National Institutes of Health (NIH)
Funding Opportunity Title
Education Research in Sleep Health and Sleep-Circadian Biology (R25)
R25 Education Projects
Funding Opportunity Announcement (FOA) Number
Catalog of Federal Domestic Assistance (CFDA) Number(s)
This Funding Opportunity Announcement (FOA) issued by the National Heart, Lung, and Blood Institute and the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) invites the submission of Education Research (R25) grant applications focused on scientific advances in sleep health and circadian and sleep biology. Proposed projects may include the development of innovative education tools, platforms and programs that will transfer health information and scientific advances in sleep and circadian biology to research scientists, health care providers, educators from diverse disciplines, and to specific populations including youth, older adults, women, racial and ethnic minorities, and veterans. Projects should draw upon cutting-edge education, knowledge transfer, or social marketing models and must include analytic plans for the assessment of program efficacy and plans for adoption and sustained implementation in other settings.
January 13, 2011
Open Date (Earliest Submission Date)
May 3, 2011
Letter of Intent Due Date
May 3, 2011; January 2, 2012; January 2, 2013
Application Due Date(s)
June 2, 2011; February 2, 2012; February 1, 2013, by 5:00 PM local time of applicant organization.
AIDS Application Due Date(s)
Scientific Merit Review
October/November 2011; June/July 2012; June/July 2013
Advisory Council Review
January 2012; October 2012; October 2013
Earliest Start Date(s)
April 2012; December 2012; December 2013
February 2, 2013
Due Dates for E.O. 12372
Required Application Instructions
It is critical that applicants follow the instructions in the SF 424 (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.
Part 1. Overview Information
Part 2. Full Text of the Announcement
Section I. Funding Opportunity Description
Section II. Award Information
Section III. Eligibility Information
Section IV. Application and Submission Information
Section V. Application Review Information
Section VI. Award Administration Information
Section VII. Agency Contacts
Section VIII. Other Information
This FOA encourages
applications that propose creative and innovative research education
programs in the mission area(s) of the NIH. The NIH Research Education (R25)
grant mechanism is designed to support the development of creative and
innovative research education programs for the development of biomedical,
behavioral, and clinical researchers, or for public education and outreach on
health-related research for a variety of audiences. Although research
education grants are not typical research instruments, they do involve
experiments in education and/or dissemination of research knowledge that
require an evaluation plan in order to determine their effectiveness. A plan
must be provided for program evaluation and/or dissemination.
The proposed research education program may complement ongoing research training and education occurring at the applicant institution, but the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support. The R25 is not a substitute for an institutional research training program (T32) and can not be used to circumvent or supplement Ruth L. Kirschstein National Research Service Award (NRSA) mechanisms.
This initiative aims to accelerate the transfer of recent scientific advances and established knowledge in sleep health and circadian and sleep biology to the scientific community and the public at large. This will be accomplished with the development of innovative educational tools and programs. Applicants may propose to develop tools and strategies to facilitate team science partnerships; enhanced approaches to integrate concepts into evidence based practice; advance community awareness through broader public health initiatives; or decrease sleep health disparities and improve health equality. Successful programs will have plans for portability and adoption in multiple settings and have
Built in education research methodology to evaluate validity and efficacy.
For the purpose of this initiative, education research is defined as the development and validation of portable tools, programs and systems that communicate established scientific and health concepts with measurable learning objectives and demonstrable outcomes.
An estimated 78 million Americans are affected by chronic sleep loss or sleep disorders associated with $16 billion in health care costs and $50 billion annually in lost productivity. National health surveillance study findings suggest that inadequate sleep is pervasive and adversely impacts health, well-being, and safety. Recent findings associate untreated sleep disordered breathing (SDB), insufficient sleep, and the timing of sleep with a two-fold increased risk of all-cause mortality and stroke among middle-age men, and with serious chronic conditions such as hypertension and diabetes. Sleep disturbances have also been associated with erosion of quality of life, changes in healthy lifestyle behavior and decrements in mental health. Other distinct populations affected by sleep disorders include pregnant women, children (including those with intellectual and developmental disabilities), and individuals with spinal cord injuries.
Sleep duration and timing in conjunction with a clock-coupled network of genes operating throughout the body are also implicated in fundamental cellular functions such as chromatin remodeling and metabolism in tissues such as heart muscle, vascular smooth muscle, immunological and adipose tissues. Mounting evidence links disordered and insufficient sleep and sleep timing to disease pathophysiology.
These findings present new avenues for advances in cross-disciplinary translational research, healthcare delivery and practice, and public education. The transfer of these and other findings beyond the immediate sleep research community has the potential to accelerate scientific discovery and improve health and quality of life in the general population. To this end, this initiative is intended to stimulate the development of education programs and tools to accelerate the transfer of scientific advances in sleep health and sleep and circadian biology into research and medical provider education and into strategies to improve public health.
Educating Communities of Biomedical Researchers. Education programs and tools may be developed for any educational setting from pre-baccalaureate to post doctoral programs. For instance, sleep and circadian mechanisms regulate genomic function and cellular metabolism in all tissues of nucleated model organisms; however, these concepts are present in only 2% of funded research projects NIH-wide (RCDC, FY2008 http://report.nih.gov/rcdc/category_process/Default.aspx). Educational research is needed to develop effective, portable, and cross-disciplinary learning strategies for students, and to develop new partnerships for team science. Introducing basic sleep and circadian scientific advances into cutting-edge research communities such as integrative genomics, where similarities unifying function across all biota are leveraged, will increase the pace of scientific discovery.
Educating Healthcare and Community Providers and the Public U.S. medical schools have been estimated to provide 2 hours of sleep disorders medicine education in a typical four year program leaving the existing provider base with limited knowledge of basic concepts, and diagnostic and intervention strategies. Educational research is urgently needed to develop and validate model programs that will ultimately transfer knowledge on sleep and sleep disorders to providers, care managers, policy makers and the public. The development of strategic and novel approaches to engage these individual groups and to increase their interest and knowledge are needed to facilitate learning about how sleep health is coupled to morbidity, mortality, quality of life and healthy lifestyles.
Health disparities and chronic health problems exist with respect to sleep across socio-demographic and disease groups. The prevalence of untreated sleep apnea and socioeconomic barriers to healthy sleep in African Americans and other minorities is double that of whites. Insufficient sleep and untreated sleep disorders are an immense health burden in these communities and may contribute to lower school and work performance, and account for some proportion of the increased risk of cardiometabolic disease. Language and cultural differences can make communicating about sleep problems difficult. An important goal of this program will be to stimulate and provide an opportunity for sleep specialists to work with provider groups and community program directors to develop innovative approaches to reducing disparities by focusing on outreach strategies that are relevant to underserved groups and have the potential to improve health equality.
There are few examples of educational programs or tools to translate established concepts and recent advances in Circadian and Sleep science into health messages and community outreach. This initiative is intended to address these gaps by creating opportunities to bring together a diverse group of scientists and educators (e.g., education researchers, sleep medicine scientists, clinicians, health care providers, health service managers, and community stakeholders). These collaborative teams will develop and validate innovative learning and communication strategies promoting the integration of sleep health into research agendas, health care services, lifestyle programs, and community programs.
Specific types of sleep education research grants supported by this program could include innovative educational approaches designed to: (1) motivate biomedical researchers and trainees to integrate sleep and circadian concepts with emerging scientific opportunities in targeted communities of heart, lung, and blood investigators, (2) improve knowledge transfer to clinicians and community health care providers in evidence-based sleep medicine and its role related to the treatment, prevention, and control of heart, lung, and blood diseases, (3) transfer knowledge gained from integrated sleep, heart, lung, and blood science into public health, health services, and the community.
Applications should include cutting edge educational, knowledge transfer, social marketing strategies, research-practice partnership models, community-based or clinic-based participatory research, or Push-Pull-Infrastructure models that catalyze partnerships among scientists, providers and the public. Programs should expand the reach of intervention models and development of technology based virtual approaches to research dissemination and intervention. Integration of model learning theories is also encouraged. Proposals must include plans for evaluation of process and program efficacy.
Proposals must have plans to bring sleep researchers together with appropriate communities of healthcare providers, health services, and other stakeholders who will ultimately partner in dissemination and implementation research. Proposals must also incorporate well-established education evaluation methodologies (e.g., Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM)) to assess project outcomes and potential for adoption or replication in other settings. Projects that develop educational strategies that are portable, scalable, and sustainable and have built in metrics for demonstrating measurable outcomes will be identified as having a high programmatic priority.
Institution curriculum-based interventions, traditional didactic courses, device development, or proposals to establish large cohorts for future educational programs or dissemination research or proposals primarily aimed at developing plans for commercialization or market development would not be of high programmatic relevance.
Applications outside the scope of this initiative include Dissemination and demonstration projects (see R18 description: http://grants.nih.gov/grants/guide/pa-files/pa-07-017.html), one-time conference grants (see R13 description: http://grants.nih.gov/grants/funding/r13/index.htm), development of core sleep curricula (see K30 description: http://grants.nih.gov/training/k30.htm), and training programs that overlap with T-32, K12, K24 or F series awards. The R25 is not appropriate to support or supplement career training for individuals including costs associated with stipends, fringe benefits, tuition, travel, and the research activities of individual trainees including equipment.
Investigators participating in the R25 sleep education grant program should plan and budget to present a summary of their plans and accomplishments at an annual meeting of the Sleep Disorders Research Advisory Board to be held in the Bethesda, MD area. This public meeting will provide a valuable opportunity for community and TransNIH staff feedback to program developers and NCSDR program officers.
See Section VIII, Other Information - Required Federal Citations, for policies related to this announcement.
Application Types Allowed
Funds Available and Anticipated Number of Awards
The number of awards is contingent upon NIH appropriations, and the submission of a sufficient number of meritorious applications.
Application budgets are not limited, but need to reflect actual needs of the proposed project.
Award Project Period
The scope of the proposed project should determine the project period. The maximum period is four years.
Individuals designing, directing, and implementing the research education program may request salary and fringe benefits appropriate for the person months devoted to the program. Salaries requested may not exceed the levels commensurate with the institution's policy for similar positions and may not exceed the congressionally mandated cap. (If mentoring interactions and other activities with students/participants are considered a regular part of an individual's academic duties, then any costs associated with the mentoring and other interactions with students/participants are not allowable costs from grant funds).
Participants may be paid if specifically required for the
proposed research education program and sufficiently justified. Participant
costs must be itemized in the proposed budget
Other Program-Related Expenses
Consultant costs, equipment, supplies, travel for key persons, and other program-related expenses may be included in the proposed budget. These expenses must be justified as specifically required by the proposed program and must not duplicate items generally available at the applicant institution.
Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees and expenditures for equipment), rather than on the basis of a negotiated rate agreement.
NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made in response to this FOA.
Higher Education Institutions:
The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:
Nonprofits Other Than Institutions of Higher Education
For profit Organizations
Non-domestic (non-U.S.) Entities (Foreign Organizations) are not eligible to apply. Foreign (non-U.S.) components of U.S. Organizations are not allowed.
All Program Directors/Principal Investigators (PD/PIs) must
also work with their institutional officials to register with the eRA Commons
or ensure their existing eRA Commons account is affiliated with the eRA Commons
account of the applicant organization.
All registrations must be completed by the application due date.
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.
Institutions with existing Ruth L. Kirschstein National Research Service Award (NRSA) institutional training grants (e.g., T32) or other Federally funded training programs may apply for a research education grant provided that the proposed educational experiences are distinct from those training programs receiving NIH support. In many cases, it is anticipated that the proposed research education program will complement ongoing research training occurring at the applicant institution.
Applicant organizations must complete the following registrations
as described in the SF 424 (R&R) Application Guide to be eligible to apply
for or receive an award. Applicants must have a valid Dun and Bradstreet
Universal Numbering System (DUNS) number in order to begin each of the following
All Program Directors/Principal Investigators (PD/PIs) must also work with
their institutional officials to register with the eRA Commons or ensure their
existing eRA Commons account is affiliated with the eRA Commons account of the
All registrations must be completed by the application due date. Applicant organizations are strongly encouraged to start the registration process at least four (4) weeks prior to the application due date.
Any individual(s) with the skills, knowledge, and resources
necessary to carry out the proposed research as the Project Director/Principal
Investigator (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.
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 expected to monitor and assess the program and submit all documents and reports as required.
2. Cost Sharing
This FOA does not require cost sharing as defined in the NIH Grants Policy Statement.
Applicant organizations may submit more than one application, provided that each application is scientifically distinct.
NIH will not accept any application in response to this FOA that is essentially the same as one currently pending initial peer review unless the applicant withdraws the pending application. NIH will not accept any application that is essentially the same as one already reviewed. Resubmission applications may be submitted, according to the NIH Policy on Resubmission Applications from the SF 424 (R&R) Application Guide.
Researchers from diverse backgrounds, including racial and ethnic minorities, persons with disabilities, and women are encouraged to participate as preceptors/mentors. Mentors should have research expertise and experience relevant to the proposed program. Mentors must be committed to continue their involvement throughout the total period of the mentee’s participation in this award.
Applications must describe the intended participants, and the eligibility and/or specific educational background characteristics that are essential for participation in the proposed research education program. Identify the career levels essential for participation in the planned program.
Unless strongly justified on the basis of exceptional relevance to NIH, research education programs should be used primarily for the education of U.S. citizens.
Applicants must download the SF424 (R&R) application package associated with this funding opportunity using the “Apply for Grant Electronically” button in this FOA or following the directions provided at Grants.gov.
It is critical that applicants follow the 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.
For information on Application Submission and Receipt, visit Frequently Asked Questions – Application Guide, Electronic Submission of Grant Applications.
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 research
Name, address, and telephone number of the PD(s)/PI(s)
Names of other key personnel
Number and title of this funding opportunity
The letter of intent should be sent to:
Director, Office of Scientific Review
National Heart, Lung, and Blood Institute
National Institutes of Health
6701 Rockledge Drive, Room 7214
Bethesda, MD 20892-7924 (Express zip: 20817)
The forms package associated with this FOA includes all applicable components, mandatory and optional. Please note that some components marked optional in the application package are required for application submission. Follow the instructions in the SF 424 (R&R) to determine which components are required.
All page limitations described in the SF424 (R&R) Application Guide and the Table of Page Limits must be followed,
Follow all instructions provided in the SF424 (R&R) Application Guide with the following modifications:
Facilities & Other Resources
Describe the educational environment, including the facilities, laboratories, participating departments, computer services, and any other resources to be used in the development and implementation of the proposed program. List all thematically related sources of support for research training and education following the format for Current and Pending Support.
Advisory Committee (Uploaded via the Other Attachments section)
A plan must be provided for the appointment of an Advisory Committee to monitor progress. Composition, responsibilities, frequency of meetings, and other relevant information should be included. Describe the composition of the Advisory Committee, identifying the role and the desired expertise of members. A plan for Advisory Committee approval and selection of participants should be included. Describe how the Advisory Committee will function in providing oversight of the development, implementation, and evaluation of recruitment strategies, the recruitment and retention of candidates, and the evaluation of the overall effectiveness of the program. Note that Advisory Committee members should not be named in the application, particularly if they include individuals from outside the institution.
The filename provided for each “Other Attachment” will be the name used for the bookmark in the electronic application in eRA Commons.
Follow all instructions provided in the SF424 (R&R) Application Guide with the following modifications:
All instructions in the SF424 (R&R) Application Guide must be followed, with the additional instructions described below:
The Research Strategy section must be used to upload the Research Education Program Plan, which must include the following components described below: Proposed Research Education Program, Institutional Environment and Commitment, Program Director/Principal Investigator, Program Faculty/Staff, Program Participants, Diversity Recruitment and Retention Plan, Plan for Instruction in the Responsible Conduct of Research, Evaluation Plan, Dissemination Plan.
Proposed Research Education Program (Component of Research Education Program Plan)
While the proposed research education program may complement ongoing research training and education occurring at the applicant institution, the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support. When research training programs are on-going in the same department, the applicant organization should clearly describe the distinction between the intended participants in the proposed research education program and the research training supported by the training program. The information should include a description of the education and/or career levels of the planned participants.
Institutional Environment and Commitment (Component of Research Education Program Plan)
Describe the institutional environment, reiterating the availability of facilities and educational resources (described separately under “Facilities & Other Resources”), that can contribute to the planned Research Education Program. Evidence of institutional commitment to the research educational program is required. A letter of institutional commitment must be attached as part of Letters of Support. Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program.
Program Director/Principal Investigator (Component of Research Education Program Plan)
Describe arrangements for administration of the program, provide evidence that the Program Director is actively engaged in research and/or teaching in an area related to the mission of NIH, and can organize, administer, monitor, and evaluate the research education program, as well as evidence of institutional and community commitment and support for the proposed program.
Program Faculty/Staff (Component of Research Education Program Plan)
Describe the characteristics and responsibilities of the participating faculty; provide evidence that the participating faculty and preceptors are actively engaged in research or other scholarly activities related to the mission of NIH.
Program Participants (Component of Research Education Program Plan)
Where the proposed program involves participants, provide details about the pool of expected participants, their qualifications, recruitment strategies and sources of applicant pool, etc.
Recruitment and Retention Plan to Enhance Diversity (Component of Research Education Program Plan)
The NIH recognizes a unique and compelling need to
promote diversity in the biomedical, behavioral, clinical and social sciences
research workforce. The NIH expects efforts to diversify the workforce to lead
to the recruitment of the most talented researchers from all groups; to improve
the quality of the educational and training environment; to balance and broaden
the perspective in setting research priorities; to improve the ability to
recruit subjects from diverse backgrounds into clinical research protocols; and
to improve the Nation's capacity to address and eliminate health disparities.
Accordingly, the NIH continues to encourage institutions to diversify their student and faculty populations and thus to increase the participation of individuals currently underrepresented in the biomedical, clinical, behavioral, and social sciences such as: individuals from underrepresented racial and ethnic groups; individuals with disabilities; and individuals from socially, culturally, economically, or educationally disadvantaged backgrounds that have inhibited their ability to pursue a career in health-related research. Institutions are encouraged to identify candidates who will increase diversity on a national or institutional basis.
The NIH is particularly interested in encouraging the recruitment and retention of the following classes of participants:
A. Individuals from racial and ethnic groups that have been shown by the National Science Foundation to be underrepresented in health-related sciences on a national basis (see the report Women, Minorities, and Persons with Disabilities in Science and Engineering, 2007, p. 262). The following racial and ethnic groups have been shown to be underrepresented in biomedical research: Black or African American, Hispanic or Latino , American Indian, Alaska Native, Native Hawaiian, and other Pacific Islander. In addition, it is recognized that underrepresentation can vary from setting to setting; individuals from racial or ethnic groups that can be convincingly demonstrated to be underrepresented by the grantee institution should be encouraged to participate in this program.
B. Individuals with disabilities, who are defined as those with a physical or mental impairment that substantially limits one or more major life activities.
C. Individuals from disadvantaged backgrounds who are defined as:
Recruitment and retention plans related to a
disadvantaged background (C1 and C2) are most applicable to high school and
perhaps to undergraduate candidates, but would be more difficult to justify for
individuals beyond that level of academic achievement. Under extraordinary
circumstances the PHS may, at its discretion, consider an individual beyond the
undergraduate level to be from a disadvantaged background. Such decisions will
be made on a case-by-case basis, based on appropriate documentation.
New applications must include a description of plans to enhance recruitment of a diverse participant pool and may wish to include data in support of past accomplishments.
Applications lacking a diversity recruitment and retention plan may be delayed or not accepted for review. An award cannot be made if an application lacks this component.
Plan for Instruction in the Responsible Conduct of Research (Component of Research Education Program Plan)
Every participant supported by this Research
Education grant must receive instruction in the responsible conduct of
research. All applications must include a plan to provide such instruction. The
plan must address five components (format; subject matter; faculty
participation; duration of instruction; and frequency of instruction) as
detailed in NOT-OD-10-019.
Renewal (Type 2) applications must, in addition, describe changes in formal
instruction over the past project period and plans for the future that address
any weaknesses in the current instruction plan. All participating faculty who
served as course directors, speakers, lecturers, and/or discussion leaders
during the past project period must be named in the application.
Applications lacking a plan for instruction in responsible conduct of research may be delayed or not accepted for review. An award cannot be made if an application lacks this component. The background, rationale and more detail about instruction in the responsible conduct of research can be found in NOT-OD-10-019. An award cannot be made if an application lacks this component. If such instruction is not appropriate for the proposed research education program, then the PD/PI must provide a strong justification for its exclusion.
Evaluation Plan (Component of Research Education Program Plan)
A plan must be provided for program evaluation. Benchmarks should be specified, and specific plans and procedures must be described to capture, analyze and report short or long-term outcome measures that would determine the success of the research education program in achieving its objectives. Where appropriate, applicants are encouraged to include plans to obtain feedback from participants to help identify weaknesses and to provide suggestions for program improvements.
Dissemination Plan (Component of Research Education Program Plan) A specific plan must be provided to disseminate nationally any findings resulting from or materials developed under the auspices of the research education program, e.g., sample curricula, web postings, presentations at scientific meetings, workshops, etc.
Resource Sharing Plan
are required to comply with the instructions for the Resource Sharing
Plans (Data Sharing Plan, Sharing Model Organisms, and Genome Wide Association
Studies (GWAS) as provided in the SF424 (R&R) Application Guide, with the
Applications are expected to include a software dissemination plan if support for development, maintenance, or enhancement of software is requested in the application. There is no prescribed single license for software produced. However, the software dissemination plan should address, as appropriate, the following goals:
Do not use the appendix to circumvent page limits. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide,.
Part I. Overview Information contains information about Key Dates. Applicants are encouraged to submit in
advance of the deadline to ensure they have time to make any application
corrections that might be necessary for successful submission.
Organizations must submit applications via 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.
Applicants are responsible for viewing their application 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.
This initiative is not subject to intergovernmental review.
All NIH awards are subject to the terms and conditions, cost
principles, and other considerations described in the NIH Grants Policy
Pre-award costs are allowable only as described in the NIH Grants Policy Statement.
Applications must be submitted electronically following the instructions described in the SF 424 (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 Applying Electronically.
All PD/PIs must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile Component of the SF 424(R&R) Application Package. 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 DUNS number it provides on the application is the same number used in the organization’s profile in the eRA Commons and for the Central Contractor Registration (CCR). 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 by the Center for Scientific Review, NIH. Applications that are incomplete will not be reviewed.
In order to expedite review, applicants are requested to notify the NHLBI Referral Office by email at firstname.lastname@example.org when the application has been submitted. Please include the FOA number and title, PD/PI name, and title of the application.
Applicants requesting $500,000 or more in direct costs in any year (excluding consortium F&A) must contact NIH program staff 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 SF 424 (R&R) Application Guide.
Applicants are required to follow the instructions for post-submission materials, as described in NOT-OD-10-115.
Only the review criteria described below will be considered
in the review process. As part of the NIH mission,
all applications submitted to the NIH in support of biomedical and behavioral
research are evaluated for scientific and technical merit through the NIH peer
Reviewers will provide an overall impact/priority score to reflect their assessment of the likelihood for the project to exert a sustained, powerful 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 scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.
Does the proposed research education program address an important problem or critical question in research education or other critical issues? How will implementation of the proposed program advance the objectives of the proposed program?
Are the PD/PIs, collaborators, and other researchers appropriately trained and well suited to the proposed research education program? Is the PD/PI 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 research education program? If Early Stage Investigator or New Investigator, or in the early stages of an independent career, does the PD/PI have appropriate experience to lead the program? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's objectives?
Is the proposed research education program characterized by innovation and scholarship? Does the proposed program challenge and seek to shift current research education paradigms or clinical practice; address an innovative hypothesis or critical barrier to progress in the field? Are the proposed concepts, approaches, methodologies, tools, or technologies novel for this area? Does this proposed program duplicate, or overlap with, existing research education, training and/or career development activities currently supported at the applicant institution or available elsewhere? Adaptations of existing research education programs may be considered innovative under special circumstances, e.g., the addition of unique components and/or a proposal to determine portability of an existing program?
Are the overall
strategy, methodology, and analyses well-reasoned and appropriate to accomplish
the specific aims of the proposed research education program? Are
potential problems, alternative strategies, and benchmarks for success
presented? If the program is in the early stages of development, will the
strategy establish feasibility and will particularly risky aspects be
managed? If called for, is the proposed plan for evaluation and/or
dissemination of the education program sound and likely to provide data on the
effectiveness of the education program? Is there evidence that the
program is based on sound research concepts and educational principles?
Is the approach feasible and appropriate to achieve the stated research
education goals? If the proposed program will recruit participants, are
the recruitment, retention, and follow-up activities adequate to ensure a
highly qualified and diverse participant pool?
If the program involves clinical research, are the plans for 1) protection of human subjects from research risks, and 2) inclusion of minorities and members of both sexes/genders, as well as the inclusion of children, justified in terms of the scientific goals and research strategy proposed?
Will the scientific/educational environment in which the proposed research education program will be conducted contribute to the probability of success? Are the institutional commitment and support, equipment and other physical resources available to the investigators adequate for the program proposed? Will the program benefit from unique features of the scientific environment, subject populations, or collaborative arrangements? Is there evidence of appropriate collaboration among participating programs, departments, and institutions? If multiple sites are participating, is this adequately justified in terms of the research education experiences provided? Are adequate plans provided for coordination and communication between multiple sites (if appropriate)?
As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact/priority score, but will not give separate scores for these items.
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 Children
For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.
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/priority score.
Recruitment & Retention Plan to Enhance Diversity
Peer reviewers will separately evaluate the recruitment and retention plan to enhance diversity after the overall score has been determined. Reviewers will examine the strategies to be used in the recruitment and retention of individuals from underrepresented groups. The review panel’s evaluation will be included in an administrative note in the summary statement.
Training in the Responsible Conduct of Research
Taking into account the specific characteristics of the research education program, level of participant experience, and the particular circumstances of the participants, the reviewers will address the following questions. Does the plan satisfactorily address the format of instruction, e.g. lectures and/or real-time discussion groups? Do plans include a sufficiently broad selection of subject matter, such as conflict of interest, authorship, data management, human subjects and animal use, laboratory safety? Do the plans adequately describe how faculty will participate in the instruction? Do the plans ensure participants will receive instruction (or in the case of more senior level participants, provide instruction) for an appropriate amount of time given the length of the research education experience? If this is a renewal, is there a report describing past instruction in the five components described above? Plans and past record will be rated as ACCEPTABLE or UNACCEPTABLE, and the summary statement will provide the consensus rating of the review committee. Applications rated UNACCEPTABLE will not be funded until the applicant provides an acceptable, revised plan.
Applications from Foreign Organizations
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).
Resource Sharing Plans
Reviewers will comment on whether the following Resource Sharing Plans, or the rationale for not sharing the following types of resources, are reasonable: 1) Data Sharing Plan; 2) Sharing Model Organisms; and 3) Genome Wide Association Studies (GWAS).
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 the NHLBI (assignments will be shown in the eRA Commons), in accordance with NIH peer review policy and procedures, using the stated review criteria.
As part of the scientific peer review, all applications:
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 submitted in response to this FOA . Following initial peer review, recommended applications will receive a second level of review by the NHLBI or the NICHD Advisory Councils. The following will be considered in making funding decisions:
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
Information regarding the disposition of applications is available in the NIH Grants Policy Statement.
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 General.
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 grantee business official.
Awardees 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 the DUNS, CCR Registration, and Transparency Act requirements as noted on the Award Conditions and Information for NIH Grants 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, Grantees, and Activities. More information is provided at Award Conditions and Information for NIH Grants.
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. Accordingly, participants are hereby notified that they 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.
The Non-Competing Continuation Grant Progress Report (PHS 2590) and financial statements (Financial Status Report) as described in the NIH Grants Policy Statement are required annually. Continuation support will not be provided until the required forms are submitted and acceptedPrograms that involve participants should report on education in the responsible conduct of research and complete a Training Diversity Report, in accordance with the PHS 2590 Additional Instructions for Preparing a Progress Report for an Institutional Research Training Grant, Including Ruth L. Kirschstein National Research Service Awards.
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.
Failure by the grantee 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.
We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.
GrantsInfo (Questions regarding application instructions and
process, finding NIH grant resources)
eRA Commons Help Desk(Questions regarding eRA Commons
registration, tracking application status, post submission issues)
Phone: 301-402-7469 or 866-504-9552 (Toll Free)
Daniel S. Lewin Ph.D., D.ABSM
Program Director, Sleep Disorders Medicine
National Center on Sleep Disorders Research
Division of Lung Diseases
National Heart, Lung, and Blood Institute
National Institutes of Health
6701 Rockledge Drive, Room 10183
Bethesda, MD 20892-7952 (Express zip: 20817)
Lynne Haverkos, MD, MPH
Program Director, Pediatric Behavior and Health Promotion
Eunice Kennedy Shriver National Institute of Child Health and Human Development
6100 Executive Blvd. Rm 4B05G
Bethesda, MD. 20892-7510
Rockville, MD 20852 (for Fed Ex)
Director, Office of Scientific Review
National Heart, Lung, and Blood Institute
National Institutes of Health
6701 Rockledge Drive, Room 7214
Bethesda, MD 20892-7924 (Express zip: 20817)
Ms. Charmaine Parsad
Office of Grants Management
National Heart, Lung, and Blood Institute
National Institutes of Health
6701 Rockledge Drive, Room 7138
Bethesda, MD 20892-7926 (Express zip: 20817)
Bryan S. Clark, M.B.A.
Chief Grant Managements Officer
Eunice Kennedy Shriver National Institute of Child Health and Human Development
6100 Executive Boulevard, Room 8A01, MSC 7510
Bethesda, MD 20892-7510
Rockville, MD 20852 (for express/courier service; non-USPS service)
Telephone: (301) 435-6975
FAX: (301) 402-0915
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 Part 52 and 45 CFR Parts 74 and 92.
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NIH Funding Opportunities and Notices
Department of Health
and Human Services (HHS)
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