RISE Supplemental Instructions for Form PHS 2590

General Information

Progress reports are required to continue support of a PHS grant and for NIH grantees, and must be submitted 2 months before the beginning date of the next budget period using the PHS 2590 (forms and instructions are available at http://grants.nih.gov/grants/forms.htm). In addition to the PHS 2590 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 PI.

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, 1MB] 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.

Specific Instructions

Use Form PHS 2590 in preparing the progress report (forms and instructions are available at http://grants.nih.gov/grants/forms.htm) and complete the following forms:

• Face Page (Form Page 1) except for items 8a and 8b.
• Progress Report Summary (Form Page 5).
• Key Personnel Report (Form Page 7).
• Budget Form pages 2 and 3 (PHS 2590) only if any of your responses to Streamlined Non-competing Award Process (SNAP) is "yes."
• Checklist Page (Form Page 6) only if there is a change in performance site(s) that will affect the facilities and administrative costs and/or if program income is anticipated. If program income is anticipated, the Checklist should reflect the amount and source(s).

The Progress Report should begin on Form Page 5, with answers to the three Streamlined Noncompeting Award Process (SNAP) questions (see sample RISE Table 1). The Progress Report should summarize the progress achieved in the reporting period with respect to the RISE 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).

Guidelines for the Narrative Section:

• Restate the goals, specific measurable objectives, anticipated milestones and outcomes proposed in the application. Briefly describe each of the student development activities implemented, and the progress made in relation to the original goals and objectives.
• Describe any significant professional recognition of the RISE students (e.g., fellowships, awards, etc.).
• Describe how the program interacts with other student development programs and/or training T32 programs.
• Compare the performance, with respect to graduation and matriculation to the next academic step, of RISE supported students with non-RISE supported students at the grantee institution.
• Summarize what has been learned through the program evaluation and describe any changes made in the program as a result of the evaluation.
• Describe the nature of the instruction in responsible conduct of research and the extent of RISE students and faculty participation. Describe any enhancements and/or modifications to the five instructional components from the plan described in the awarded application. Name specific training faculty members who were contributors to formal instruction in responsible conduct of research during the last budget period.

Guidelines for the Numerical and Other Data Section:

• For the reporting period only and since the RISE is an institutional program, the report must provide the following information for both the RISE program and for the grantee institution.
  • For the RISE Program-supported undergraduate and graduate participants
• The number of appointed undergraduate and graduate program-supported participants; the number who participated in summer research experiences (as applicable); the number that withdrew from the program; the number still in the program; the number that graduated (A.D., B.S./B.A., M.S. and Ph.D., as applicable); the number who entered B.S./B.A. programs (for A.D. students), M.S., M.D. and Ph.D. (M.D./Ph.D.) programs in biomedical and/or behavioral sciences (for B.S./B.A. and M.S. students); the number of graduate students that transitioned to other training mechanisms (i.e., T32 programs, fellowships, research grants); the number of undergraduate (B.S./B.A.) and /or graduate M.S. students (as applicable) that completed the degrees at the grantee institution and enrolled in Ph.D. (M.D./Ph.D.) programs in biomedical and/or behavioral sciences at institutions with research-intensive environments defined as institutions with a significant numbers of potential mentors with NIH R01 or equivalent extramural research support (e.g. T32 institutions); the number of undergraduate (B.S./B.A.) and /or graduate M.S. students (as applicable) that completed the degrees at the grantee institution and enrolled in Ph.D. degrees in biomedical or behavioral sciences (including the grantee institution). (see sample RISE Table 2).
• The number of former program-supported participants that entered B.S./B.A. programs (for A.D. students), M.S., M.D. and Ph.D. (M.D./Ph.D.) programs in biomedical and/or behavioral sciences (for A.D./B.S./B.A. and M.S. students, as applicable); the number that transitioned to other training mechanisms (i.e., T32 programs, fellowships, research grants); and the number that graduated (A.D., B.S./B.A., M.S. and Ph.D., as applicable); the number of former undergraduate (B.S./B.A.) and/or graduate M.S. students (as applicable) that completed the degrees at the grantee institution and enrolled in Ph.D. (M.D./Ph.D.) programs in biomedical and/or behavioral sciences at institutions with research-intensive environments defined as institutions with a significant numbers of potential mentors with NIH R01 or equivalent extramural research support (e.g. T32 institutions); the number of former undergraduate (B.S./B.A.) and/or graduate M.S. students (as applicable) that completed the degrees at the grantee institution and enrolled in Ph.D. degrees in biomedical or behavioral sciences (including the grantee institution); and the number of former Ph.D. RISE students (as applicable) initiating and/or continuing biomedical/behavioral training and career paths (see sample RISE Table 2).
• A list of RISE supported students including name, contact information – phone, e-mail, underrepresented group, gender, current academic status, degree pursued and department (see sample RISE Table 3).
• A list of former RISE supported students including name, contact information – phone, e-mail, underrepresented group, gender, degree pursued, institution and current status (see sample RISE Table 4).
• A list of scientific presentations by RISE supported students (see sample RISE Table 5).
• A list of peer-reviewed publications including program-supported participants as co-authors. If the publication acknowledges the RISE grant the PubMed Central Reference Number (PMCID) must be provided together with the publication’s electronic link (see sample RISE Table 6).
  • For the Grantee Institution (see sample RISE Table 7).
• The total (cumulative) number of underrepresented and non-underrepresented undergraduate students that completed science (A.D./B.S./B.A., as applicable) degrees in biomedical/behavioral sciences at the grantee institution.
• The total (cumulative) number of underrepresented and non-underrepresented undergraduate students that completed a biomedical/behavioral sciences degree (A.D./B.S./B.A., as applicable) at the grantee institution and enrolled in M.S. and/or professional degree programs (D.D.S., M.D., etc) at the grantee institution or elsewhere.
• The total (cumulative) number of underrepresented and non-underrepresented undergraduate students that completed a biomedical/behavioral sciences degree (B.S./B.A.) at the grantee institution and enrolled in Ph.D. (M.D./Ph.D.) programs in biomedical and/or behavioral sciences at institutions with research-intensive environments defined as institutions with a significant numbers of potential mentors with NIH R01 or equivalent extramural research support (e.g. T32 institutions).
• The total (cumulative) number of underrepresented and  non-underrepresented undergraduate students that completed a biomedical/behavioral sciences degree (B.S./B.A.) at the grantee institution and enrolled in Ph.D. (M.D./Ph.D.) programs in biomedical or behavioral sciences (including the grantee institution).
• The total (cumulative) number of underrepresented and non-underrepresented M.S. graduate students in biomedical/behavioral sciences programs that graduated at the grantee institution.
• The total (cumulative) number of underrepresented and non-underrepresented M.S. graduate students in biomedical/behavioral sciences that graduated at the grantee institution and enrolled in Ph.D. (M.D./Ph.D.) programs in biomedical and/or behavioral sciences at institutions with research-intensive environments defined as institutions with a significant numbers of potential mentors with NIH R01 or equivalent extramural research support (e.g. T32 institutions).
• The total (cumulative) number of underrepresented and  non-underrepresented M.S. graduate students in biomedical/behavioral sciences that completed the M.S. degrees at the grantee institution and enrolled in Ph.D. programs in biomedical or behavioral sciences (including the grantee institution).
• The total (cumulative) number of underrepresented and non-underrepresented Ph.D. graduate students in biomedical/behavioral sciences programs that graduated at the grantee institution.
• The total (cumulative) number of underrepresented and non-underrepresented Ph.D. graduate students in biomedical/behavioral sciences programs that graduated at the grantee institution and continue postdoctoral training.

Appendix: The appendix must include the annual evaluation report as well as student appointment forms (Statement of Appointment Form PHS 2271 [PDF, 624KB]) for each program participant supported by the program during the reporting period.