Systems Biology Center Offers Computational Course Materials

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National Centers for Systems Biology bannerIn addition to their systems-level studies of complex biological phenomena, the NIGMS-supported National Centers for Systems Biology engage in a variety of training and outreach activities. One recent example is a curriculum for first-year graduate students created by the New York Center for Systems Biology. This material introduces computational principles and approaches that are becoming increasingly important across the biomedical sciences.

If you would like to know more about this course and/or download materials such as lecture slides or problem sets, please see the Teaching Resources section (no longer available) of the September 13, 20 and 27 issues of Science Signaling.

To learn more about the systems biology centers and their offerings, visit the systems biology portal (no longer available).

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Nominate Outstanding Mentors for Presidential Awards

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Mentoring is a core value at NIGMS, and we emphasize it in our training, career development and other programs. Among the mentoring activities we encourage in our Strategic Plan for Biomedical and Behavioral Research Training are the use of individual development plans and the adoption of evidence-based practices to grow trainees’ career skills.

Another reflection of the importance of mentoring—the Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring—recognizes outstanding efforts that enhance the participation and retention of those who might not otherwise have pursued careers in science, technology, engineering and mathematics. A number of scientists and programs we fund have been recognized with past national mentoring awards, including three earlier this year.

You now have the opportunity to nominate a great mentor (including yourself) or organization for outstanding and sustained efforts at the K-12, undergraduate or graduate level over at least 5 years. Nominations are due by October 5. See the program solicitation for details.

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Training and Biomedical Workforce Update

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Request for Information (RFI) screenshotAs you know from a previous post, in April we issued Investing in the Future: NIGMS Strategic Plan for Biomedical and Behavioral Research Training. Since then, several NIGMS working groups have been very busy devising practical ways to implement the plan’s 15 action items. Last month, we brought together about 25 stakeholders—training grant directors, other university researchers, deans, department chairs and others—to give us a reality check on some of our proposals. We were gratified to see that we are on course to implement most of the measures the plan calls for by early 2012.

In a complementary effort, the Advisory Committee to the NIH Director established a working group to examine and develop a model for the future of the biomedical research workforce in the United States. To inform the working group in its deliberations, NIH has just issued a request for information (RFI). I encourage you to respond to the RFI and send in your input by October 7 to http://grants.nih.gov/grants/guide/rfi_files/bmw/add.cfm.

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Journal Essay: Perspectives of a Program Officer

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I’ve been a program officer for NIGMS research and training activities for 27 years. The Molecular Biology of the Cell journal recently asked me to describe the general roles of such a position, including the challenges and rewards. My essay Link to external web site, which appeared in the August 1 issue, offers insight into what the job entails and how we can help our applicants and grantees.

Here’s the abstract for “A View from the NIH Bridge: Perspectives of a Program Officer”:

This essay is written from my perspective as a program officer for research and training activities at the National Institute of General Medical Sciences (NIGMS) for almost 27 yr. It gives a bird’s-eye view of the job of a program officer, which includes providing advice to applicants and grantees, making funding recommendations, overseeing grantees’ progress, facilitating scientific opportunities in specific areas of program responsibility, and shaping NIGMS and National Institutes of Health (NIH) policy. I have highlighted the numerous rewards of serving as a program officer, as well as some of the difficulties. For those who may be considering a position as an NIH program officer now or in the future, I’ve also described the qualities and qualifications that are important for such a career choice. Finally, this essay addresses some of the challenges for the NIH and the research community in the years ahead as we simultaneously face exciting scientific opportunities and tighter budgets.

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Program Prepares Postdocs for Research and Teaching Careers

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IRACDA Participating Institutions MapWe’re once again soliciting applications from research-intensive institutions for the NIGMS Institutional Research and Academic Career Development Award program.

Now in its 12th year, the IRACDA program supports traditional postdocs at research-intensive universities who also teach at nearby institutions with substantial enrollments of minority students. The program offers an opportunity to conduct top-notch research while developing teaching and other academic skills, such as problem-solving, communication, time management and grant-writing. Eighteen institutions currently participate in the program.

Because the IRACDA program combines a traditional mentored research experience with instruction, it prepares scientists for careers in both research and teaching. It also benefits the students at the institutions where the teaching takes place. So far, the data indicate that IRACDA postdocs do as well as or better than their peers in publishing and in getting jobs in academia and industry.

In fostering a diverse scientific workforce, IRACDA is a model program. Underrepresented groups currently make up about 28.5% of the national population, yet just 9.1% of college-educated Americans in science and engineering occupations. Nationally, about 7.5% of postdocs are from underrepresented groups. The IRACDA program, although not targeted to minorities, has about 40% of its postdocs from underrepresented groups. The program also strengthens the overall teaching and research opportunities at institutions with substantial minority enrollments. In these ways, IRACDA further promotes the development of the next generation of a diverse pool of scientists who are available to address the Nation’s biomedical, behavioral and clinical research needs.

IRACDA also addresses the growing recognition that future faculty should not only be able to conduct research, but also be effective teachers in the classrooms. Most faculty positions require some amount of teaching, and so it’s only natural that postdocs are trained in modern pedagogy before they start teaching as part of their faculty duties. To this end, major research universities are beginning to offer teaching certificate programs for their doctoral students.

If you’d like to know more about IRACDA or find out how you can participate, please contact me.

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Meetings Help Develop a Diverse Scientific Workforce

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SACNAS National ConferenceAs part of our commitment to developing a diverse scientific workforce, we sponsor the Society for Advancement of Chicanos and Native Americans in Science (SACNAS) national conference Link to external web site and the Annual Biomedical Research Conference for Minority Students (ABRCMS) Link to external web site.

ABRCMS Seal

These conferences represent two of the largest gatherings of science and math undergraduate students from groups that are underrepresented in the biomedical and behavioral sciences. They are terrific opportunities for you to meet and recruit outstanding students. You also can volunteer to mentor students or judge their posters.

This year, SACNAS will meet in San Jose, CA, October 27-30, and ABRCMS in St. Louis, MO, November 9-12. For more information or to register, visit the meeting Web sites.