NIH Diversity Training Grants: Enhancing Your Research, Promoting Diversity

NIH Diversity Training Grants
Enhancing
Y ou er sity
r Research Di v
ot ing
Prom
and

Brought to you by Principal Investigators Association
Presented by Dorothy E Lewis PhD

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Diversity
A Major NIH Concern
• NIH forecasts a major need for more scientists in
biomedical research

• Scientists should be representative of the
population of the US

• Training programs provide ways to improve diversity
in the research enterprise

www.principalinvestigators.org

Types of
Diversity Training Awards

Dedicated programs targeted to:

• Minority serving institutions
• Minority individuals

Supplements to individual grants


What is a minority serving
institution?
• Historically black colleges/universities, like Howard

• Institutions in which 25% is of an ethnic type
o Univ. Ark at Little Rock—Black serving
o UTEP—Hispanic serving
o UCLA—Asian serving
o SE Oklahoma State—American Indian serving

• Others where 50% are minority but not above.


Minority Serving
Institutions
• Institutions federally recognized Title IV based on
enrollment criteria

• Eligible for federal funding under Title III of the Higher
Education Act of 1965

• In 2007, Asian American Institutions were recognized
making them eligible as minority serving institutions.


Executive Orders Governing
MSI
• Historically Black Colleges and Universities
• White House initiative on Educational Excellence for
Hispanic Americans
• Tribal Colleges and Universities
• American Indian and Alaskan Native education
• Increasing Federal programs for Asian American Pacific
Islanders
• Increasing employment of Adults with disabilities


Asian American Pacific Islander Serving
Institutions Get More Attention
June 3, 2011, 1:37 pm
By Marybeth Gasman
Last week, something interesting happened in the
world of higher education. Asian American Pacific
Islander Serving Institutions were included on the
Department of Education’s list of Minority Serving
Institutions. The first eight of these institutions are:
City College of San Francisco, De Anza Community
College, Guam Community College, Santa Monica
College, Queens College, South Seattle Community
College, University of Hawaii at Hilo, and
University of Maryland, College Park. Basically 1 in
10 Asian American or Pacific Islander students
attended one of these institutions.


$12.2 Million Awarded to 19 Hispanic-Serving Institutions to
Expand Education Opportunities to Hispanic Students and
Low-Income Individuals
June 26, 2012


What is a Minority?

• The lingo is “under represented minority” or URM’s

• Any institutional training type grant (i.e. T32, T34, K12,
CTSA, R25) must have a: “Recruitment and Retention
Plan to enhance Diversity Plan” that describes efforts to
do this.


Recruitment & Retention
Plan for Diversity Required!
• All training programs require this plan.

• T32 programs—Institutional Research Training Grants—
19 institutions funded by NIGMS listed as to
approaches to improve diversity

• Other NIGMS training programs provide pipeline to T32
programs, including Postbac program, MARC, RISE,
IMSD, and Bridges to the Doctorate.


What is a Minority?

• Certain racial and ethnic groups

• Individuals with disabilities

• Individuals from disadvantaged backgrounds—either
income or education related


Racial and Ethnic Groups

• African Americans

• American Indian/Alaskan natives

• Hispanic Americans

• Hawaiian Natives/US Pacific Island natives


Disabilities

Physical or mental impairments that limit one or
more major life activities.


Disadvantaged Backgrounds

• Considered for diversity training in high schools and at
the undergraduate level

• Not usually considered as a criteria for diversity in
graduate programs


Who Funds Diversity
Programs?
• All NIH institutes have plans to increase diversity.

• Most provide administrative supplements for current
NIH grants for graduate level and postdoctoral
training.

• One particular institute provides the most money for
concentrated efforts on diversity training.
National Institute of General Medical Sciences - NIGMS


NIGMS
The Training Institute
• All of NIH institutes have training components—either
to institutions or to individuals—in the form of training
grants at various levels.

• However, 10% of the budget of NIGMS goes toward
biomedical training efforts—making it the foremost
institute supporting training in the US.


Philosophy of Training

• Must reexamine concepts of success in biomedical
science

• Must prepare young scientists to meet the demands of
the future.

• Must allow for flexibility in outcome


What is Success in
Science?
• Society requires a strong and diverse group of creative
thinkers and innovative problem solvers.

• Research institutions seek to advance knowledge via
teaching and conducting research.

• Individuals need to acquire the skills and knowledge to
be productive in a scientific career.


Favorite Quote –
Winston Churchill
“Success in science is defined as the
ability to go from failure to failure with
undiminished enthusiasm.”

It is the quest for knowledge and the
joy of discovery that drives most of us.


Success in 2012
• Recognition that jobs in academia are limited

• Must train people for diverse applications of their
biomedical science degrees

• This means employment as teachers, in industry or in
government

• The key is to provide students with essential principles
and problem solving skills applicable to ANY problem

NIH Funding
Mechanisms
• Training grants—T32, T34 (MARC)
• Individual Fellowships—F31 (pre-doc), F32 (post-doc),
F33 (Experienced Investigator)
• Career Development awards KO8, K23, K25, K99/ROO
• Research education R25
• Capacity building SCORE, IDeA, MARC Ancillary
Training (T36), Conferences (R13, U13) NARCH
• Research supplements


Training Grants

• Focused on undergraduate training and transitions
into graduate school

• Focused on graduate school training and transitions
into postdoctoral fellowships

• Focused on postdoctoral candidates transitioning into
academic or other positions.


Types of R25 Grants
• Bridges to Baccalaureate or Doctoral programs
• Research Initiative for Scientific Enhancement (RISE)
• Initiative for maximizing Student Development (IMSD)
• Post Baccalaureate research education Program (PREP)
• Institutional Research and Academic Career
Development Awards (IRACDA) (K12)


R25 Bridges Grants

• Help students make transitions from 2 year junior or
community colleges to full 4 year colleges.
• Help students transition from master’s degrees programs
to PhD programs

• Postbaccalaureate Research Education Program (PREP)
Helps those with recent baccalaureates to transition into
doctoral programs.


R25 RISE
Training Grants
• Student development at minority serving institutions
(50% enrollment)
• Increase numbers of URM’s that complete the PhD
• Includes specialized courses and research experiences
• Tutoring and travel to scientific meetings
• Not limited to “honors” students, does not provide
stipend to students but develops programs FOR
students for enrichment


R25 IMSD Program

• Student development at institutions in a research
intensive environment
• Goal is to increase URMs who complete PhDs
• Can develop programs include research internships
• Institutions must have mentors with NIH funding
• Must award the baccalaureate and/or PhD in
biomedical or behavioral science


R25 Postbaccalaureate Research
Education Program (PREP)
• PREP encourages recent graduates (under 3 years) to
go on to the PhD.
• PREP students work with a preceptor doing science
and participate in development and education
activities designed to enhance research skills.
• The PREP program is expected to strengthen
applicants for the PhD program.
• The PREP student is expected to apply to PhD
programs, appointment is for one year and sometimes
longer.

R25 IRACDA
K12 Awards
• Career development awards between research
intensive institutions and those serving URM’s
• Provides support for a mentored postdoctoral
fellowship at the research institution coupled with
mentoring of postdoctoral fellows at a partner
institution
• Ultimate goal is to strengthen teaching and research
at the partner institution


T24 Training Grants
MARC (U-STAR) Programs
• Undergraduate programs—funds to enhance training
of “honors” students in STEM majors
• Science, Technology, Engineering and Math
• Final 2 years of matriculation, includes money for tuition
and living expenses
• Must provide research training experiences—usually in
the summer
• Limited to those who intend to do a PhD


Grants That Improve
Capacity
• SCORE
• IDeA
• T36 for MARC programs
• Conferences
• NARCH


Score Program
• Increase research competitiveness of investigators at
minority serving institutions
• Three funding mechanisms SC-1, 2, 3.
Depends on stage of career—
o SC1 is for established investigators
o SC2 is for early investigators or those going in a
different research direction
o SC3 is for intermediate investigator


Institutional Development
Awards (IDeA)
• Fosters health related research in areas of the US not
associated with high success rates at NIH funding (see
list at NIGMS web site) Much of intermountain west
(not AZ, UT, or CO), the extreme NE and Appalachian
States and a few deep south states
• Two main components - Centers of Biomedical
research excellence (COBRE) and IDeA networks of
Biomedical Research Excellence (INBRE)
• COBRE is more investigator driven/INBRE supports
infrastructure development.

T36 MARC Ancillary
Training
• Support for MARC trainees to go to conferences,
scientific short courses or other concrete activities

• Variation among programs is expected—could be lots
of ways to enhance students goals


Conferences
Conferences

• R13 Funded by a grant

• U13 Funded by a cooperative agreement

• Must first submit a letter of intent with details of the
proposed meeting, etc.


NARCH
NARCH

• NIH partners with the Indian Health Service to support
Native American Research Centers for Health

• Supports partnerships between tribes or tribally based
organizations and research institutions

• Grant is awarded to the tribal partner


Supplements to Existing
Supplements to
Grants
Existing Grants
• Many institutes have programs whereby an existing
grant can acquire supplemental funds to support a
minority in training— go online for specific forms

• Decisions are made by program, so its almost a sure
thing. Must have sufficient time left in the RO1

• Must defend the person and their role in the project


Meetings Which Feature
Minority Trainees

• Annual Biomedical Research Conference for
Minority Students (ABRCMS)

• Society for Advancement of Chicanos and Native
Americans in Science (SACNAS)


Information Needed
for these Applications
• Enrollment racial/ethnic distribution in populations served
• Program graduation rate
• Other outcomes—presentations/publications
• Progress to next step
• Evidence that program increased diversity


FillFill Out Tables!
Out These Tables

• Tables required for training programs are provided at
the NIGMS website
• Be sure to use the tables for grant submission, but also
for record keeping
• Helps you know what information is important to track


Examples of
Examples of Information
Information
• How many URMs at your institution?
• How many applied to the program?
• How many appointed?
• How many graduated?
• How many in PhD or MD programs?
• How many in MS programs?
• How many in Post-Bac programs?
• How many in teaching positions?
• How many publications?


Each Program Must Have
an Evaluator
• Keeps information about the program
• Conducts surveys as to satisfaction, performance
• Should develop ways to measure effectiveness of
programs offered

For example, if you offer a writing course—what is
the evidence that it works?


Possible Training
Possible Training
Elements
Elements
•Curriculum development
•Remedial training, coursework, GRE preparation
•Specialized instruction in writing
•Social programs that enhance interactions
•Summer research programs
•Novel mentoring approaches


Training Elements Should be
Specific for Institution
• For example, Bridges to Baccalaureate—a 4 year
institution must partner with a 2 year institution—(or
could be several) helps if institutions are in close
proximity.
• Distance can work if there is a way to bring URMs to
home campus—i.e. summer programs, etc.
• Having a record of how many URMs succeeded
before and after the program is important to keep the
funding intact


MUST Have Ethical
Must Have Ethical
Training
Training
• Every training type grant MUST include training in the
ethical conduct of research.

• Plan MUST Contain Five Components
o Format
o Subject Matter
o Faculty Participation
o Duration of Instruction
o Frequency of Instruction

Ethical Training
Ethical Training

• Requires substantial face-to-face discussions (not just
on line courses)
• Subject matter—conflict of interest, human subjects,
animals and safe lab practices, mentor/mentee
responsibilities and relationships, collaborative
research, peer review, data acquisition and record
keeping including ownership, research misconduct
and policies for handling, authorship and publication,
societal issues


Ethical Training
Ethical Training

• Faculty participation—both formal and informal
contributions required and participation should include
many different faculty over time
• Duration—at least 8 contact hours are required with
the work done over time rather than all at once
• Frequency—should happen throughout a research
career—but especially between transitions in a career
and at least once every 4 years


Finally…
Finally

A word about why such programs exist
and why increasing diversity in the
research arena has been difficult.


A Ton of Feathers
A Ton of Feathers
Is a ton of feathers (light objects that fly in the wind)
different than a ton of lead?

The answer is no in terms of weight, YET each feather on
your skin makes a small impact. IF a ton of feathers
lands on you over time, that can have real effects.
Each feather represents micro-insults that over time
add up.
Too many feathers discourages can-do thinking and
accomplishment.


To Learn more about PIA’s NIH
Diversity Training Grants Webinar
Visit http://bit.ly/DiversityGrants

Call us at 800-303-0129 ext 506 Email: info@principalinvestigators.org


NIH Diversity Training Grants: Enhancing Your Research, Promoting Diversity

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