UPDATE: The video and slides [PDF] from this webinar are now available.
We’re pleased to announce the reissuance of funding opportunity announcements (FOAs) for the Undergraduate Research Training Initiative for Student Enhancement (U-RISE) (PAR-21-146) and the Maximizing Access to Research Careers (MARC) (PAR-21-147) T34 programs. The FOAs continue the shared goal to develop a diverse pool of undergraduates who complete their baccalaureate degree, and transition into and complete biomedical, research-focused higher degree programs (e.g., Ph.D. or M.D./Ph.D.).
The first application due date for these FOAs is May 26, 2021, and the earliest start date for both programs is April 2022.
Continue reading “New U-RISE and MARC Funding Announcements and Upcoming Webinar”
We’re offering administrative supplements to provide summer research experiences for undergraduate students. The research experiences can be conducted remotely or in person, depending on the institutional regulations. These supplements are open to all NIGMS-funded investigators with active R01, R35, and R37 awards, including those in their final year of funding. We’ll accept requests under PA-20-272, Administrative Supplements to Existing NIH Grants and Cooperative Agreements (Parent Admin Supp Clinical Trial Optional).
Continue reading “NIGMS Administrative Supplements to Support Undergraduate Summer Research”
UPDATE: Slides from the MARC [PDF] and U-RISE [PDF] presentations have been posted.
Are you preparing an institutional Maximizing Access to Research Careers (MARC) or Undergraduate Research Training Initiative for Student Enhancement (U-RISE) grant application? If so, please join us for a webinar about these programs and the opportunity to ask questions:
Tuesday, March 24, 2020, 2:00-4:00 p.m. ET
Continue reading “Webinar for Undergraduate Training Programs Applicants (MARC and U-RISE)”
We’re offering administrative supplements to provide summer research experiences for undergraduate students. These supplements are open to all NIGMS-funded investigators with active R01, R35, and R37 awards, including those in their final year of funding or in a no-cost extension. We’ll accept requests under PA-18-591, Administrative Supplements to Existing NIH Grants and Cooperative Agreements (Parent Admin Supp Clinical Trial Optional).
We wish to support students at any stage of their
undergraduate career. Students may be U.S. or non-U.S. citizens. We encourage principal
investigators to select students who otherwise would not have access to
research experiences to participate in this program. Only one request per principal
investigator will be considered.
Continue reading “NIGMS Administrative Supplements to Support Undergraduate Summer Research”
UPDATE: The slides from the U-RISE [PDF, 948KB] and MARC [PDF, 1.1MB] webinars have been posted.
In May 2018, we shared with you our plans to reorganize the undergraduate and graduate programs in the Division of Training, Workforce Development, and Diversity. As part of this reorganization, in December we announced two new graduate training programs. Now, we are pleased to announce two new undergraduate funding opportunities aimed at developing and implementing effective, evidence-based approaches to biomedical training and mentoring. The goal of these funding announcements is to enhance diversity in the biomedical research workforce and to encourage applications from training programs that:
Continue reading “New Undergraduate Training Programs Announced”
UPDATE: The Maximizing Access to Research Careers (MARC), Undergraduate Research Training Initiative for Student Enhancement (U-RISE), Initiative for Maximizing Student Development (IMSD), Graduate Research Training Initiative for Student Enhancement (G-RISE), Bridges to the Baccalaureate, and Bridges to the Doctorate funding opportunity announcements are now available.
NIGMS has a longstanding commitment to developing a diverse pool of biomedical scientists through a variety of institutional training and student development programs. Based on stakeholders’ feedback through Requests for Information (NOT-GM-15-108; NOT-GM-17-017), as well as extensive analyses and discussions with NIH staff and the community, we intend to make adjustments to our programs designed to enhance the diversity in the biomedical research workforce. The modifications, which the NIGMS Council recently approved, are designed to: 1) provide equity of trainee support across programs; 2) prevent programmatic overlap; 3) align the funding strategies with the programmatic goals; 4) tailor expectation of outcomes, support mechanisms, and review considerations according to the institution’s level of research activity; and 5) strengthen our ability to evaluate the success of the programs. The changes, described in more detail in the recent Videocast of the Council Open Session, will impact the Initiative for Maximizing Student Development (IMSD), the Research Initiative for Scientific Enhancement (RISE) program, and the Maximizing Access to Research Careers – Undergraduate Student Training in Academic Research (MARC U-STAR) programs. We don’t anticipate any immediate changes to our Postbaccalaureate Research Education Program (PREP). Possible adjustments to the Bridges to the Baccalaureate and Bridges to the Doctorate programs are currently under discussion.
Continue reading “Early Notice: Concept Clearance for the Reorganization of Undergraduate and Graduate Programs to Enhance Diversity in the Biomedical Research Workforce”
UPDATE: The slides [PDF, 448KB] from the Webinar for MARC U-STAR Program Applicants have been posted.
If you’re preparing an institutional MARC Undergraduate Student Training in Academic Research (U-STAR) grant application for the May 24 receipt date, don’t miss our upcoming webinar:
Tuesday, March 27, 2:00-4:00 p.m. ET
During the webinar, we’ll answer your questions about the MARC U-STAR funding opportunity announcement and data tables. You may send questions before the webinar or post them in the chat box during the event.
To access the webinar, visit the WebEx Meeting page (link no longer available) and enter the meeting number 621 811 686 and the password “MARC2018.” If you are unable to attend online, you can join by phone by calling 1-650-479-3208 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.
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. 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. 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. 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 and shared some tools with attendees that may aid in more effectively evaluating training programs.
- In his Message from the Director, 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.
For students in the biomedical sciences, attending conferences is a chance to share ideas and research experiences with colleagues from across the country, while learning about educational and career opportunities and building identities as scientists. Outcomes from student conference attendance may also help us to learn how students build and maintain scientific identities. At conferences over the past two years, we have witnessed undergraduate trainees from the more recently-established Building Infrastructure Leading to Diversity (BUILD) program joining colleagues from long-running NIGMS-supported grants, like Research Initiative for Scientific Enhancement (RISE) and Maximizing Access to Research Careers (MARC).
Since BUILD is a fairly new program, it’s been great to see how quickly its trainees have embraced the opportunities conferences have to offer, from simply meeting other program trainees and sharing stories about their research to making valuable networking connections. BUILD, established in 2014, is a component of the Diversity Program Consortium (DPC), which also includes the National Research Mentoring Network (NRMN) and the Coordination and Evaluation Center (CEC). The DPC is part of a broad, trans-NIH strategy to address new ways to promote diversity in the biomedical research workforce.
In recent years, BUILD trainees have been in high attendance at the NIGMS-supported Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) conference and the Annual Biomedical Research Conference for Minority Students (ABRCMS) . These conferences focus on broadening participation in biomedical research and introduce students to groundbreaking scientists.
During the BUILD networking sessions at both meetings, we heard students’ stories about their research and programs. We also had the opportunity to witness an element of students developing scientific identities—trading business cards.
Many BUILD students also made presentations on their research at the 2016 SACNAS and ABRCMS meetings, and eight of them received awards for posters and oral presentations. These awards are based on a variety of criteria, including knowledge of a subject area as well as experimental design. Because the DPC’s BUILD programs introduce undergraduate students to research through hands-on lab experience, it’s great to see that students are sharing their research findings, taking part in poster sessions and being recognized for their efforts.
Students’ interactions during networking sessions and scientific presentations complement another DPC goal: providing role models and mentors to students from a wide variety of backgrounds. Because evaluating program outcomes is integral to the DPC, we are evaluating whether these kinds of interactions help students persist in science careers and develop identities as scientists. It is our hope that what we learn from DPC interventions—such as promoting conference attendance among students—can be scaled to fit a larger audience and benefit students in other training programs.