We recently analyzed the career outcomes of scholars who participated in the NIGMS IRACDA program. A goal of this program is to provide a diverse pool of postdoctoral scholars with research and professional skills needed to be successful in academic careers. The program combines a mentored postdoctoral research experience with an opportunity to develop additional academic and teaching skills, including a teaching practicum at a partner institution that enrolls a substantial number of students from underrepresented groups. Since its inception in 1999, 25 research-intensive institutions have received IRACDA awards, which have supported more than 600 scholars.
Our assessment focused on the 450 alumni who completed their training through November 2014. Important findings include:
- IRACDA scholars are diverse: 63% are female, and 53% identify as a race/ethnicity other than white, non-Hispanic.
- Approximately 73% of IRACDA alumni are in academic faculty positions at a range of institutions (see Figure 1).
- Among the scholars in faculty positions, 35% are at research-intensive institutions, 25% are at primarily undergraduate institutions and the remaining percent are at associate- and master’s degree-granting institutions. In addition, 25% of the IRACDA alumni in academic positions are faculty at a designated minority-serving institution.
We’ve been examining the benefits and challenges of team science and considering approaches to support this mode of research.
We use a variety of mechanisms to fund collaborative and team-based science, including program project grants (P01s) and different types of center grants (e.g., P50s and U54s). At our recent Advisory Council meeting, we heard a report on P01 outcomes compared to those of other mechanisms. We also heard a report from an external review panel on the National Centers for Systems Biology program.
To explore team science approaches, we have set up an internal NIGMS committee that includes representatives from across the Institute. Our goal is to develop better ways to identify and support research teams that will produce scientific advances not attainable by single individuals or by standard collaborative efforts.
One of the committee’s first efforts was issuing a request for information (RFI) on approaches for supporting team science in the biomedical research community. We’re soliciting input on a number of topics, including:
- Interest in team science.
- Management and advisory structures in team science.
- Team composition.
- Resources and infrastructure.
- Assessment of team science.
- Past or current NIGMS team-based programs and funding mechanisms.
RFI responses should be sent to TeamScience@mail.nih.gov by June 17, 2016. We also welcome comments here.
UPDATE: The MARC U-Star report includes an addendum on the demographics of the program’s alumni.
We recently analyzed the educational outcomes of trainees who participated in the NIGMS MARC U-STAR program. The goal of the program is to enhance the pool of students from underrepresented groups earning baccalaureate and Ph.D. degrees in biomedical research fields. MARC U-STAR is part of a larger effort at NIGMS to support the development of a highly skilled, creative and diverse biomedical research workforce. This study was designed to identify the educational outcomes of over 9,000 MARC U-STAR alumni appointed at 114 institutions between 1986 and 2013.
MARC U-STAR grants are awarded to undergraduate institutions. Each grant supports a continuous 2-year program for the junior and senior (or final two) years of college that provides the trainees with academic enhancement, research training and professional skills development. In addition to these on-campus enhancements, MARC U-STAR institutions are expected to provide each trainee with a summer research experience at a research-intensive institution. The recently released Funding Opportunity Announcement describes the expectation that a majority of MARC U-STAR alumni nationwide will matriculate in a research doctorate program.
The 15-year Protein Structure Initiative (PSI) ended on June 30, 2015. In preparation for the termination of the program, an external committee of structural biologists and biomedical researchers identified high-priority areas for NIGMS’ future support of structural biology and the preservation of certain PSI resources. Here are some of their key recommendations and what we’re planning to do in response.
Continue to support synchrotron beamlines for macromolecular crystallography.
Recognizing the importance of synchrotron beamlines in modern structural biology, we intend to continue to support these community resources. Part of this effort includes using a new funding approach to ensure that NIH-supported investigators have reliable access to mature synchrotron-based resources.
Maintain the technologies that make structural investigations possible at the most advanced level; meet the need for modern cryo-electron microscopy resources.
We’ll continue to use existing grant mechanisms to support structural biology research, including
X-ray crystallography, NMR, cryo-EM and integrative or hybrid methods. To facilitate the use of
cryo-EM for structure determination we have started a program to provide support for consortia of
cryo-EM labs to upgrade their facilities. NIGMS is also developing plans for establishing regional
cryo-EM centers that could provide access to state-of-the-art cryo-EM resources for the broader structural biology community.
We recently analyzed the educational and career outcomes of scholars who participated in the NIGMS Postbaccalaureate Research Education Program (PREP). The goal of this program, which we started in 2000, is to prepare recent baccalaureate graduates from groups that are underrepresented in the biomedical sciences for entry into—and completion of—rigorous Ph.D. training programs. PREP is part of a larger effort at NIGMS to support the development of a highly skilled, creative and diverse biomedical research workforce.
PREP grants are awarded to research-intensive institutions. Each grant supports five to 10 scholars who spend 75 percent of their time as apprentice scientists pursuing a mentored discovery research project and the remainder engaged in academic and professional development activities. These include a program of study to enhance their academic record and workshops to improve their writing and presentation skills.
Our assessment of PREP outcomes is based on various educational and career metrics for PREP scholars supported from 2001 to 2014 through 41 institutional programs. For more details about the analysis, read the report.
We recently analyzed outcomes of the NIGMS Research Supplements to Promote Diversity in Health-Related Research (referred to here as the Diversity Supplement Program or DSP), which provides investigators holding active NIGMS research grants with supplemental funds to support scholars from groups underrepresented in biomedical science. Using a public search approach, we could track a large proportion of participants—but not all—through doctoral training and into various careers. We assessed the educational and career outcomes for undergraduate, graduate student and postdoctoral participants supported by supplements between 1989 and 2006, and we encourage you to explore the report.