General Information
Progress reports are required to continue support of a PHS grant and for NIH grantees, and must be submitted two months before the beginning date of the next budget period using electronic Streamlined Noncompeting Award Process (e-SNAP) http://era.nih.gov/services_for_applicants/reports_and_closeout/esnap.cfm . The progress report due information is available in the Commons status system (http://era.nih.gov/userreports/pr_due.cfm). In addition to the eSNAP instructions, follow the guidelines below to prepare the progress report.
Grantees can access a Web site hosted by the NIH Office of Policy for Extramural Research Administration to determine which progress reports are due. The site located at http://era.nih.gov/userreports/pr_due.cfm. Grantees are responsible for periodically checking the list, which is updated on/around the 30th of each month. In addition to this Web site, e-mail reminders are sent to the PIs.
Progress Report Submission Guidelines: Streamlined Noncompeting Award Procedures (SNAP)
Progress Reports must be submitted following the Streamlined Noncompeting Award Process (SNAP) as defined by the NIH Grants Policy Statement. Information about eSNAP is available on the eRA Commons Web site. If your institution has never used eSNAP before, please review the eSNAP User Guide [PDF, 6.52MB] as it has information on how to enable the eSNAP feature for your institution as well as step-by-step instructions on how to submit your annual progress reports electronically.
After the signing official clicks the Submit button, the system will verify that the eSNAP contains all the required data in the correct format. The PI will receive an e-mail indicating either there is a missing/invalid data or that the eSNAP has been accepted for submission. Once accepted, the status of the submitted eSNAP is set to "Submitted."
Specific Instructions
Progress Report should summarize the progress achieved in the reporting period with respect to the Bridges to the Baccalaureate Program goals. The narrative part is limited to three pages, and numerical and other data may be presented in tabular form (tables and figures are not counted in the three-page limit).
- Provide a summary (2-3 paragraphs of narrative and a summary of participant data in a tabular form; use sample Bridges Table 1) of the overall progress made during the current reporting period, in the context of Bridges to the Baccalaureate program’s expectations (see Section I. of PAR-07-411 for details), including: 1. the number of URM students who transferred (institutional transfer) from each participating 2-year institution to a baccalaureate degree program in biomedical and/behavioral research fields, 2. the number of Bridges students from each participating community college who were appointed to the program, 3. the number of Bridges students who transferred (Bridges transfer) to a baccalaureate degree program in biomedical and behavioral research sciences, 4. the number of former Bridges students who transferred during this reporting period to a baccalaureate degree program in the biomedical/behavioral sciences, 5. the number of former Bridges students who are currently pursuing a baccalaureate degree in the biomedical/behavioral sciences, 6. the number of former Bridges students who graduated during this reporting period with a baccalaureate degree in the biomedical/behavioral sciences, 7. the number of former Bridges students who are currently pursuing an allied health, Master’s, Ph.D., or other professional degrees, and 8. the number of former Bridges students who graduated during this reporting period with an allied health, Master’s, Ph.D., or other professional degrees.
- Briefly describe the major student development activities implemented, the number of students served, the faculty member introducing/conducting the activity, and the progress made in relation to the original goals and objectives.
- Provide a list of students who were supported by the Bridges program for the current reporting period. This list should give each student’s name, the targeted groups/populations [e.g., African Americans, Hispanic Americans, Native Americans/Alaska Natives who maintain tribal affiliation or community attachment, Hawaiian Natives, and natives of the U.S. Pacific Islands, and/or rural Appalachians] he/she belongs to, type and year of degree earned (including the major), current plans or status, and contact information.
- Describe what has been learned through the program evaluation and any changes made in the program as a result of the evaluation.
- Describe any previously funded Bridges activities that are now continuing (or will continue) on institutional funds.
Appendix: Limit the appendix to reprints of published papers and preprints of papers in press resulting from and acknowledging Bridges support, and summary of evaluation reports only.
