NIGMS has a longstanding commitment to graduate training and has for many years supported research training in 11 broad areas of basic biomedical science, including Behavioral-Biomedical Sciences Interface; Bioinformatics and Computational Biology; Biostatistics; Biotechnology; Cellular, Biochemical, and Molecular Sciences; Chemistry-Biology Interface; Genetics; Molecular Biophysics; Molecular Medicine; Pharmacological Sciences; and Systems and Integrative Biology.
With publication of the NIGMS’ new predoctoral training grant funding opportunity announcement, the list now includes Transdisciplinary Basic Biomedical Sciences. This new area is designed to broaden the scope of disciplines supported by an NIGMS training grant and increase the geographical distribution of institutions that might apply.
The transdisciplinary area is open only to a) institutions that currently do not have an NIGMS-funded institutional predoctoral T32 training program in any of the basic biomedical science disciplines listed above (with the exception of Behavioral-Biomedical Sciences Interface or Biostatistics), or b) institutions with current NIGMS-funded predoctoral T32 training programs that propose to merge two or more of their existing NIGMS-funded predoctoral training programs into a single program. Training supported in this area is expected to be broadly-based and multidisciplinary in nature and may be covered by the other NIGMS-supported areas of basic biomedical science disciplines, or may include other emerging area(s) within the NIGMS mission.
Applications for the Transdisciplinary Basic Biomedical Sciences area will be accepted for the May 25, 2018, receipt date and thereafter.
We welcome your comments and questions—they can be posted here, emailed to me, or you may call 301-594-3900.
We’ve just released a new training funding opportunity announcement (FOA) specifically tailored for predoctoral graduate programs in the basic biomedical sciences. Through this FOA, we intend to encourage changes in biomedical graduate training that allow it to keep pace with the rapid evolution of the research enterprise, which is increasingly complex, quantitative, interdisciplinary, and collaborative.
The overarching objective of this new predoctoral T32 training program is to develop a diverse pool of well-trained scientists who have the following:
- A broad understanding across biomedical disciplines, and the skills to independently acquire the knowledge needed to advance their chosen field.
- The ability to think critically, independently, and to identify important biomedical research questions and approaches that push forward the boundaries of their areas of study.
- A strong foundation in scientific reasoning, rigorous research design, experimental methods, quantitative and computational approaches, as well as data analysis and interpretation.
- A commitment to approaching and conducting biomedical research responsibly and with integrity.
- Experience initiating, conducting, interpreting, and presenting rigorous and reproducible biomedical research with increasing self-direction.
- The ability to work effectively in teams with colleagues from a variety of cultural and scientific backgrounds, and to promote inclusive and supportive scientific research environments.
- The skills to teach and communicate scientific research methodologies and findings to a wide variety of audiences (e.g., discipline-specific, across disciplines, and the public).
- The knowledge, professional skills, and experiences required to identify and transition into careers in the biomedical research workforce (i.e., the breadth of careers that sustain biomedical research in areas that are relevant to the NIH mission).
Because diversity at all levels is integral to research and training excellence, this FOA is also intended to fund outstanding research training environments that support trainees from all backgrounds, and to enhance diversity in the biomedical enterprise by paying particular attention to the inclusion of individuals from groups underrepresented in the biomedical sciences.
The goal is of this FOA is to enable the community to develop and implement innovative approaches to training and mentoring that will effectively and efficiently train future generations of outstanding biomedical scientists. This funding announcement is designed to allow biomedical graduate education to preserve the best elements of the current system, while enhancing the focus on the trainee development of the technical, operational, and professional skills needed to transition into successful and productive careers in the biomedical research workforce.
The new FOA will apply to all NIGMS predoctoral T32 training grants submitted for receipt dates beginning May 25, 2018, except the Medical Scientist Training Program, which will remain on the parent T32 announcement for now. Because this is a new funding announcement, all applications (including those from previously established programs) must be submitted as new (-01), however applicants may describe up to 15 years of outcomes in the narrative.
As always, we welcome your feedback. You can email your questions and comments or post them here.
NIGMS has a longstanding commitment to training the next generation of biomedical scientists and supports training of students from underrepresented (UR) groups through a variety of institutional training and student development programs including Bridges to the Baccalaureate, Bridges to the Doctorate, Research Initiative for Scientific Enhancement, Maximizing Access to Research Careers Undergraduate Student Training in Academic Research, Initiative for Maximizing Student Development, and the Postbaccalaureate Research Education Program. The goal of these programs is to increase the number of students from UR groups who matriculate in and complete Ph.D. degree programs in the biomedical sciences and become leaders in the U.S. research enterprise.
We are seeking input from the biomedical research community, including students, undergraduate faculty, graduate faculty, scientific societies, and academic institutions, as well as from the public, through a Request for Information (RFI) on the organization and administration of NIGMS undergraduate and predoctoral diversity programs.
Specific topics of interest include, but are not limited to, the following areas:
- The potential challenges and opportunities created by changing NIGMS R25 programs to NRSA training (T) grant activity codes, and strategies for overcoming any potential challenges
- The potential advantages or disadvantages of having a single, unified NIGMS-funded undergraduate or predoctoral diversity program vs. multiple NIGMS-funded diversity programs at a given institution
- Strategies for building effective intra- and inter-institutional networks that minimize unnecessary duplication, leverage existing resources and create synergies to more efficiently and effectively promote the development of a well-trained and diverse biomedical research workforce
- Any other comments or recommendations regarding NIGMS programs that support the training of students from UR groups
Responses can be submitted via an online form and can be anonymous. The due date for providing input is October 31, 2017.
The 2017 Training, Workforce Development, and Diversity (TWD) Program Directors’ Meeting , organized through a grant to the Federation of Associations for Experimental Biology, took place June 18-21 in Baltimore. This biennial meeting brought together the community of faculty, staff and administrators who manage TWD undergraduate and predoctoral training programs across the nation to network, share best practices for program improvement and connect with NIGMS staff. This year, participants presented more than 100 posters. Plenary sessions and keynote talks described innovative approaches for training and evaluation, efforts to enhance diversity in the biomedical workforce and more.
- Alison Gammie, director of NIGMS’ TWD division, outlined the new predoctoral T32 funding opportunity announcement (FOA) in her presentation [PDF, 4.4MB]. The FOA will emphasize cultivating a diverse pool of well-trained scientists and will focus on skills and career development, the importance of scientific rigor and reproducibility, and the value of inclusive and supportive training environments. It is scheduled for publication this fall.
- Principal investigators of administrative supplements to NIGMS predoctoral training grants presented their approaches to modernizing biomedical graduate education through increased focus on scientific rigor, career and skill development, and training opportunities.
- Melanie Sinche, director of education at the Jackson Laboratory for Genomic Medicine and author of “Next Gen PhD: A Guide to Career Paths in Science,” shared her research on recent STEM Ph.D. graduates’ career pathways [PDF, 1.7MB]. She found that the majority of recent STEM Ph.D. graduates who responded to her survey expressed satisfaction with their work, and they chose their employment primarily for “intellectual challenge” and “flexibility.”
- Erin Dolan, a professor at the University of Georgia, talked about effective strategies for science education [PDF, 1.7MB]. Citing a variety of references, Dolan presented on how the research training community can help students develop interests and careers in the sciences by incorporating models from educational research and social cognitive career theory. This approach is intended to nurture greater enthusiasm for science because it’s based on how students learn and make career decisions. Later, members of the Diversity Program Consortium’s Coordination and Evaluation Center led a workshop on evaluation techniques [PDF, 4.7MB] and shared some tools with attendees that may aid in more effectively evaluating training programs.
- In his Message from the Director [PDF, 5.5MB], Jon Lorsch included an overview of ongoing NIGMS priorities, including the expansion of the Maximizing Investigators’ Research Award (MIRA) program. He also announced that NIGMS is the new home for the Science Education Partnership Award (SEPA) program, which supports educational and career activities for pre-K to grade 12 students, as well as other public outreach programming. SEPA strongly complements the rest of NIGMS’ workforce diversity and training portfolio. Examples of SEPA projects include mobile laboratories that bring science to rural communities, professional development for teachers and media-based projects like the PBS NewsHour Student Reporting Labs .
To view more of the presentations and to access abstracts for the poster sessions, please visit the 2017 TWD Program Directors’ Meeting resources page .
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.
We’ve been examining how best to support the modernization of graduate education at the national level to ensure that trainees gain the skills, abilities and knowledge they need to be successful in the biomedical research workforce.
We’re involved in a variety of efforts. For example, we and other NIH institutes and centers provided support for the development of training modules on rigor and reproducibility. We encouraged graduate programs at institutions that receive predoctoral T32 support from us to make their alumni career outcomes publicly available to prospective and current students. We’ve also offered administrative supplements to predoctoral T32 training grants to support innovative approaches in the areas of rigor and reproducibility, career outcomes and graduate education. In April, we held a symposium covering these and other topics in graduate education. Finally, we plan to write a new predoctoral T32 funding announcement.
We’re now soliciting input from the biomedical research community and other interested groups in response to a new request for information (RFI) on strategies for modernizing biomedical graduate education. We’d like to know your thoughts on:
- Current strengths, weaknesses and challenges in graduate biomedical education.
- Changes that could enhance graduate education to ensure that scientists of tomorrow have the skills, abilities and knowledge they need to advance biomedical research as efficiently and effectively as possible.
- Major barriers to achieving these changes and potential strategies to overcome them.
- Key skills that graduate students should develop in order to become outstanding biomedical scientists and the best approaches for developing those skills.
- Potential approaches to modernizing graduate education through the existing NIGMS institutional predoctoral training grants.
- Anything else you feel is important for us to consider.
Responses can be submitted via an online form and can be anonymous. They can also be emailed to modernPhD@mail.nih.gov. The due date for responses is August 5, 2016.
NIGMS Director Jon Lorsch addresses attendees at the symposium, which is available on videocast
On April 11, more than 150 people from across the country (plus many via videocast) participated in the NIGMS Symposium on Catalyzing the Modernization of Graduate Education. The goals of the meeting were to convene stakeholders to continue the momentum for positive change within the biomedical graduate education community and to showcase innovative experiments and approaches in Ph.D. training.
The morning session featured presentations highlighting the training expectations of graduate students, institutional approaches to reshaping graduate education programs and attributes employers look for when hiring early career scientists. These talks converged on the theme of ensuring that graduate education equips Ph.D. students with the scientific and professional skills they need to be successful in their careers.
After a presentation focusing on assessing the effectiveness of educational innovations, the speakers in the afternoon session described a variety of experiments in graduate education that are currently under way in various settings. The nine innovations featured in this session were augmented by an additional 32 posters presented during the lunch period.
NIGMS is actively involved in efforts to catalyze the modernization of graduate education. As part of our work on this issue, we will host a symposium at NIH on Monday, April 11, where we will convene stakeholders from the biomedical graduate education community to continue the momentum for positive change and showcase innovative approaches in Ph.D. training. You can register to attend in person or watch the meeting live or later.
The agenda for the morning session includes an overview of the current landscape from the perspective of various stakeholders (students, institutions and employers) followed by a discussion on implementing change and assessing the effectiveness of educational innovations. The afternoon session will highlight experiments in various areas of graduate education such as curriculum redesign, quantitative skills enhancement, rigor and reproducibility, diversity and inclusion, and career and professional development. We will hear about why and how these experiments were implemented, their outcomes to date and aspects that could be exported to other institutions.
We hope you can join us for what promises to be a broad and stimulating discussion.
Last week, I wrote to NIGMS-funded T32 program directors to encourage them to inform students about trainee career outcomes. Because this topic is also relevant to the broader community, I’d like to share the message here.
Dear NIGMS T32 Training Grant Program Director:
At the June 2015 meeting of NIGMS training, workforce development, and diversity program directors , Peter Preusch, Dick Okita and I discussed the importance of making post-training career outcomes available to current and prospective students. The goal of collecting and sharing data on Ph.D. career outcomes is consistent with recommendations of the Biomedical Research Workforce Working Group of the Advisory Committee to the Director, NIH. This topic has also been addressed by the Association of American Medical Colleges , the Council of Graduate Schools and a recent Molecular Biology of the Cell article.