Part 1. Overview Information

Key Dates

All applications are due by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

It is critical that applicants follow the Training (T) Instructions in the SF424 (R&R) Application Guide, except where instructed to do otherwise (in this FOA or in a Notice from the NIH Guide for Grants and Contracts). Conformance to all requirements (both in the Application Guide and the FOA) is required and strictly enforced. Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

1. Use the NIH ASSIST system to prepare, submit and track your application online.
2. Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
   
   
3. Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.



Table of Contents
Part 1. Overview Information
Key Dates
Part 2. Full Text of Announcement
Section I. Funding Opportunity Description
Section II. Award Information
Section III. Eligibility Information
Section IV. Application and Submission Information
Section VI. Award Administration Information
Section VII. Agency Contacts
Section VIII. Other Information

Part 2. Full Text of Announcement

Section I. Funding Opportunity Description

The overall goal of the NIH Ruth L. Kirschstein National Research Service Award (NRSA) program is to help ensure that a diverse pool of highly trained scientists is available in appropriate scientific disciplines to address the Nation's biomedical, behavioral, and clinical research needs. In order to accomplish this goal, NRSA training programs are designed to train individuals to conduct research and to prepare for research careers. More information about NRSA programs may be found at the Ruth L. Kirschstein National Research Service Award (NRSA) website.

This Funding Opportunity Announcement (FOA) does not allow appointed Trainees to lead an independent clinical trial, but does allow them to obtain research experience in a clinical trial led by a mentor or co-mentor. NIH strongly supports training towards a career in clinically relevant research and so gaining experience in clinical trials under the guidance of a mentor or co-mentor is encouraged.

The NIH Blueprint for Neuroscience (http://neuroscienceblueprint.nih.gov) is a collaborative and coordinated effort across 14 Institutes, Centers and Offices (ICOs), that supports research, research education, and research training with the goal of accelerating the pace of discovery in neuroscience research. .

This Funding Opportunity Announcement (FOA) is a program within the NIH Blueprint for Neuroscience Research in conjunction with the National Institute of General Medical Sciences (NIGMS) and the National Institute on Deafness and other Communication Disorders (NIDCD).

Program Objective

The purpose of the Jointly Sponsored Predoctoral Training Program in the Neurosciences (JSPTPN) program is to provide strong, broad-based neuroscience training that will develop a cohort of well-trained researchers at a time when the field is advancing at a rapid pace. Neuroscience research increasingly requires investigators who can cross boundaries, draw on knowledge and interdisciplinary approaches and levels of analysis, and apply this breadth of knowledge in original ways to yield new discoveries about the function of the nervous system.

Broad-based research training. The JSPTPN supports programs of broad-based education and research experience during the first two years of graduate training. As such, training programs supported by a JSPTPN training grant must have a comprehensive, two-year training plan. During this training period, students should obtain a working knowledge of the different kinds of approaches and techniques that make up the field of neuroscience. A key component of this training should be acquiring a strong foundation of experimental methodology (e.g. experimental design, quantitative data analysis and interpretation) and a robust development of professional skills (e.g. written and oral communication and data presentation).

Core Knowledge Expectations. JSPTPN Programs should define the core knowledge that each student is expected to gain. Programs must have a clear comprehensive plan that will ensure that each student will have the tools and research experience necessary for a future career as an independent investigator in areas directly related to biomedical research in neuroscience. Each program is expected to define the core knowledge and research experience expected of all trainees. However, programs may provide a specific tailored curricula based on individual trainee background and needs.

Trainees are expected to participate in a curriculum that incorporates education in multiple levels of analysis, which may include genetics, molecular, cellular, system, behavioral and/or computational approaches. Trainees should also gain an understanding of the tools, technologies, and methods used in contemporary neuroscience research. Note that not all programs will necessarily need to cover all levels of analysis and types of technologies. However, there must be enough coverage to be considered adequate for a broad understanding of neurobiological function and the current tools used for research in neuroscience. Breadth may be achieved through any combination of formal courses, laboratory rotations, workshops and other programmatic activities. Regardless of their individual curricular plans, all students are expected to gain a general understanding of the neurobiological basis underlying diseases and disorders of the nervous system. Trainees are expected to leave the JSPTPN programs with the fundamental knowledge and skills that will allow them to lead, and confidently adapt to the rapidly growing and technologically changing field of neuroscience research.

Laboratory Rotations. Programs are expected to include laboratory rotations that allow students to explore different research areas, scientific approaches, and laboratory cultures. Rotations should have specific purpose and goals and should be designed to provide trainees with a practical understanding of the tools and experimental approaches that drive the research in the rotation laboratory. Rotations should be of sufficient duration to generate a product that results from the scientific and technological knowledge gained in the rotation laboratory.

Experimental design and statistical methodology

Experimental Design. Programs are expected to provide formal instruction in the principles of rigorous experimental design to ensure that trainees understand the practices required for robust and unbiased experimental design, hypothesis testing and the application of these principles and practices to their individual research.

Statistical Methodology. Programs should equip students with a solid understanding of statistical methodology relevant to contemporary neuroscience research and provide exposure to quantitative approaches used for a variety of experimental systems. The goals of this training are to educate trainees in 1) the importance of considering statistical principles in the design of their research, 2) the need for appropriate use of statistics in analyzing data, interpreting results and forming conclusions and 3) the practical application of statistics to date in different experimental paradigms.

Ideally, trainees will begin to develop a depth and breadth of statistical understanding that will enable them to adapt and appropriately apply statistical approaches as their experimental repertoire changes. Programs must ensure that all trainees have a solid understanding of the value and proper use of statistics, including an understanding of the many types of scientific failures that can occur due to inappropriate application of statistical tests. An introductory course in statistics is not sufficient to achieve these goals.

Quantitative Literacy and the Use of Quantitative Approaches

Quantitative Literacy. JSPTPN programs are expected to provide the background necessary for the development of quantitative skills and literacy needed to conduct rigorous research. Programmatic activities should instill an appreciation of the benefits of quantitative approaches to experimentation (and the potential pitfalls associated with a lack of quantitative consideration of their scientific system). An important specific goal of these programs is to foster the incorporation of quantitative thinking into the trainees research experience throughout their careers. To that end, the training activities provided by the program should equip trainees with the tools and knowledge required to examine their experimental systems quantitatively.

Quantitative Tools and Approaches. Programs are expected to provide experience in the use of practical tools for quantitative exploration, interpretation, and evaluation of biological data relevant to neuroscience research. Training in quantitative tools and approaches should be integrated into the program and reinforced during the students graduate careers. Ideally, training will be ongoing and progressive, with proactive approaches in place to encourage the application of quantitative thinking in the trainees dissertation research. For example, a program may wish to cover general principles early in the training and incorporate quantitative approaches that are directly applicable to each trainee’s research topic as they advance.

Scientific rigor. Trainees should have a thorough understanding of the principles and practices of rigorous scientific research. These principles should be examined in the context of the collection, appropriate analysis and interpretation of scientific data. Programs are also encouraged to provide education in human decision-making tendencies and cognitive biases, and how they can lead to erroneous interpretation of data (c.f. Kahneman, D. 2011. Thinking, Fast and Slow. New York. Farrar, Straus and Giroux).

Professional Skills. Regardless of career choice, an individual’s impact and success in science depends heavily on the ability to clearly articulate ideas and results in a variety of settings and to a variety of audiences. Programs are expected to provide students with strong training in professional skills such as written and oral communication. Programs should also provide training in the skills necessary for grant applications, such as grant writing, understanding the grant submission and review process, as well as understanding and addressing critiques. When appropriate, programs should encourage students to apply for individual support, such as fellowships and other individual awards from federal and non-federal sources.

Understanding Career Opportunities. Training programs should provide trainees access to structured career development advising and learning opportunities (e.g., workshops, discussions, and exposure to invited speakers from various career paths). Through such opportunities, trainees should obtain a general working knowledge of a variety of potential career options that would allow them to use the skills learned during their training, as well as the steps required to successfully transition to the next stage of their chosen career path.

Oversight of trainee mentoring and progression. In addition to outstanding scientific training, solid mentoring and regular career guidance are critical for advancement and success of science. Consequently, graduate programs supported by the JSPTPN are expected to have a formal oversight plan to ensure that students who obtain a Ph.D. degree do so in a timely manner, and with 1) a publication record that will allow them to progress to outstanding research opportunities, 2) written and oral presentation skills that facilitate their ability to publish their results, submit competitive grant applications , speak at national meetings to present their results, and interview for future positions, 3) an understanding of the many career opportunities available to them as Ph.D. scientists and what is required for them to compete for these different career opportunities.

This wide range of skills and knowledge needed for success in a scientific endeavor cannot be gained by students entirely within the first two years of graduate school but can be achieved with ongoing training and mentoring throughout their graduate school careers. The longitudinal oversight process designed to ensure appropriate student progress is a critical aspect of the environment in which the JSPTPN operates. Although the JSPTPN is not responsible for providing guidance beyond graduate year two, a strong JSPTPN program can only exist in an environment that is dedicated to the long-term success of its students.

Enhancing workforce diversity. NIH’s ability to help ensure that the nation remains a global leader in scientific discovery and innovation is dependent upon a pool of highly talented scientists from diverse backgrounds who will help to further NIH's mission. See, NOT-OD-20-031. The research enterprise will be strongest when it involves individuals from a wide variety of backgrounds, who may bring new and innovative perspectives to solve the mysteries of brain function, identify the mechanisms that underlie disease and disorders and develop novel approaches to clinical treatment. Within the framework of this program’s longstanding commitment to excellence, T32-funded programs play a critical role in training individuals from diverse backgrounds, including those underrepresented in biomedical sciences. To help address all of these critical needs, JSPTPN programs are expected to recruit students from a wide variety of backgrounds and foster their successful completion of the graduate program and transition to their next position.

Training programs are expected to implement robust plans to enhance diversity and to promote inclusive research environments (i.e. institutional and departmental environments in which trainees from all backgrounds feel represented and integrated in the community).

Exposure to a variety of role models. To enhance diversity, it is essential that trainees have exposure and access to a variety of role models. Programs should actively strive to recruit prospective individuals for program leadership, participating faculty and mentors, as well as invited speakers with varying backgrounds, perspectives, and experiences.This may include women, senior faculty who have the benefit of long experience, and junior faculty who have more recent experience in transitioning from training to independent positions.

Training Program Evaluation. Is it expected that JSPTPN programs will undergo both internal, as well as external evaluation in order to promote innovation and evolution, as well as to bring attention to any deficiencies that may arise.

Expectations for Training Program Outcomes. Trainees should leave the T32 training program with the appropriate accomplishments and skills to move on to the next step of an independent research (or research related) career pathway. Outcomes expected of training programs include strong trainee publications and other accomplishments appropriate to their training.

Special Note: Consultation with the Chair of the JSPTPN steering committee prior to application preparation is encouraged (see JSPTPN homepage).

The proposed JSPTPN program may complement other ongoing research training and career development programs at the applicant institution, but the proposed research training experiences must be distinct from those research training programs currently receiving Federal support. Institutional research training grants must be used to support a program of full-time research training. The program may not be used to support studies leading to M.D., D.D.S, or other clinical, health-professional training.

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Other Award Budget Information

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this FOA.

Section III. Eligibility Information

1. Eligible Applicants

Higher Education Institutions

• Public/State Controlled Institutions of Higher Education
• Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

• Hispanic-serving Institutions
• Historically Black Colleges and Universities (HBCUs)
• Tribally Controlled Colleges and Universities (TCCUs)
• Alaska Native and Native Hawaiian Serving Institutions
• Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

• Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)
• Nonprofits without 501(c)(3) IRS Status (Other than Institutions of Higher Education)

Governments

• Indian/Native American Tribal Governments (Federally Recognized)
• Indian/Native American Tribal Governments (Other than Federally Recognized)
• U.S. Territory or Possession

Other

• Native American Tribal Organizations (other than Federally recognized tribal governments)
• Faith-based or Community-based Organizations

Federal Governments

• Eligible Agencies of the Federal Government
• U.S. Territory or Possession

The sponsoring institution must assure support for the proposed program. Appropriate institutional commitment to the program includes the provision of adequate staff, facilities, and educational resources that can contribute to the planned program.

The applicant institution must have a strong and high quality research program in the area(s) proposed under this FOA and must have the requisite faculty, staff, potential trainees and facilities on site to conduct the proposed institutional program. In many cases, it is anticipated that the proposed program will complement other ongoing research training programs occurring at the applicant institution and that a substantial number of program faculty will have active research projects in which participating trainees may gain relevant experiences consistent with their research interests and goals.

Non-domestic (non-U.S.) Entities (Foreign Institutions) are not eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the SF 424 (R&R) Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. The NIH Policy on Late Submission of Grant Applications states that failure to complete registrations in advance of a due date is not a valid reason for a late submission.

• System for Award Management (SAM) Applicants must complete and maintain an active registration, which requires renewal at least annually. The renewal process may require as much time as the initial registration. SAM registration includes the assignment of a Commercial and Government Entity (CAGE) Code for domestic organizations which have not already been assigned a CAGE Code.
• NATO Commercial and Government Entity (NCAGE) Code Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• Unique Entity Identifier (UEI) A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account. PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research training program as the Training Program Director/Principal Investigator (Training PD/PI) is invited to work with his/her organization to develop an application for support. Individuals from diverse backgrounds, including underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities, NOT-OD-22-019.

For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF 424 (R&R) Application Guide.

The PD/PI should be an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be responsible for the selection and appointment of trainees to the approved research training program, and for the overall direction, management, administration, and evaluation of the program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required. The PD/PI has responsibility for the day-to-day administration of the program and is responsible for appointing members of the Advisory Committee (when applicable), using their recommendations to determine the appropriate allotment of funds.

For programs that propose to have multiple PDs/PIs, at least one should be an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. Additional PDs/PIs may be included to achieve the training goals. Any of the PDs/PIs may serve as the contact PD/PI. Applicants are encouraged to clearly delineate the roles of the different PD/PIs.

In keeping with the effort to enhance the involvement of individuals from diverse training backgrounds, and in seeking to provide a variety of role models, institutions are encouraged to recruit prospective participants for the leadership team from diverse backgrounds, including women.

2. Cost Sharing

This FOA does not require cost sharing as defined in the NIH Grants Policy Statement.

3. Additional Information on Eligibility

Applicant Organizations are allowed to submit only one application.

The NIH will not accept duplicate or highly overlapping applications under review at the same time, per 2.3.7.4 Submission of Resubmission Application. This means that the NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review (see 2.3.9.4 Similar, Essentially Identical, or Identical Applications).

Program faculty should have strong records as researchers, including recent publications and successful competition for research support in the area of the proposed research training program. Program faculty should also have a record of research training, including successful, former trainees who have established productive careers relevant to the NIH mission. Researchers from diverse backgrounds, including racial and ethnic minorities, persons with disabilities, and women are encouraged to participate as mentors.

Trainees

The individual to be trained must be a citizen or a noncitizen national of the United States or have been lawfully admitted for permanent residence at the time of appointment. Additional details on citizenship, training period, and aggregate duration of support are available in the NIH Grants Policy Statement.

All trainees are required to pursue their research training full time, normally defined as 40 hours per week, or as specified by the sponsoring institution in accordance with its own policies. Appointments are normally made in 12-month increments, and no trainee may be appointed for less than 9 months during the initial period of appointment, except with prior approval of the awarding unit, or when trainees are appointed to approved, short-term training positions.

Predoctoral trainees must be enrolled in a program leading to a PhD or in an equivalent research doctoral degree program. Students in the PhD phase of dual-degree programs are eligible for the JSPTPN program. However, individual JSPTPN programs should limit the T32 support provided to dual degree students to no more than 25% of the total number of appointments annually.

Health-professional students who wish to interrupt their studies for a year or more to engage in full-time research training before completing their formal training programs, are also eligible.

Section IV. Application and Submission Information

1. Requesting an Application Package

The application forms package specific to this opportunity must be accessed through ASSIST, Grants.gov Workspace or an institutional system-to-system solution. Links to apply using ASSIST or Grants.gov Workspace are available in Part 1 of this FOA. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the Training (T) Instructions in the SF424 (R&R) Application Guide except where instructed in this funding opportunity announcement to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

Letter of Intent

Although a letter of intent is not required, is not binding, and does not enter into the review of a subsequent application, the information that it contains allows IC staff to estimate the potential review workload and plan the review.

By the date listed in Part 1. Overview Information, prospective applicants are asked to submit a letter of intent that includes the following information:

• Descriptive title of proposed activity
• Name(s), address(es), and telephone number(s) of the PD(s)/PI(s)
• Names of other key personnel
• Participating institution(s)
• Number and title of this funding opportunity

The letter of intent should be sent to:

Letitia Weigand, PhD
National Institute of Neurological Disorders and Stroke (NINDS)
Telephone: 301-496-4188
Email: [email protected]

Page Limitations

All page limitations described in the SF424 Application Guide and the Table of Page Limits must be followed.

Instructions for Application Submission

The following section supplements the instructions found in the SF424 (R&R) Application Guide and should be used for preparing an application to this FOA.

SF424(R&R) Cover

All instructions in the SF424 (R&R) Application Guide must be followed.

SF424(R&R) Project/Performance Site Locations

All instructions in the SF424 (R&R) Application Guide must be followed.

SF424 (R&R) Other Project Information

All instructions in the SF424 (R&R) Application Guide must be followed.

Project Summary/Abstract. Provide an abstract of the entire application including reference to the broad neuroscience training and the required training component in experimental design, statistical methodology and quantitative skills and literacy. Include the objectives, rationale and design of the research training program, as well as key activities in the training plan. Indicate the planned duration of appointments, the projected number of trainees/scholars including their levels (i.e., year 1 and/or year 2 of predoctoral training), and intended trainee/scholar outcomes.

Other Attachments. An Advisory Committee is not a required component of a training program. However, if an Advisory Committee is intended, provide a plan for the appointment of an Advisory Committee to monitor progress of the training program. The composition, roles, responsibilities, and desired expertise of committee members, frequency of committee meetings, and other relevant information should be included. Describe how the Advisory Committee will evaluate the overall effectiveness of the program. Proposed Advisory Committee members should be named in the application if they have been invited to participate at the time the application is submitted. Renewal applications with Advisory Committees should include the names of all committee members during the past project period. Please name your file Advisory_Committee.pdf .

The filename provided for each Other Attachment will be the name used for the bookmark in the electronic application in eRA Commons.

SF424(R&R) Senior/Key Person Profile Expanded

Follow all instructions provided in the SF424 (R&R) Application.

PHS 398 Cover Page Supplement

Follow all instructions provided in the SF424 (R&R) Application.

PHS 398 Training Subaward Budget Attachment(s)

Follow all instructions provided in the SF424 (R&R) Application Guide.

Training Budget

Follow all instructions provided in the SF424 (R&R) Application Guide with the following additional modifications:

• Include all personnel other than the Training PD(s)/PI(s) in the Other Personnel section, including clerical and administrative staff.

PHS 398 Research Training Program Plan

The PHS 398 Research Training Program Plan Form is comprised of the following sections:

• Training Program
• Faculty, Trainees, and Training Record
• Other Training Program Sections
• Appendix- Note that the Appendix should only be used in circumstances covered in the NIH policy on appendix materials or if the FOA specifically instructs applicants to do so.

Follow all instructions provided in the SF424 (R&R) Application Guide.

The following modifications apply:

Particular attention must be given to the required Training Data Tables. Applicants should summarize, in the body of the application, key data from the tables that highlight the characteristics of the applicant pool, faculty mentors, the educational and career outcomes of participants, and other factors that contribute to the overall environment of the program.

Training Program

Program Plan

Program Administration

Describe the planned strategy and administrative structure to be used to oversee and monitor the program, to provide oversight that will ensure mentorship and guidance for each trainee, and to ensure appropriate and timely trainee progress for the duration of the training program.

The application should describe how the Training Program Director(s)/Principal Investigator(s) (PDs/PIs) will ensure that students receive the necessary training to become well-trained scientists, promote the productivity of the trainees and the success of the training program. If there are multiple PDs/PIs, the plan for the administration of the program is expected to synergize with the Multiple PD/PI Leadership Plan section of the application. In this case applicants should provide a clear leadership plan, including designated roles and responsibilities for each of the PDs/PIs and describe how their respective expertise and experience will benefit the trainees and enhance the ability of the program to achieve its training goals. The application should expand on the information in the biosketch(es) to address how the PD/PI or PD/PI team has:

The scientific expertise as well as the administrative and training experience to provide strong leadership, direction, management and administration of the proposed research training program; and

The time to commit sufficient effort to ensure the program’s success given other professional obligations (applicants should indicate the percent effort to be devoted to the proposed program for each PD/PI and describe the institutional commitment to the PD/PI devoting the necessary time to directing the program).

The application should also describe any pro-active effort the program leadership, and if relevant other program-affiliated faculty, will take to build or expand on an inclusive environment that values a wide variety of perspectives and welcomes input from and, participation of, individuals from different backgrounds and with different perspectives. The application should describe measures that are in place, or will be implemented, to ensure that trainees have access to a variety of role models.

Program Faculty

The application must include information about the program faculty who will serve as preceptors/mentors and, if relevant, distinguish between faculty members who will serve as primary mentors and those who have other roles in the JSPTPN. It should expand on the information in the biosketches (see Participating Faculty Biosketches ) to address the following:

• the complementary expertise and experiences of the program faculty as they relate specifically to the programmatic structure and goals of the program, as well as how the faculty interact and collaborate;
• expectations for faculty participation in programmatic activities beyond training within their labs; what mechanisms are in place to ensure faculty participation in programmatic activities?
• how the program will ensure the involvement of participating mentors in equipping trainees to approach their research with a quantitative mindset, and with attention to rigorous experimental design, use of appropriate statistical methodology and an understanding of appropriate, statistically rigorous, interpretation of results;
• the plans and specific approaches to recruit prospective program faculty from diverse backgrounds, including individuals from underrepresented groups (NOT-OD-20-031), and faculty at different career stages, so that trainees will have access to a wide variety of role models within the training program;
• the commitment of preceptors/mentors to effective mentoring and promoting inclusive and supportive scientific and training environments;
• a plan to ensure that preceptors who lack a strong research training record will provide strong and effective mentoring;
• a plan for oversight of mentorship that will ensure that each trainee will obtain appropriate guidance for achieving success in the program;
• the plan for evaluation of participating faculty for their contribution to the following: high quality mentorship, attention to robust experimental design and statistical and experimental rigor, promoting the values of quantitative literacy expected by the JSPTPN-funded program, and creating an inclusive environment that welcomes varied perspectives of both trainees and faculty. The evaluation plan should be included in the Program Faculty section and should describe the approach to, and timeline for making changes to, the cohort of participating faculty based on their commitment to achieving the goals of the program.

Proposed Training.

Rationale. The application should explain the rationale and need for the proposed research training program, the relevant background history and the research training activities of the participating department(s) or unit(s). Demonstrate the presence of a sufficient number of potential trainees in appropriate disciplines and program faculty with the appropriate disciplines and program faculty with the appropriate scientific expertise, as well as the resources to achieve the training objectives. When applicable, describe the ways in which the training plan is distinct from other funded T32 programs at the same institution. For renewal applications, highlight how the training program has evolved in response to changes in relevant scientific and technical knowledge, educational practices, and the evaluation of the training program.

Broad-based Research Training. Provide an overview of the proposed program. Outline the objectives of the program and the program activities that will be used to meet these objectives. Include information about planned courses, mentored research experiences, and any activities designed to develop specific technical or other skills essential for the proposed research training. Describe how trainees will be educated in the neurobiological basis of diseases and disorders of the nervous system.

Describe the breadth and depth of the program, discriminating between the core knowledge that all students will be expected to obtain and the elective opportunities for the students. This description should include information on both the neuroscience principles and the levels of analysis (e.g. molecular, cellular, systems, computational, behavioral, genetics, etc.) covered. Describe the training activities that will be required to obtain this core knowledge. Applicants that propose individualized curricula for trainees should explain how the program will ensure a solid understanding in all of the expected core levels of analysis. Describe the plans for exposing students to tools, technologies and methods relevant to neuroscience research. Describe the number and duration of rotations in which students will participate, how these rotations will be selected and the goals and expected outcomes of the rotations.

Experimental Design and Statistical Methodology. Applications must include a detailed training plan that includes the following:

Experimental Design: A plan for formal instruction designed to equip students with a thorough understanding of the principles of experimental design and the practices required for robust hypothesis testing. Describe the principles that will be covered and the format and timeframe for instruction. Topics should include, but are not limited to, education in the design of well-controlled experiments; the difference between hypothesis-generating and hypothesis-testing experimentation, and the differences in design and analytical rigor required for each; scientifically appropriate determination of sample size; the appropriate use of statistics in experimental design and data analysis; and criteria for inclusion and exclusion of data for analysis. Describe plans to expose trainees to the analytical approaches used in common experimental systems (e.g. electrophysiology, imaging, behavior, genetics etc.) such that they will be able to evaluate scientific data presented in the literature, seminars and other contexts. Describe the program’s approach to ensuring that each student will develop a practical appreciation of these principles and their application to their individual research.

Statistical Methodology: A detailed description of the plan for training in statistical methodology as it applies to neuroscience research. Describe how trainees will be educated in the different types of statistical tests appropriate for different experimental paradigms, the appropriate application of statistics in analyzing data, interpreting results and forming conclusions, and the practical application of statistics to data in their own experimental systems. Describe the program's approach to instilling trainees with the depth and breadth of statistical understanding to enable them to adapt and appropriately apply statistical approaches as their experimental repertoire changes. While trainees may take, or have taken, an introductory statistics course, this is not sufficient to achieve the goals of this FOA.

Quantitative Literacy and the Use of Quantitative Approaches. Describe the formal programmatic activities designed to provide students with an understanding of the use and value of quantitative reasoning skills and approaches for application to neuroscience research. Provide a specific plan designed to enhance students' quantitative skills, literacy and to encourage them to adopt a quantitative mindset. Describe the concepts that will be covered, and the practical tools and approaches that will be used to ensure that each trainee gains knowledge of, and experience in, quantitative exploration, interpretation and evaluation of data relevant to neuroscience research. This plan might include programming skills for evaluating biological phenomena, systems and data; quantitative problem-solving exercises for understanding biological data; and/or other didactic or hands-on activities designed to develop such skills. Programs should describe how quantitative approaches will be integrated across the program's training activities.

Mentoring and Professional Skills Development. Describe the mentoring and oversight that will take place during the program, and by whom. Describe the oversight/mentoring process for the trainees provided by each of the participating departments that is designed to ensure that students obtain a degree in a timely manner with the credentials appropriate for transition to a more advanced research position.

Describe the activities intended to provide trainees with oral and written presentation skills, the typical frequency of public oral presentations by students during their graduate career, and when students will participate in these activities (i.e. what will occur during the JSPTPN funding period and what typically occurs beyond the JSPTPN funding period). Describe policies and expectations related to trainee submission of individual funding applications (e.g. fellowships, foundation awards, etc.). Describe required and optional programmatic activities intended to develop skills needed to apply successfully for individual fellowship or grant support.

Understanding Career Opportunities. Describe the opportunities for trainees to learn about the many potential career paths available to them so that they may pursue a career of their choice that draws up on their Ph.D. training. Such opportunities may include, for example, access to formal career advising, internship/externships, or exposure to individuals with different kinds of jobs in the workforce. Describe the oversight mechanism that will ensure that all trainees, in the context of meeting the program's expectations for research excellence and productivity, can pursue their desired career.

Training Outcomes. The application should provide the information below about recent trainee outcomes through narrative descriptions and a summary of the data presented in the training tables. Although the training tables for new applications only allow for five years of recent graduate outcomes, applicants may describe up to 15 years of outcomes in the narrative.

Describe the following:

• evidence that the productivity (quality and number of publications, authorship placement) of trainees is appropriate for an training program, and the ability to continue toward productive independent scientific careers;
• the rate of Ph.D. degree attainment and time-to-degree for recent graduates of the training program
• the success of the program (or, for new applications, the existing training environment that houses the program) at producing trainees who transition to next research positions, as well as other positions that make use of their training;
• the record of recent trainees (or, for new applications, other past trainees in similar training) in achieving productive scientific careers as evidenced by successful competition for research and other research-related positions in industry, academia, government or other research venues; grants; receipt of honors; relevant publications; promotion to scientific leadership positions; and/or other such measures of success.

Training Program Evaluation The overall evaluation/assessment plan should include the metrics to be evaluated (e.g. program activities completed, degree completion (if applicable), publications, fellowships/honors, subsequent positions, etc.) as well as plans to obtain feedback from current and former trainees to help identify weaknesses and to provide suggestions for program improvements. Specific evaluation metrics should be tied to the goals of the program. Describe plans to have the program evaluated by internal or external faculty.

In addition to plans for evaluation of the overall training program, include a detailed description of the plans for evaluation or assessment (including timeframe) of the quantitative training component. In addition, applicants should present a vision of how the quantitative training component will evolve and how this evolution will be guided by an assessment of this component's strengths and limitations.

Trainee Candidates

Through the narrative and summaries of the information presented in the Training Tables (https://grants.nih.gov/grants/forms/data-tables.htm) and the attachments, the following areas relevant to trainees should be addressed:

• Describe the characteristics of the applicant pool, applicants eligible for support, new entrants into the program and new entrants eligible for support.
• For JSPTPN programs that draw students from a larger umbrella program, describe the anticipated number and qualifications of students relative to the JSPTPN program, and how this is determined. Do not name prospective trainees.
• Explain the role, if any, of the JSPTPN program in the training of any students not financially supported by this grant.
• Describe the process by which trainees choose their dissertation laboratories and when this decision occurs.
• Describe the ability of participating department(s) and/or the institution(s) to support trainees for the duration of their training.
• Describe the plans for a holistic candidate review process that will select a group of trainees who have taken advantage of available research opportunities and are committed to contributing to the biomedical research enterprise.
• Define and justify the selection and re-appointment criteria for trainees in the training program.
• Explain how the program's support for courses, seminars, workshops and other activities may benefit other trainees at the institution.
• Describe the trainees' academic and research background needed to pursue the proposed training and plans to accommodate differences in preparation among trainees.
• Describe the record of training individuals from diverse backgrounds, including those from population groups that have been shown to be underrepresented in the biomedical, behavioral or clinical research workforce, such as underrepresented racial and ethnic groups and those with disabilities.
• For those institutions that also have MSTP programs and intend to support MD/PhD students with this funding opportunity, the PD/PI should explain the process by which MD/PhD students will be selected for support (including the anticipated number of MSTP students supported) and how he/she will ensure that the majority of trainees supported by the program are those seeking a PhD rather than an MD/PhD.

Institutional Environment and Commitment to the Program

The application should describe how the level of institutional and departmental commitment to research and training excellence will promote the trainees and training program. A letter providing assurances of the institutional commitment should be provided in the Letters of Support section of the application (see also "Letters of Support" below).

Program Environment

Describe efforts to promote institutional and departmental environments in which trainees from all backgrounds are integrated into, and supported by, the institution. Describe efforts to ensure that trainees have access to a variety of role models, both within the institution and through activities such as invited seminars. The pool of role models may include women, individuals from a variety of backgrounds, senior faculty who have the benefit of long experience, and junior faculty who have more recent experience in transitioning from training to independent positions.

Describe the trainees in the proposed program over the last five years. This should include information about the total trainee population, the training grant eligible population, and for renewal applications, trainees in the training program. Note that the diversity training impact from a T32 program can be broader than just the financial slots provided. Although they receive funding from other sources, trainees may be full participants in the T32 programmatic activities. T32 PIs are encouraged to include trainees that fully participate in their program in all discussions of diversity efforts. The goal is to clearly portray the efforts and success of the training grant faculty in recruitment and retention, regardless of funding source.

Participating Faculty Biosketches

Program faculty must provide a personal statement that describes the appropriateness of their research background for the proposed training program, and their approach to and/or record of the following:

• training, mentoring, and promoting inclusive and supportive scientific research environments;
• training in sound experimental design, statistical methodology, and the application of quantitative approaches in their research;
• supporting trainees' participation in activities required to identify and transition into careers in the biomedical research workforce that are consistent with the trainees' skills, interests, and values; and
• fulfilling the need of the trainees to progress to the next career stage in a timely manner with the skills, credentials, and experiences to transition into careers in the biomedical research workforce.

Letters of Support

Institutional Support Letter

The application must include a signed letter on institutional letterhead from a President, Provost, Dean, or key institutional leader that describes the activities and resources provided by the institution that will ensure the success of the planned training program and its trainees (not to exceed 10 pages).

The letter should include a description of the financial and non-financial resources that are directly committed or available to the proposed JSPTPN program, including the specific resources that are intended to directly aid in accomplishing the programmatic mission of the training program to be supported by this T32.

The institutional commitment and/or approach to the following areas should also be described in the letter:

• developing and promoting a culture in which the highest standards of scientific rigor and responsible conduct are advanced;
• ensuring that all faculty, including early-stage faculty, are recognized for their participation and effort in training and mentoring;
• ensuring availability of funding so that graduate students to complete their doctoral training if their mentor experiences a hiatus in funds or leaves the institution;
• supporting the PDs/PIs and other key staff associated with the planned training program and policies that ensure that faculty with a role in the proposed program have time available to devote to their responsibilities to the program;
• considering activities integral to rigorous research training (such as teaching and mentorship) in tenure and promotion decisions;
• promoting diversity and inclusion and creating a positive, supportive, and inclusive research and training environment for individuals from all backgrounds, at all levels of the research training environment (trainees, staff, faculty, and leadership);
• ensuring accessibility of research facilities to trainees with disabilities;
• striving to recruit prospective faculty participants from diverse backgrounds, including women, (senior faculty and junior faculty) to serve as role models;
• and providing resources and expertise for evaluating the training outcomes of the program.

The Institutional support letter must also include an additional, separate paragraph that describes the institution’s efforts to provide family-friendly environments, accommodations and leave policies (see examples in Model Policy on Pregnancy and Parenting Leave and Accommodations and Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine). These policies and accommodations would address but are not limited to, timely access to affordable childcare services and accommodations for extended medical, family care or emergency circumstances that may impact or cause delays in scientific productivity. The institutional support letter must describe the financial and/or environmental support mechanisms available to trainees to help them achieve their full career development potential despite the occurrence of critical life events.

The institutional support letter must also include a detailed description of the institutional commitment to providing an environment free of discriminatory harassment and other discriminatory practices. The letter should explicitly address the areas laid out in (https://grants.nih.gov/grants/guide/notice-files/NOT-OD-19-029.html)

For renewal applications, highlight how the training program has evolved in response to changes in relevant scientific and technical knowledge, educational practices, and to evaluation of the training program.

?????Plan for Instruction in the Responsible Conduct of Research

Individuals are required to comply with the instructions for Plan for Instruction in the Responsible Conduct of Research as provided in the SF424 (R&R) Application Guide.

Appendix:

Limited items are allowed in the Appendix. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide; any instructions provided here are in addition to theSF424 (R&R) Application Guide instructions.

PHS Assignment Request Form

All instructions in the SF424 (R&R) Application Guide must be followed.

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 1. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I. Overview Information contains information about Key Dates and times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday, the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies). Applicants must then complete the submission process by tracking the status of the application in the eRA Commons, NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time. If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Policy on Late Application Submission.

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the SF424 (R&R) Application Guide.

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement. The National Research Service Award (NRSA) policies apply to this program. An NRSA appointment may not be held concurrently with another Federally sponsored fellowship, traineeship, or similar Federal award that provides a stipend or otherwise duplicates provisions of the NRSA.

Pre-award costs are allowable only as described in the NIH Grants Policy Statement. Note, however, that pre-award costs are not allowable charges for stipends or tuition/fees on institutional training grants because these costs may not be charged to the grant until a trainee has actually been appointed and the appropriate paperwork submitted to the NIH awarding component. Any additional costs associated with the decision to allow research elective credit for short-term research training are not allowable charges on an institutional training grant.

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the SF424 (R&R) Application Guide. Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply Application Guide. If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII.

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential fieldof the Senior/Key Person Profile form.Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the SF424 (R&R) Application Guide.

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review, NIH. Applications that are incomplete or non-compliant will not be reviewed.

Applicants Requesting $500,000 or more for direct costs (less consortium F&A) in any year Applicants requesting $500,000 or more in direct costs in any year are not required to contact a Scientific/ Research Contact prior to submitting an application. The Policy on the Acceptance for Review of Unsolicited Applications that Request $500,000 or More in Direct Costs as described in the SF424 (R&R) Application Guide is not applicable to this FOA.

Requests of $500,000 or more for direct costs in any year

Applicants requesting $500,000 or more in direct costs in any year (excluding consortium F&A) must contact a Scientific/ Research Contact at least 6 weeks before submitting the application and follow the Policy on the Acceptance for Review of Unsolicited Applications that Request $500,000 or More in Direct Costs as described in the SF424 (R&R) Application Guide. Applicants are advised to refer to the Table of IC-Specific Information, Requirements and Staff Contacts for exceptions.

Post Submission Materials

Applicants are required to follow the instructions for post-submission materials, as described in the policy.

Substitute the term scholars for all references to trainees in the SF424 (R&R) Application Guide, and substitute the term career development for all references to training in the SF424 (R&R) Application Guide.

Section V. Application Review Information

Only the review criteria described below will be considered in the review process.

Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

Overall Impact

Reviewers will provide an overall impact score to reflect their assessment of the likelihood that the proposed training program will prepare individuals for successful, productive scientific research careers and thereby exert a sustained influence on the research field(s) involved, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed.

Reviewers will consider each of the review criteria below in the determination of the merit of the training program and give a separate score for each. When applicable, the reviewers will consider relevant questions in the context of proposed short-term training. An application does not need to be strong in all categories to be judged likely to have major scientific impact.

Training Program and Environment

Rationale, Program Purpose and Goals

• To what extent are the research facilities and research environment conducive to preparing trainees for productive careers as biomedical research scientists?
• To what degree are the objectives, design, and direction of the proposed research training program likely to ensure effective training?
• How likely are the design of the program, the planned coursework, mentored research experiences, and structured activities able to achieve the training objectives of the program and to expose trainees to a variety of scientific approaches, systems for study and tools and technologies relevant to neuroscience research?
• How distinguished is the proposed training program from other externally funded training programs at the institution?
• To what extent does the existing graduate program have a record of providing the skills, education, and publication record necessary for trainees to successfully compete for postdoctoral or any other post-degree positions?
• To ensure, broad-based neuroscience training, how well does the program provide: 1) rotation opportunities that are goal-directed and of sufficient duration to provide a variety of scientific and personal experiences for the students, 2) broad training in state-of-the-art methodologies and techniques, 3) training in multiple levels of analysis (e.g. genetic, molecular, systems, etc.) and 4) training in the neurobiology of disease?
• To what degree does the program environment include a formal mechanism to provide oversight of mentoring, trainee progress, and career guidance for the entire duration of the trainees graduate career, which is designed to promote the highest possible level of trainee success?
• How well does the program provide appropriate inter- or multidisciplinary research training opportunities?

Experimental Design and Statistical Methodology

• How are the plans for training in experimental design and statistical methodology well-designed and integrated into the program, such that it will foster an understanding of the critical need for the rigorous application of the concepts covered, and their incorporation into the student’s individual research?
• How well are the formal programmatic activities designed to significantly enhance the quantitative reasoning skills and quantitative literacy of trainees from different scientific backgrounds?

Scientific Rigor

• To what extent does the program include formal activities that will ensure that trainees gain a thorough understanding of the principles of scientific rigor as they apply to 1) the collection, analysis, and interpretation of data within their own individual research, 2) the composition of their oral and written research communications, and 3) the evaluation of research presented in the literature, seminars or other contexts?

Professional Skills and Career Opportunities

• To what extent does the program provide appropriate training in career skills such as written and oral communication and grant writing, and encourage trainees to submit individual grant applications when feasible and appropriate?
• To what degree are the students in the program provided with adequate and appropriate information regarding the wide variety of careers for which their training may be useful?

Institutional and Departmental Commitment

• To what degree is there an explicit institutional and departmental commitment to research and training excellence, intended to promote the productivity of the trainees and the success of the training program?
• How clear and explicit is the commitment to promote a culture in which the highest standards of scientific rigor and responsible conduct are advanced?
• How clear is the commitment to providing adequate funds to ensure that graduate students are able to complete their doctoral training if their mentor experiences a hiatus in research support or leaves the institution?
• To what extent are the core facilities and technology resources necessary for the success of the program?
• How adequate is support of the PDs/PIs and other key staff, facilities and educational resources associated with the training program?
• How sufficient is the protected time for participating faculty to devote to the training activities?
• How well do the Institutional policies for tenure and promotion decisions recognize excellence in training and mentoring?
• Are diversity and inclusion promoted at all levels of the research training environment (trainee, staff, faculty and leadership)?
• How clear is the institution's commitment to recruiting prospective faculty participants from diverse backgrounds, including women, individuals with different perspectives, as well as both senior and junior faculty?
• How committed are institutional policies to providing an environment free from discrimination and harassment, sexual or otherwise?
• How accessible are the research facilities to trainees with disabilities?
• To what extent are there resources and expertise for evaluating the training outcomes of the program?
• How clear and explicit is the institutional commitment to provide family-friendly environments, accommodations and leave policies?

Training Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)

• To what degree does the PD/PI have the scientific background, expertise, and administrative and training experience to provide strong leadership, direction, management, and administration of the proposed research training program?
• How well-justified is the PD/PI's planned level of effort to ensure the program’s success?
• How committed is the PD/PI to providing effective training to the next generation of the biomedical research workforce, leading recruitment efforts to enhance diversity and fostering inclusive research environments?
• To what extent are there planned strategies and administrative structure to oversee and monitor the program and to ensure appropriate and timely progress for the duration of each trainee’s graduate training?

For applications designating multiple PDs/PIs:

• How strong is the justification provided that the multiple PD/PI leadership approach will benefit the training program and the trainees?
• How strong and compelling is the leadership approach, including the designated roles and responsibilities, governance, and organizational structure consistent with and justified by the aims of the training program and the complementary expertise of the PDs/PIs?

Preceptors/Mentors

• To what extent are sufficient numbers of experienced preceptors/mentors with appropriate expertise and funding available to support the number and level of trainees proposed in the application?
• How strong are the preceptors'/mentors' records as researchers, including recent publications and successful competition for research support in areas directly related to the proposed research training program?
• How successful are the established preceptors/mentors in training students who go on to postdoctoral positions or any other career options after an appropriate time to degree?
• How well does the application describe the expectations for the preceptor/mentor participation in programmatic activities beyond training the students in their own laboratories?
• To what extent is there sufficient faculty expertise to provide the quantitative training required by this FOA?
• To what extent does the program provide a plan for ensuring the involvement of participating preceptors/mentors in equipping trainees with a quantitative mindset and with skills in experimental design and statistical methodology approaches to apply to their research?
• How appropriate are the plans to ensure that preceptors lacking sufficient research training experience are likely to provide strong and successful mentoring?
• To what extent does the program provide evidence of the commitment of preceptors/mentors to effective mentoring and promoting inclusive and supportive scientific and training environments?
• How well-justified is the plan for oversight of mentorship to ensure that each trainee will obtain appropriate guidance for achieving success in the program?
• How strong is the plan for the evaluation of participating faculty for their contribution to high-quality mentorship, attention to robust experimental design and statistical and experimental rigor, promoting the values of quantitative literacy expected by T32-funded programs, and creating an inclusive environment that welcomes varied perspectives of both trainees and faculty?
• How well-described is the approach to and timeline for making changes to the cohort of participating faculty based on their commitment to achieving the goals of the program?
• Do the Faculty Biosketches describe their approach and record on training and mentoring, promoting inclusive and supportive research environments; as well as fulfilling the need of the trainees to successfully progress to their next career stage?

Trainees

• Does the recruitment plan describe appropriate efforts to recruit a broad and diverse group of prospective candidates, including individuals from underrepresented groups in the biomedical workforce, (NOT-OD-20-031)?
• How competitive is the applicant pool (sufficient size and quality) to ensure a successful training program?
• To what degree are there well-defined and justified trainees selection and re-appointment criteria as well as retention strategies?
• To what extent will the program use a holistic candidate review process (i.e., a process that considers metrics beyond undergraduate institution, GPA, and standardized test scores) that will allow a broad group of trainees, who have taken advantage of the research opportunities available to them and are committed to contributing to the biomedical research enterprise, to participate the training program?
• To what extent will the institution resources support students for the duration of their graduate careers?
• To what extent do trainees have adequate opportunities, through programmatic activities, to identify and choose a mentor and research area consistent with their interests and long-term goals?
• How strong is the plan to monitor the progress of every trainee to ensure the highest possible level of success for each trainee? Note that for an individual trainee, the highest level of success might include choosing to actively pursue a non-research career opportunity, either after program completion or by exiting prior to program completion.

Training Record

• How successful is the training program (or, for new applications, the existing neuroscience training environment that houses the program) at producing students who obtain a PhD and transition to next research positions, as well as other positions that make use of their training?
• To what degree is the predoctoral productivity (publications; authorship placement) of previous trainees appropriate for 1) an outstanding neuroscience training program and 2) the ability to continue toward successful independent careers in biomedical research?
• How successful are the trainees (or, for new applications, other past students in similar training) in achieving productive scientific careers as evidenced by successful competition for research science positions in industry, academia, government or other research venues; grants; receipt of honors, awards, or patents; high-impact publications; promotion to scientific leadership positions; and/or other such measures of success?
• How appropriate is the time frame for previous students to obtain their degrees ?
• How appropriate is the record of training individuals from a variety of backgrounds, including those from groups that have been shown to be underrepresented in the biomedical, behavioral, or clinical research workforce?

Training Program Evaluation

• How well-thought-out is the evaluation or assessment process to determine the effectiveness of the overall training program, including training in experimental design, statistical methodology and quantitative skills and literacy, and an approach to making appropriate and timely changes in response to the evaluation?
• How well does the evaluation plan include the involvement of both internal and external faculty?
• To what extent does the program have a strategy to address the training outcomes of the overall program and the training records of the individual mentors?
• How effective are the mechanisms in place for obtaining feedback from current and former trainees, and for monitoring trainees' subsequent career development during their PhD training and beyond?

Protections for Human Subjects

Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.

Inclusion of Women, Minorities, and Individuals Across the Lifespan

Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.

Vertebrate Animals

Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.

Biohazards

Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.

Training in Methods for Enhancing Reproducibility

Does the plan for Instruction in Methods for Enhancing Reproducibility describe how the program will provide training in scientific reasoning, rigorous research design, relevant experimental methods, consideration of relevant biological variables such as sex, authentication of key biological and/or chemical resources, quantitative approaches, and data analysis and interpretation, appropriate to field of study and the level and prior preparation of the trainees?

Renewals

For Renewals, the committee will consider the progress made in the last funding period, including on the Recruitment Plan to Enhance Diversity, and Training in the Responsible Conduct of Research. Does the application describe the program’s accomplishments over the past funding period(s)? Is the program achieving its training objectives? Has the program evaluated the quality and effectiveness of the training experience (and when applicable, short-term training experience), and is there evidence that the evaluation outcomes and feedback from trainees have been acted upon? Are changes proposed that are likely to improve or strengthen the research training experience during the next project period (may not be applicable to short-term training)? Does the program continue to evolve and reflect changes in the research area in which the training occurs?

Revisions

Not Applicable.

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Recruitment Plan to Enhance Diversity

Peer reviewers will separately evaluate the recruitment plan to enhance diversity after the overall score has been determined. Reviewers will examine the strategies to be used in the recruitment of prospective individuals from underrepresented groups. The plan will be rated as ACCEPTABLE or UNACCEPTABLE, and the consensus of the review committee will be included in an administrative note in the summary statement.

Training in the Responsible Conduct of Research

All applications for support under this FOA must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). Taking into account the specific characteristics of the training program, the level of trainee experience, and the particular circumstances of the trainees, the reviewers will evaluate the adequacy of the proposed RCR training in relation to the following five required components: 1) Format - Does the plan satisfactorily address the format of instruction, e.g., lectures, coursework and/or real-time discussion groups, including face-to-face interaction? (A plan involving only on-line instruction is not acceptable.); 2) Subject Matter Does the plan include a sufficiently broad selection of subject matter, such as conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics? 3) Faculty Participation - Does the plan adequately describe how faculty will participate in the instruction? For renewal applications, are all training faculty who served as course directors, speakers, lecturers, and/or discussion leaders during the past project period named in the application? 4) Duration of Instruction - Does the plan meet the minimum requirements for RCR, i.e., at least eight contact hours of instruction? 5) Frequency of Instruction Does the plan meet the minimum requirements for RCR, i.e., at least once during each career stage (undergraduate, post-baccalaureate, predoctoral, postdoctoral, and faculty levels) and at a frequency of no less than once every four years?

For renewal applications, does the progress report document acceptable RCR instruction in the five components described above? Does the plan describe how participation in RCR instruction is being monitored? Are appropriate changes in the plan for RCR instruction proposed in response to feedback and in response to evolving issues related to responsible conduct of research?

Plans and past record will be rated as ACCEPTABLE or UNACCEPTABLE, and the summary statement will provide the consensus of the review committee.

Select Agent Research

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Budget and Period of Support

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s), convened by theparticipating NIH ICs in accordance with NIH peer review policy and procedures, using the stated review criteria. Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications will receive a written critique.

Applications may undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board.

The following will be considered in making funding decisions:

• Scientific and technical merit of the proposed project as determined by scientific peer review.
• Availability of funds.
• Relevance of the proposed project to program priorities

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons. Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the NIH Grants Policy Statement.

Section VI. Award Administration Information

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the NIH Grants Policy Statement.

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient’s business official.

Recipients must comply with any funding restrictions described in Section IV.5. Funding Restrictions. Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this FOA will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities, including of note, but not limited to:

• Federal wide Research Terms and Conditions
• Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
• Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions.

Should the applicant organization successfully compete for an award, recipients of federal financial assistance (FFA) from HHS will be required to complete an HHS Assurance of Compliance form (HHS 690) in which the recipient agrees, as a term and condition of receiving the grant, to administer their programs in compliance with federal civil rights laws that prohibit discrimination on the basis of race, color, national origin, age, sex and disability, and agreeing to comply with federal conscience laws, where applicable. This includes ensuring that entities take meaningful steps to provide meaningful access to persons with limited English proficiency; and ensuring effective communication with persons with disabilities. Where applicable, Title XI and Section 1557 prohibit discrimination on the basis of sexual orientation, and gender identity. The HHS Office for Civil Rights provides guidance on complying with civil rights laws enforced by HHS. Please see https://www.hhs.gov/civil-rights/for-providers/provider-obligations/index.html and https://www.hhs.gov/civil-rights/for-individuals/nondiscrimination/index.html

HHS recognizes that research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this FOA.

• Recipients of FFA must ensure that their programs are accessible to persons with limited English proficiency. For guidance on meeting the legal obligation to take reasonable steps to ensure meaningful access to programs or activities by limited English proficient individuals see https://www.hhs.gov/civil-rights/for-individuals/special-topics/limited-english-proficiency/fact-sheet-guidance/index.htmlandhttps://www.lep.gov.

• For information on an institution’s specific legal obligations for serving qualified individuals with disabilities, including providing program access, reasonable modifications, and to provide effective communication, see https://www.hhs.gov/civil-rights/for-individuals/disability/index.html.

• HHS funded health and education programs must be administered in an environment free of sexual harassment, see https://www.hhs.gov/civil-rights/for-individuals/sex-discrimination/index.html. For information about NIH's commitment to supporting a safe and respectful work environment, who to contact with questions or concerns, and what NIH's expectations are for institutions and the individuals supported on NIH-funded awards, please see https://grants.nih.gov/grants/policy/harassment.htm.

• For guidance on administering programs in compliance with applicable federal religious nondiscrimination laws and applicable federal conscience protection and associated anti-discrimination laws see https://www.hhs.gov/conscience/conscience-protections/index.html and https://www.hhs.gov/conscience/religious-freedom/index.html.

Please contact the HHS Office for Civil Rights for more information about obligations and prohibitions under federal civil rights laws at https://www.hhs.gov/ocr/about-us/contact-us/index.html or call 1-800-368-1019 or TDD 1-800-537-7697.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to the Federal Awardee Performance and Integrity Information System (FAPIIS) requirements. FAPIIS requires Federal award making officials to review and consider information about an applicant in the designated integrity and performance system (currently FAPIIS) prior to making an award. An applicant, at its option, may review information in the designated integrity and performance systems accessible through FAPIIS and comment on any information about itself that a federal agency previously entered and is currently in FAPIIS. The Federal awarding agency will consider any comments by the applicant, in addition to other information in FAPIIS, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 45 CFR Part 75.205 and 2 CFR Part 200.206 Federal awarding agency review of risk posed by applicants. This provision will apply to all NIH grants and cooperative agreements except fellowships.

Not Applicable

Note: The NIH Policy for Data Management and Sharing is effective for due dates on or after January 25, 2023.

Consistent with the NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement. Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

When multiple years are involved, recipients will be required to submit the Research Performance Progress Report (RPPR) annually. Continuation support will not be provided until the required forms are submitted and accepted.

Failure by the recipient institution to submit required forms in a timely, complete, and accurate manner may result in an expenditure disallowance or a delay in any continuation funding for the award.

The Federal Funding Accountability and Transparency Act of 2006 (Transparency Act), includes a requirement for awardees of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All awardees of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over $25,000. See the NIH Grants Policy Statement for additional information on this reporting requirement.

The institution must submit a completed Statement of Appointment (PHS Form 2271) for each trainee appointed or reappointed to the training grant for 8 weeks or more. Recipients must submit the PHS 2271 data electronically using the xTrain system. More information on xTrain is available at xTrain (eRA Commons). An appointment or reappointment may begin any time during the budget period, but not before the budget period start date of the grant year.

• Additionally, a completed Payback Agreement Form (PHS Form 6031) must be submitted for each postdoctoral trainee in his or her first 12 months of support.

• A notarized statement verifying possession of permanent residency documentation must be submitted with the Statement of Appointment (PHS Form 2271). Individuals with a Conditional Permanent Resident status must first meet full (non-conditional) Permanent Residency requirements before receiving support.
• Termination Notice: Within 30 days of the end of the total support period, the institution must submit a Termination Notice (PHS Form 416-7) via xTrain for each trainee appointed for eight weeks or more. Trainees with service payback requirements must notify the NIH of any change in address and submit Annual Payback Activities Certification Forms (PHS Form 6031-1) until the payback service obligation is satisfied.

A final RPPR, the expenditure data portion of the Federal Financial Report, and Termination Notices for all Trainees, are required for closeout of an award as described in the NIH Grants Policy Statement. NIH FOAs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 45 CFR Part 75.301 and 2 CFR Part 200.301.

In accordance with the regulatory requirements provided at 45 CFR 75.113 and 2 CFR Part 200.113 and Appendix XII to 45 CFR Part 75 and 2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period. The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (currently FAPIIS). This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313). As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available. Full reporting requirements and procedures are found in Appendix XII to 45 CFR Part 75 and 2 CFR Part 200 Award Term and Condition for Recipient Integrity and Performance Matters.

In carrying out its stewardship of human resource-related programs, the NIH may request information essential to an assessment of the effectiveness of this program from databases and from participants themselves. Participants may be contacted after the completion of this award for periodic updates on various aspects of their employment history, publications, support from research grants or contracts, honors and awards, professional activities, and other information helpful in evaluating the impact of the program.

Within ten years of making awards under this program, NIH will assess the program’s overall outcomes, gauge its effectiveness in enhancing diversity, and consider whether there is a continuing need for the program. Upon the completion of this evaluation, NIH will determine whether to (a) continue the program as currently configured, (b) continue the program with modifications, or (c) discontinue the program.

The overall evaluation of the program will be based on metrics that will include, but are not limited to, the following:

• Scientific training areas represented
• Institution types represented
• Geographical distribution of programs
• Demographics of trainees
• Ph.D. completion rates
• Time-to-degree
• Scientific accomplishments of trainees
• Trainee career outcomes

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten on-time submission, and post-submission issues)

Finding Help Online: https://www.era.nih.gov/need-help (preferred method of contact)
Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application processes and NIH grant resources)
Email: [email protected] (preferred method of contact)
Telephone: 301-480-7075

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace)
Contact Center Telephone: 800-518-4726
Email: [email protected]

Applicants should refer to the (JSPTPN website) for the list of JSPTPN program officer contacts. information. For general questions about this FOA, the application process, the review process or program development, please contact Dr. Ashlee Van t Veer ([email protected]) or Dr. Letitia Weigand ([email protected])

For applications submitted for the May 2024 due date:

Chief, Scientific Review Branch
National Institute of Neurological Disorders and Stroke (NINDS)
Telephone: 301-496-9223
Email:[email protected]

For applications submitted for the May 2023 and May 2025 due date:

Nick Gaiano, Ph. D.
National Institute of Mental Health (NIMH)
Telephone: 301-827-3420
Email:[email protected]

Chief Grants Management Officer
National Institute of Neurological Disorders and Stroke (NINDS)
Email: [email protected]

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts. All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement.

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR 63A and 45 CFR Part 75 and 2 CFR Part 200.