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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.
Shiva P. Singh, Ph.D., Branch Chief
PAR-19-299; 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-19-300; 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.
PA-18-666; Patrick Brown; Anissa J. Brown and PA-18-673; Kenneth Gibbs
NIGMS provides predoctoral fellowships to eligible individuals who see advances in predoctoral research training in basic biomedical sciences through the NRSA Individual Predoctoral Fellowships to Promote Diversity in Health-Related Research (F31) and the NRSA Individual Predoctoral MD/Ph.D. or Other Dual-Doctoral Degree Fellowships for Students at Institutions Without NIH-Funded Institutional Predoctoral Dual-Degree Training Programs (F30). These fellowships, which generally provide up to 3 years of support, 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. 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-19-037; Veerasamy Ravichandran; Sailaja Koduri
The goal of the IMSD program is to develop a diverse pool of scientists earning a Ph.D., who have the skills to successfully transition into careers in the biomedical research workforce. The overarching objective of this institutional research training program is to develop a diverse pool of well-trained Ph.D. biomedical scientists.
PAR-17-341 (Basic Biomedical Sciences); Michael Bender; Patrick Brown; Alison Cole; Luis Cubano; Miles Fabian; Paula Flicker; Kenneth Gibbs; Sailaja Koduri; Amanda Melillo; Zhongzhen Nie; Veerasamy Ravichandran; Haluk Resat; Mercedes Rubio; Desiree Salazar
PAR-19-036 (Medical Scientist Training Program); Joe Gindhart; Stefan Maas
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-19-219; 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.
Graduate Research Training Initiative for Student Enhancement (G-RISE) (T32) - PAR-19-102 Undergraduate Research Training Initiative for Student Enhancement (U-RISE) (T34) - PAR-19-218
PAR-19-102; PAR-19-218; Anissa J. Brown; Luis Cubano
RISE is a training program that seeks to diversify the pool of students who complete a Ph.D. degree in biomedical research fields. By providing support to eligible, domestic institutions to develop and implement effective, evidence-based approaches to student training and mentoring, NIGMS expects that the proposed research training programs will incorporate didactic, research, mentoring, and career development elements to prepare trainees for the completion of research-focused Ph.D. programs in biomedical fields.
Michael Sesma, Ph.D., Branch Chief
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-19-188; 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; 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 injury and critical illness. 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.
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-19-130; Oleg Barski, Paula Flicker; 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.
PAR-19-295; (R35) RFA-GM-17-002; Mercedes Rubio; Desirée Salazar; 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.
Alison Gammie, Ph.D., TWD Director
RFA-RM-18-006; Anissa J. Brown, Luis Cubano, 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.
RFA-RM-18-005; 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.
NRMN Coordination Center (RFA-RM-18-003); NRMN Resource Center (RFA-RM-18-002); Independent research projects (RFA-RM-18-004); Mercedes Rubio; Consortium contact: Alison Gammie.
NRMN develops mentoring and networking opportunities for biomedical researchers from diverse backgrounds, from undergraduates through early career faculty. NRMN is organized as a consortium of independent research projects, a Resource Center, and a Coordination Center. Research projects explore three primary areas of interventions intended to enhance mentoring and networking: The science of mentorship; professional networks; and, navigation of critical transition points.
The NRMN Coordination Center and the NRMN Resource Center work with the independent research projects to enhance dissemination and to promote synergies to provide evidence and resources for effective mentoring.
RFA-RM-19-003; Dr. Anissa J. Brown; Consortium contact: Alison Gammie
DPC DaTA provides an opportunity for institutions not currently part of the DPC to apply for funding to take a rigorous scientific approach to understanding the effectiveness of a biomedical research training, mentoring, or research capacity building intervention by employing DPC experimental methods.
RFA-RM-19-004; Dr. Luis Cubano; Consortium contact: Alison Gammie
SPAD aims to increase the productivity of sponsored programs activities to enhance biomedical research and/or research training. SPAD focuses on establishing Offices of Sponsored Programs (OSPs) or enhancing the services of existing OSPs or similar entities at domestic institutions of higher learning.
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 8/21/2019 2:15 PM
