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Dr. Alison Gammie, TWD Director
TWD programs foster the training and development of a strong and diverse biomedical research workforce. The division funds research training, career development and diversity-building activities through a variety of programs at the undergraduate, graduate, postdoctoral, faculty and institutional levels.
PAR-17-210; Mercedes Rubio; Patrick Brown
The goal of this program is to promote the successful completion of baccalaureate degrees by students from groups that are underrepresented in the biomedical sciences. The strategy is to support comprehensive science education and research-readiness student development programs that help diverse students at community colleges transition to baccalaureate degree programs at research-intensive partner institutions.
PAR-17-209; Patrick Brown
This program's goal is to promote the successful completion of doctoral degrees by students from underrepresented groups. The strategy is to support comprehensive science education and research-readiness student development programs that help diverse students in M.S. degree programs transition to Ph.D. degree programs at research-intensive partner institutions.
RFA-RM-13-016; Anissa J. Brown, Luis Cubano, Richard Okita, and Desirée Salazar ; Consortium contact: Alison Gammie
BUILD is a set of experimental training awards designed to implement and study innovative and effective approaches to engaging and retaining students from diverse backgrounds in biomedical research and preparing students to become future contributors to the NIH-funded research enterprise.
PA-18-671; Oleg Barski; Veerasamy Ravichandran; PA-18-673; Kenneth Gibbs; PA-18-666; Anissa J. Brown; Patrick Brown.
NIGMS predoctoral fellowships promote fundamental, interdisciplinary and innovative research training and career development leading to independent scientists who are well prepared to address the nation's biomedical research needs. Fellowships are available for Ph.D. and M.D.-Ph.D. or other dual-degree students, as well as to promote diversity in health-related research. The strategy is to provide support to outstanding predoctoral students to obtain individualized, mentored training leading to the Ph.D. and M.D.-Ph.D. or other dual-degree.
PAR-17-040; Veerasamy Ravichandran; Sailaja Koduri
The goals of IMSD are to increase the number of undergraduate and graduate students from underrepresented groups who complete Ph.D. degrees and enter the research workforce, and also to enhance the diversity of students in awardee institutions' Ph.D. programs. The strategy is to provide institutional grants for research training and developmental activities at research-intensive institutions.
PAR-17-341 (Basic Biomedical Sciences) and PA-18-403 (Medical Scientist Training Program); 16 Program Officers
NIGMS supports predoctoral research training grants at eligible institutions to enhance graduate (Ph.D.) research training in 12 broad areas of basic biomedical sciences relevant to the NIGMS mission. In addition, NIGMS supports the integrated medical and graduate research training through the Medical Scientist Training Program (MSTP).
PAR-17-068; Sailaja Koduri; Luis Cubano
The goal of this program is to increase the nation's pool of students from underrepresented groups who have the research experience and science preparation to matriculate and succeed in biomedical Ph.D. programs. The strategy is to support institutional programs of academic and research education, including 2 years of support of honors juniors and seniors and at least one summer research experience at a research-intensive institution.
PAR-17-051; Kenneth Gibbs, Luis Cubano
The goals of PREP are to increase the number of baccalaureates from underrepresented groups who go on to Ph.D. degree programs, and also to enhance the diversity of students in awardee institutions' Ph.D. programs. The strategy is to support institutional programs that provide extensive research training and academic preparation at research-intensive institutions through 1- to 2-year research apprenticeships.
PAR-16-361; Anissa J. Brown; Luis Cubano
The goal of RISE is to increase the number of students from underrepresented groups who complete the Ph.D. degree. The strategy is to support research education programs at institutions with significant student populations from underrepresented groups. These programs may include undergraduate-, M.S.- or Ph.D.-level trainees.
PA-16-191; K23; PA-16-198; PA-11-009; K25; PA-16-194; Michael Sesma; Alison Cole; Sarah Dunsmore; Rochelle Long; Scott Somers
The K08 Mentored Clinical Scientist and the K23 Mentored Patient-Oriented Research awards support individuals with M.D. degrees through mentored research career development experiences in anesthesiology, clinical pharmacology, trauma and burn injury or wound healing. The K25 Mentored Quantitative Research Development Award supports investigators from quantitative science and engineering disciplines who seek to focus on questions of health and disease.
PA-18-670; 10 Program Officers
Postdoctoral fellowships support advanced and specialized training in basic and/or clinical research through an intensive, mentored research project experience that encourages the development of independence, innovation and creativity in a highly productive research setting.
PA-18-403; Alison Cole; Richard Okita; Michael Bender; Scott Somers
Institutional training programs support research training for clinician-scientists in four clinically relevant research areas within the mission of NIGMS: anesthesiology; clinical pharmacology; medical genetics; and trauma, burn and peri-operative injury. Trainees receive at least 2 years of research training in basic, clinical and/or translational science areas and engage in activities to promote research career development.
PAR-16-103; Desireé Salazar
IRACDA supports postdoctoral training to prepare for independent research and teaching careers in academia, and strengthens and modernize science educational offerings at partner institutions with significant enrollments of students from underrepresented groups. Postdoctoral scholars are supported for a 3-year mentored research, teaching and career development experience in a research-intensive institution and regional, primarily teaching institutions with significant underrepresented student populations.
PAR-17-070; Michael Sesma
The goal of this program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation's biomedical research needs. The strategy is to fund activities with a primary focus on courses for skills development, structured mentoring activities and outreach programs.
NIH Common Fund Initiative: Enhancing the Diversity of the NIH-Funded Workforce
RFA-RM-13-015; Michael Sesma; Consortium contact: Alison Gammie
The CEC coordinates consortium activities and evaluates the efficacy of the training and mentoring approaches developed by BUILD and NRMN awardees in order to disseminate effective approaches to the broader research and mentoring communities.
RFA-RM-13-017; Mercedes Rubio; Consortium contact: Alison Gammie.
NRMN is developing a national network of motivated and skilled mentors from various disciplines linked to mentees across the country--from both BUILD and non-Diversity Consortium institutions--for individuals at the undergraduate to early career faculty levels and spanning biomedical disciplines relevant to the NIH mission. It will develop and disseminate best practices and training opportunities for mentors, and networking and professional development opportunities for mentees.
PA-18-672; Michael Sesma
These fellowships are intended to support experienced investigators seeking opportunities to undertake short periods of mentored research training that will allow them to redirect, revitalize or restart a research program upon returning to their home institutions.
PA-16-193; Oleg Barski, Paula Flicker; Stephen Marcus; Michael Sesma; Dorit Zuk
The goal of this program is to shorten and facilitate the transition from a postdoctoral researcher to an independent investigator capable of leading a research team. The strategy is to support highly promising postdoctoral researchers in 2-year mentored research positions followed by 3 years of independent research support when the grantee obtains an independent position.
RFA-GM-14-013; (R35)RFA-GM-17-002Mercedes Rubio; Desirée Salazar and Michael Sesma
The goal of this program is to understand the social and behavioral factors that increase the interest, motivation and preparedness of students from underrepresented groups for biomedical research careers. The strategy is to support research that tests assumptions about these factors and that can inform and guide new, evidence-based interventions for research training.
PA-18-906; Desirée Salazar
This program employs the research project grant as the platform for intensive mentored research experiences within the scope of the grant during the continuum from high school to the postdoctoral level. The goal is to increase the nation's pool of students from underrepresented groups by preparing them to continue their training in biomedical research.
PA-18-592; Desirée Salazar
This program employs the research project grant as the platform for intensive, mentored research experiences that facilitate re-entry and the establishment of a full-time, independent research career for individuals at the postdoctoral or early faculty level who have high potential to re-enter an active research career after taking time off to care for children or parents or to attend to other family responsibilities.
For more information about TWD programs, see http://www.nigms.nih.gov/Training or contact Dr. Alison E. Gammie, director, TWD Division.
This page last reviewed on 9/13/2018 9:44 AM
