WORKSHOP ON TRAINING GRANT APPLICATIONS March 11, 2015 Thomas A. Pearson, MD, MPH, PhD Executive Vice President for Research and Education UF Health Research and Education: Business as Usual? UF designated as preeminent institution of higher education in State of Florida. New leadership at UF, UF Health, HSC Colleges, and Departments. A successful and expanding UF Health clinical programs on Gainesville, Jacksonville, and Orlando campuses. Unprecedented rise in NIH research funding rankings, despite flat federal funding for research, as evidence of the preeminence of our current faculty. UF Rising and Cancer Preeminence Initiatives hiring 50-65 senior investigators across the HSC. A best-in-class technology transfer/incubator program harnessing the entrepreneurism of our faculty.

OBJECTIVES Review the current status and needs for NIH-sponsored training at UF-HSC. Consider the scope, size and goals of your proposed training programs. Understand the components of a competitive application for an institutional training grant. Identify and access various resources, tools and expertise to allow efficient completion of a training grant application. Describe plans for recruitment and selection of highly qualified, diverse trainees. CURRENT T32 TRAINING GRANTS AT UF AS OF 03/10/15 PI Baylis Behrns Bloom Burne Cottler Marsiske Moldawer

Reeves Scott Smith, Clay Vandenborne Vieweg Yezierski COLLEGE/DEPT Med/Physiology Med/Surgery Med/MGM Dent/Oral Biology COM-PHHP/Epi PHHP/Psych Med/Surgery Med/Med Med/MGM Med/Ophthalmology PT/PHHP Med/Urol Dent/Orthodontics

T90(1), TL1(1) not included. TOPIC AREA Hypertension Surg. Oncology Microbiology Oral Biology Epidemiology Addiction Social Factors & Health Burns and Trauma Rheumatic Disease Regent Medicine Vision Neuromuscular Rehab Urologic Res Pain Research PRE POST 3 0 5 8

4 6 0 4 4 4 6 0 0 44 3 2 0 5 2 0 3 2 2 1 0

1 4 25 END DATE 06/18 06/15 07/19 06/16 06/19 04/18 06/19 04/15 06/17 12/15 04/19 07/18 06/15 Predoctoral Trainees UF CTSI Programs

Training Activities Didactic Courses Team Science Training* Mentored Team Research Dual-degree Programs Career Development* Professional Development* GCP* PhD Students Health Professional Students TL1 TL1

Faculty PhD Postdoctoral Trainees TRACTS, CTHS Staff Clinical Fellows Junior Faculty Senior Faculty

Research Professionals TRACTS, CTHS, KL2 TRACTS, KL2, CTHS, ARE, MA ARE, MA ARE, RPC

MS in CTS Partnering PhD programs Postdoctoral Trainees

K College* R01 Boot Camp* Mentor Development

TL1 = NRSA Training Core, KL2 = Mentored Career Development Program, TRACTS = Training and Research Academy for Clinical and Translational Science, CTHS = Certificate in Translational Health Science, ARE = Academy of Research Excellence, MA = Mentor Academy, RPC = Research Professionals Consortium *Additions to current programs proposed in this application Training Grant Toolkit I. Contact Information II. National Research Service Award (PA-14-015) III. Other training grants at UF HSC IV. Training Grant Application Timeline V. Resources (Boiler Plate) CTSI Facilities and Resources (36) UF Colleges (16) Other Facilities and Resources Affiliated with UF (60) Recruitment and Retention Plan to Enhance Diversity Plan for Instruction in Responsible Conduct of Research

Institutional Commitment Letter WHY APPLY FOR AN INSTITUTIONAL TRAINING GRANT? Address the needs for the scientific workforce. Support graduate students and postdoctoral fellows to work in your research program. Organize academic communities around a topic of interest. Develop curricula, instructional materials, degree programs, and continuing educational sessions (e.g. seminars). Enact recruitment and retention strategies to assure enrollment of high quality, diverse trainees. CHECKLIST: WHEN TO WRITE A T32 APPLICATION _____ Unmet need for trainees or training in your subject area (including private sector) _____ Program Director with interest, NIH funding

(usually), and track record of training _____ NIH-funded Mentors in subject area _____ Source of diverse trainee candidates _____ Facilities to support trainees _____ Department/College support for a Training Program TRAINING GRANT TIMELINE TIMELINE (Months before submission) Activity >6 6 5 4 3 Conceptualize the training program

Obtain instructions and application Identify PI/PD Contact Program Officer Review Funding Agencys Portfolio Confirm institutional support Identify Key Personnel and Mentors Identify courses and degree programs Identify responsible conduct of research instruction Get input from educational development/evaluators Obtain Biosketches Develop Budget and Justification* Obtain Letters of Support Develop Tables I-X (XI XII for renewals)

Organize resources pages Write draft of proposal Review of proposals by advisors Write and review abstract Review final application *Identify >$500K budget at >6 week phase 2 1


SOURCES OF TRAINING GRANTS Federal government, NSF and NIH in particular, is the funding agency for most institutional training programs Foundations and Voluntary Health Agencies fund many individual scholarships and fellowships Limited number of nonfederal funders of training programs (e.g. HHMI) NIH funds the Ruth L. Kirstein National Research Service Awards (NRSA) Institutional Training Grants with an Omnibus Program Announcement* (Parent T32; PA-14-015) Most NRSAs are reviewed by individual, Institutes/Centers Requirements/Rules may vary by IC! - Number of submissions per year (often only one) - Receipt dates - Other T Awards= T34 (PA-13-205); T35 (PA-14-016); T90 * See T Kiosk at

TYPES OF INSTITUTIONAL RESEARCH TRAINING GRANTS Example Pre-college, undergraduate training (pipeline) Short-term research experiences Predoctoral training Postdoctoral training Interdisciplinary (undergrad, pre- and postdoc) MD-PhD programs Career Development programs SEPA T25 T32 T32 T90 MSTP K12 Awards for Individuals with a Health-Professional Doctorate (e.g., MD)

Institutional Training Grants (T32) Postdoctoral Fellowships (F32) Short-Term Training Grant R25) Medical School Internship/Residency Specialty Scientist Development Program (K12) Senior Fellowships (F33)

Independent Investigator Career Enhancement Award Stem Cells (K18) Midcareer Investigator in Patient-Oriented Research (K24) Mentored Clinical Scientist Development Award (K08)Mentored Patient-Oriented Research CDA (K23) Diversity Supplement Awards for Individuals with a Research Doctorate (e.g., PhD) Institutional Predoctoral Training Grants (T32) Fellowships (F31)

Postdoctoral MARC Fellowships COR (T34) (F32) Colleg Graduate School & Postdoctoral Medical School e BRTPUG Program Undergra ds, postbac, & graduate s R25 Undergra ds Senior Fellowships

(F33) Independent Investigator Career Enhancement Award Stem Cells (K18) Independent Scientist Award (K02) Mentored Research Scientist Development Award Diversity Supplement (K01) Career Transition Award (K22) Administrative Sections of Training Grant

All forms from SF424 Face Page Abstract Training Sites Key Personnel Table of Contents Detailed Budgets Initial Period Entire Period (Calculate each year to verify <$500K) Biographical Sketch of Program Director Resources Appendices (Training-related syllabi, teaching materials, etc.) * NOT-OD-11-008 Training Grant Budgets Stipends (NOT-OD-10-047)

Predoctoral (Per trainee per year by NIH up to 5 years of support) Postdoctoral (Per trainee based on # of years since receipt of doctoral degree as set by NIH, up to 3 years of support) Tuition and Fees (NOT-OD-10-073) Predoctoral: 60% of tuition and fees up to $16K/year ($21K for dual degree students) Postdoctoral: 60% of requested tuition up to cap of $4.5K/year or $16K/year if enrolled in degree-granting program Trainee Travel (Usually one trip per year) Training-related Expenses (NOT-OD-10-073) Supports training plan (health insurance, books, computers and software, consultants, data) ($4200 for predoc, $7850 for postdoc) Indirect Costs (8%) Number of Positions To Request Pre- vs. Postdoctoral Preapproval (>6 weeks) required for budgets > $500K per year. ? Too Many

Can you recruit high quality trainees? Can the courses, mentors, etc. accommodate this number of trainees? ? Too Few Is there a critical mass of trainees? Is the number of trainees sufficient to have journal clubs, seminars, etc.? Biographical Sketch of Program Director/Principal Investigator Personal Statement (summary of description in body of application) Role as PD/PI including % effort and leadership activities Track record in research Track record in administration Track record in training

Honors and Offices:? Training awards Publications: Related to topic of training grant Other support: Research and training support (e.g. prior training grants) Resources CTSI Facilities and Resources (N=36) Educational Programs Cores UF Colleges (N=16) Other Facilities (N=60) Animal Care Services Centers/Institutes Departments Information Systems Institutional Review Boards Health Science Center Library Research Administration Sid Martin Incubator Research Training Program Plan

Background/Introduction/Specific Aims* Program Plan - Program Administration* - Program Faculty* - Proposed Training* - Evaluation* - Trainee Candidates* - Institutional Environment and Commitment* Recruitment and Retention Plan to Enhance Diversity* Plan for Responsible Conduct of Research (3 page limit) *Part of 25 page limit on SF 424 form pages. Background Overall Goals of the Program Specific Aims

Training Program Didactic components Career development opportunities Mentored research experiences Career Development Plan Recruitment and Retention Evaluation Rationale (Premises underpinning the training) Current Research Training at the Institution Research Training at Participating Organizations Relation of the Training Program to Other Training Activities Objectives of NRSA Institutional Research Training Grants (PA-14-05)

1. A strong foundation in research design, methods, and analytic techniques. 2. Enhanced ability to conceptualize and think through research problems with increasing independence. 3. Experience conducting research using state-of-the-art methods as well as presenting and publishing their research findings. 4. Interaction with members of the scientific community at appropriate scientific meetings and workshops 5. Enhancement of the trainees understanding of the health-related sciences and the relationship of their research training to health and disease. Organization and Administration of Training Programs Principal Investigator/Program Director Research Experience Training Experience Administrative Experience

Internal Executive Committee External Advisory Committee Didactic Core Mentors Career Development Program Evaluation Training Grant Administrators Workshop March 16, 2015 Objectives 1. Review of barriers/challenges to administration of T32s. 2. Identification of best practices for smooth administration of T32s. 3. Development of list of T32 administrators for future advice and

assistance. TRAINING PROGRAM ORGANIZATIONAL CHART Program Program Director(s) Director(s) Coordinator Coordinator External Advisory Committee Internal Advisory Committee Mentor Cluster #1 Mentor Cluster #2 Mentor Cluster

#3 Training Program Faculty Mentors versus Preceptors Organization by Disciplines: Research Clusters Breadth: Number of disciplines involved in the training Depth: Number of faculty in each discipline Biosketches PI & Key Personnel to SF424 file Non-key faculty and mentors Research Training Program Plan Form (SF424) Do not require personal statement Training Grant Advisory Committees Internal Executive Committee - Specific overview duties (e.g. Recruitment/ Selection, Mentor Review, Trainee Progress) - Meeting quarterly or for specific duties External Advisory Committee

Annual Overview Opportunities for engagement of partnering institutions. Institutional Commitment for Institutional Training Grants Required, reviewers look for more than the minimum Signed letter on institutional letterhead from responsible official (Chair, Dean, Research Administrator) Description of applicant institutions commitment - PD/PI time effort, and salary to direct the program - Program faculty and staff (e.g. coordinator) - Stipend, tuition support needed beyond that provided by training grant. UF and UF Health Institutional Commitment to Institutional Training Grants 1. Funding of tuition required above that provided by the T32 Award.* 2. Recusal from RCM on for direct costs of T32 grants.** 3. PD/PI and coordinator time and effort.*

4. Space for predoctoral and postdoctoral students.* 5. Support for faculty-level Educational Development specialists for curriculum development and evaluation plan.** 6. ? Centralized office for follow-up of NIH-funded trainees.** *Department/College **HSC Didactic Curriculum Driven by learning objectives and competencies to be acquired. Degree as a recognized credential. Full time vs. Part time. Criteria for successful completion. Identify instructors, synopsis. Training and Research Academy for Clinical and Translational Science (TRACTS) Two-year mentored training program for junior faculty and senior fellows Tuition provided

Provides clinicians with sufficient research experience, didactic knowledge and published research outcomes to be competitive for a K Award. Directed by Ronald Shorr, MD, MS Trainee Candidates Description of applicant pool Qualification and criteria for acceptance - Disciplines/prior training - Transcripts - Letters of recommendation - Standardized test scores (GRE, MCAT) Process of review and selection Recruitment and Retention Plan to Enhance Diversity

Track Record - Underrepresented Racial and Ethnic Groups - Disability Groups - Disadvantaged Backgrounds Pipeline Programs Plan - Website - Advertisements - Personal efforts by Program Director/Faculty - Formal collaboration with minority institutions Progress Report Accomplishments of the Program to date Use of training-related expenses Lack of completion of planned duration of training Synopsis of trainees programs - Didactic coursework/degree program - Research project/Mentors - Publications (PubMed) - Current position (if graduated)

NEXT STEPS Listserve of workshop participants CTSA Website: Added to UF Health Bridge Updates/Boiler Plate - Resources - Responsible Conduct of Biomedical Research (GMS 7003) - Recruitment and Retention of Trainees from Underrepresented Populations TRAINING GRANT TIMELINE TIMELINE (Months before submission) Activity >6

6 5 4 3 Conceptualize the training program Obtain instructions and application Identify PI/PD Contact Program Officer Review Funding Agencys Portfolio Confirm institutional support Identify Key Personnel and Mentors

Identify courses and degree programs Identify responsible conduct of research instruction Get input from educational development/evaluators Obtain Biosketches Develop Budget and Justification* Obtain Letters of Support Develop Tables I-X (XI XII for renewals) Organize resources pages Write draft of proposal Review of proposals by advisors Write and review abstract Review final application *Identify >$500K budget at >6 week phase 2

1 Submit

REVIEW OF T32 APPLICATIONS Presubmission Allow 2+ weeks prior to submission Identify faculty with T32 experience - Current PI/PD of T32

- Recent T32 Reviewers Post review Communicate review scores and critiques to EVPRE If not funded, schedule discussion of revision, resubmission. Institutional Training Grants at UF-HSC 1. Strategically important, large DC-carrying NIH grants 2. Enhanced institutional support - Tuition supplement, no RCM - Website for resource boiler plate, biosketches, courses - Doctoral - level expertise in curricular design, educational evaluation - Assistance with table development, ? Follow-up of trainees. 3. Grant-writing help (course, application review) Mentored Research Experience Definition of a mentor: faculty with >1 years of

experience in training and current NIH funding of research Mentor Development: Mentors vs. preceptors Selection of a mentor/mentorial team Mentoring Plan: Frequency, duration, etc. Individual Development Plan (IDP) (NOT-OD-13-093) Oversight of mentoring and career development plans (e.g. PI/PD, Internal Executive Committee) UF-HSC Assistance in Curricula Design Education Development specialists - Linda Behar-Horenstein, PhD (COE/COD) - Amy Blue, PhD (PHHP) Curricula Design - Learning Objectives/Acquired - Measurable goals - Criteria for attainment Competencies

Career Development Programs Seminars, journal clubs, etc. Skill-building Programs Scientific Writing Ethics Grant Writing Off-site courses and programs National meetings Exposure to various career directions (NOT-OD-14-029) Research Training Program Evaluation 1. Evaluation of learning objectives using measurable outcomes: a. Knowledge: Course grades (e.g. B or higher) b. Skill: Completion of research project, etc. c. Attitude: Completion of Workshops 2.Periodic review of Individual Development Plan 3. Trainee Career Development: Follow-up after training. a. Position, promotions, honors

b. Publications (# in journals with high impact factor) c. Grants submitted, funded Instruction in Responsible Conduct of Research Course: Responsible Conduct of Biomedical Research (GMS 7003) Human Subject Protection Program Certification Research with Vertebrate Animals (IACUC) Workshops - Recruitment and Retention of Research Subjects - Research Program Administration Continuing Education: Regular discussions Integration of ethics and integrity issues in didactic coursework (e.g. Grant Writing) TABLES REQUIRED FOR TRAINING GRANTS Tables (1-5) can be assembled centrally (Karen Pastos, College of Medicine)

Concept of Good Enough What question does each table address? Tables Required for Training Grants 1.Participants/Programs # Faculty # Trainees (Pre/postdoctoral) # with participating faculty # Supported by the grant 2.Participating Faculty Members 3.Institutional Training Grant Support of Participating Units/Faculty Tables Required for Training Grants (Contd) 4. Grant and contract support of faculty member Project period Direct costs of current year 5. Trainees of Participating Faculty Members (separate for Pre-, Postdoc)

Training period Prior academic degrees Prior academic institution Title of research Current position/source of support Tables Required for Training Grants (Contd) 6. Publications of Research Completed by Trainees (separate for Pre-, Postdoc) 7. Admissions and Completion Records for Participating Departments and Programs* 8. Qualifications of Recent Applicants* 9. Qualifications of Current Trainees* 10.Admissions and Completion Records for Underrepresented Minorities, Disability Groups, and Trainees with Disadvantaged Backgrounds Tables Required for Training Grants (Renewals) 11.Appointments to Training Grant for Each Year of the Past Award (Renewal Only)

12.Trainees supported by the Training Grant (Renewals Only)* * Separate tables: a. predoctoral, b. postdoctoral trainees

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