and Human Services (HHS)
EXPIRED
Participating Organization(s) |
National Institutes of Health (NIH) |
National Institute on Drug Abuse (NIDA) |
|
Funding Opportunity Title |
Blueprint for Neuroscience Research Science Education Award (R25) |
Activity Code |
R25 Education Projects |
Announcement Type |
New |
Related Notices |
None |
Funding Opportunity Announcement (FOA) Number |
RFA-DA-11-013 |
Companion FOA |
None |
Catalog of Federal Domestic Assistance (CFDA) Number(s) |
93.121, 93.143, 93.173, 93.242, 93.273 ,93.279, 93.286, 93.361, 93.389, 93.853, 93.859, 93.865, 93.866, 93.867, 93.989 |
FOA Purpose |
This FOA solicits applications focused on improving kindergarten through twelfth grade science education in areas related to the NIH Blueprint for Neuroscience Research. Applications must be innovative, creative, and have a clear plan for improving science knowledge and enthusiasm for science among the targeted students or teachers. Plans for evaluation must be included in the application. Partnerships between educators and scientists in the development of the science education project are highly encouraged. |
Posted Date |
February 10, 2011 |
Open Date (Earliest Submission Date) |
March 11, 2011 |
Letter of Intent Due Date |
March 11, 2011 |
Application Due Date(s) |
April 11, 2011, by 5:00 PM local time of applicant organization. |
AIDS Application Due Date(s) |
Not applicable |
Scientific Merit Review |
June/July 2011 |
Advisory Council Review |
August 2011 |
Earliest Start Date(s) |
September 2011 |
Expiration Date |
April 12, 2011 |
Due Dates for E.O. 12372 |
Not Applicable |
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
The NIH Blueprint for Neuroscience Research is a cooperative effort among 16 NIH Institutes, Centers and Offices that support neuroscience research. Included among the Blueprint’s goals are development of new tools, training opportunities, and other resources to assist neuroscientists in both basic and clinical research. The goal of this RFA is to fund the development and evaluation of innovative model programs and materials for enhancing knowledge and understanding of neuroscience among K-12 students and their teachers. This program seeks to 1) provide education to youth on neuroscience, and 2) ensure that highly trained scientists will be available in adequate numbers to address the Nation's research needs in neuroscience. The award provides support for the formation of partnerships between scientists and educators for the development and evaluation of programs and materials that will enhance knowledge and understanding of neuroscience. The intended focus is on topics not well addressed in existing efforts by educational, community, or media activities.
Because of the disproportionately low representation of underrepresented individuals in biomedical, behavioral and clinical fields, applications that will foster science education among underrepresented racial and ethnic groups, individuals with disabilities, individuals from socially, culturally, economically, or educationally disadvantaged backgrounds that have inhibited their ability to pursue a career in health-related research are encouraged.
Recent trends indicate that, as a nation, science education in the U.S. is lagging behind those efforts in many other countries. Furthermore, despite increasing attention and multiple proposed strategies to address this issue, science education in the U.S. continues to fall short of its international peers. Creative strategies are needed to address these science education deficiencies in order to maintain the competitiveness of the U.S. Given the highly interdisciplinary nature of the field of neuroscience and the general interest in this field of science, strategies that focus on using neuroscience as a vehicle to increase science literacy may have unique traction in the K-12 community. In addition, in order for NIH to fulfill its mission, there is a need to ensure that adequate numbers of students are entering science education tracks and eventually pursuing careers in biomedical science. This science literacy should not only include basic science knowledge, but also an understanding of the process of biomedical research and an ability to evaluate the quality of research studies that are reported in the media. This FOA seeks to fund projects that will help to improve science education among our Nation's youth, particularly science education related to the many facets of neuroscience. It specifically seeks projects that focus on improving science education in one or more grades from kindergarten through 12th grade, including projects aimed at teachers, students or both.
Description of the Program
This FOA encourages applications from applicant organizations that propose creative and innovative science education programs in the area of neuroscience. Projects should target children and teachers in kindergarten through 12th grade. To gain maximum benefit from the program, priority will be given to projects that are innovative, that do not duplicate existing science education programs, that have the potential to be replicated for widespread use and that build on existing science education programs wherever possible. Funding will not be provided to maintain ongoing programs in which there are no significant changes proposed. Programs which support science education for the special needs of underrepresented groups are encouraged. A plan must be provided for program evaluation and where applicable, dissemination.
Programmatic activities must propose to increase science literacy and understanding among the targeted group. These activities must focus on topics not well addressed through existing efforts by educational, community, or media activities in the geographic area(s) which the program will reach. Whenever relevant and possible, activities should focus on conveying the importance of the responsible use of animals in research.
Activities may include, but are not limited to, the following types:
Development of innovative curricula using state of the art technology.
Development of K-12 curricula that will increase student understanding and interest in science/neuroscience and the scientific method.
Development and/or presentation of media programs on topics related to neuroscience. These may include television, radio, motion pictures (including CD and DVD), newspaper articles, magazine articles, books, experiments, computer software, CD-ROMs, websites, social media or electronic communications instruments or channels, or other written, electronic, or audiovisual presentations designed to educate about neuroscience.
Teacher Professional Development opportunities for K-12 teachers that deliver science content related to neuroscience, an understanding of the scientific process and pedagogical skills.
Science center and museum-based exhibits, traveling exhibits and public outreach activities (e.g. Science Cafes) that will educate students and teachers on topics related to neuroscience.
Neuroscience-based projects on anatomy, cell biology, physiology, and chemistry of the brain that integrate current technologies such as neuroimaging, genomics and computational neuroscience into K-12 curricula.
Veterinarian-based K-12 projects that educate students, teachers, and the community on the need for, and the ethical use of, animals in research.
Funding Instrument |
Grant |
Application Types Allowed |
New The OER Glossary and the SF 424 (R&R) Application Guide provide details on these application types. |
Funds Available and Anticipated Number of Awards |
Issuing IC and partner components intend to commit an estimated total of $4 million over 5 years for 3 awards. |
Award Budget |
Applications are limited to no more than $250,000/year in direct costs. |
Award Project Period |
Projects can be funded for a maximum of 5 years. |
Personnel Costs |
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). |
Participant Costs |
Participants are those individuals who benefit from the proposed science education program. In exceptional cases, participants may be paid if specifically required for the proposed science education project 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 |
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
Governments
Other
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.
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
registrations.
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. 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 underrepresented racial and ethnic
groups as well as individuals with disabilities 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.
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.
Sponsoring Institution: The sponsoring institution must assure support for the proposed science education program. Appropriate institutional commitment to the program includes the provision of adequate staff, facilities, and educational resources that can contribute to the planned science education program. The application must have a strong science program in the area(s) proposed for science and should include a letter explaining the institutional commitment to the proposed science education program.
Applications proposing programs involving participants 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
Participating institutions
Number and title of this funding opportunity
The letter of intent should be sent to: [email protected].
Applicants are encouraged to send the letter of intent by
email to the email address above but as an alternative the letter may also be
sent to:
Director - DA-11-010
Office of Extramural Affairs
National Institute on Drug Abuse/NIH/DHHS
6101 Executive Boulevard, Suite 220, MSC 8401
Bethesda, MD 20892-8401
Rockville, MD 20852 (for
express/courier service)
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.
Resource Sharing Plan
Individuals 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 following modifications:
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:
Appendix
Do not use the appendix to circumvent page limits. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide.
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.
The description of the program must contain the following elements:
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. Describe how program faculty/staff will contribute to the science education program.
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.
Diversity Recruitment and Retention Plan (Component of Research Education Program Plan)
For
applications proposing programs involving participants: 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: African Americans, Hispanic Americans, Native Americans, Alaskan Natives, Hawaiian Natives, and natives of the US Pacific Islands. 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:
1. Individuals who come from a family with an annual income below established low-income thresholds. These thresholds are based on family size; published by the U.S. Bureau of the Census; adjusted annually for changes in the Consumer Price Index; and adjusted by the Secretary for use in all health professions programs. The Secretary periodically publishes these income levels at http://aspe.hhs.gov/poverty/index.shtml. For individuals from low income backgrounds, the institution must be able to demonstrate that such participants have qualified for Federal disadvantaged assistance or they have received any of the following student loans: Health Professions Student Loans (HPSL), Loans for Disadvantaged Student Program, or they have received scholarships from the U.S. Department of Health and Human Services under the Scholarship for Individuals with Exceptional Financial Need.
2. Individuals who come from a social, cultural, or educational environment such as that found in certain rural or inner-city environments that have demonstrably and recently directly inhibited the individual from obtaining the knowledge, skills, and abilities necessary to develop and participate in a research career.
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 trainee pool and may wish to include data in support of past accomplishments.
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.
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.
If such instruction is not appropriate for the proposed science education program, then the PD/PI must provide a strong justification for its exclusion.
Evaluation Plan (Component of Research Education Program Plan)
Although science 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. 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. Applications that lack an evaluation plan will not be reviewed.
A minimum of 10% of the direct costs requested must be devoted to project evaluation. The use of an external evaluator is required unless a valid justification, e.g., a professional evaluator from a School of Education at the applicant organization, can be made for an internal evaluator. The plan should identify the evaluator and document their credentials. The external evaluator must have formal training and experience in evaluation methodology and statistics as demonstrated by relevant publications and/or reports. The external evaluator should provide training and technical assistance, as necessary, to staff and to partners to ensure integrity and adequacy of data capture and reporting. Applicants are encouraged to include key project personnel in the administration of the evaluation plan. These individuals should coordinate day-to-day evaluation activities with the external evaluator.
At least one component of the evaluation plan for formal K-12 projects, i.e., classroom-based projects such as curriculum development, must assess the impact of the project using rigorous methods, such as randomized controlled trial (RCT) or a well-matched comparison group study design.
Dissemination Plan (Component of Research Education Program Plan)
For applications proposing to develop curricula, exhibitis, and presentations, 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 or exhibit booths at scientific meetings, workshops, teacher professional development programs, etc. Target audiences for dissemination may include teachers, students, and parents. Applicants are encouraged to utilize cutting edge dissemination tools such as Wikis, YouTube, Facebook, etc.
Applications must have a dissemination plan that may include but is not limited to: (1) expanding the proposed project to other school districts, (2) website, TV, radio, film and other media resources; (3) presentations and posters at K-12 STEM; (4) published materials such as journal articles and books.
All applications must include a website development plan for dissemination of resources developed as a result of funding. The website may be new or a component of an existing science education website. The home page of this project website must contain funding credit text as follows:
This project was made possible by a grant from the National Institutes of Health Blueprint for Neuroscience Research..
Foreign (non-US) organizations are not eligible to apply for this FOA.
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
Statement.
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.
Important
reminders:
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 and responsiveness by components of Blueprint Institutes, NIH. Applications that are incomplete and/or nonresponsive will not be reviewed.
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
review system.
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.
Significance
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 If achieved, will the work support the development of a diverse population of highly trained scientists in adequate numbers in the field of neuroscience?
Is the rationale for selecting the scientific area, the educational approach, and the target population justified? What will be the effect of these studies on the concepts, methods, technologies, treatments, services, or preventative interventions that drive the K-12 field?
Investigator(s)
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?
Innovation
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?
Does the curriculum include related learning tools, such as teamwork, writing and mathematics skills, inquiry-based thinking and problem solving imbedded as "stealth learning" tools under the umbrella of the main science education project?
Approach
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?
Are the National Science Education Standards addressed? Is the program likely to have a long-term use/impact? How well developed and feasible are the dissemination plans? 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 science education goals? What are the administrative plans and timetable? 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? Is the plan to develop a website for the proposed project satisfactory?
Evaluation Plan: Will the project document outcomes on teacher professional development, student engagement and student understanding? Will the project establish baseline data for evaluation, develop interventions, and evaluate the effects of the interventions with scientific rigor? Are the evaluation plan and timeline adequate for assessing the effectiveness (formative and summative) of the project in achieving its goals and objectives? If applicable, are the plans for obtaining feedback from participants adequate to measure the quality and effectiveness of the research education project? Is the evaluation plan based on appropriate literature methodology? Is the evaluation plan an integral component through the duration of the project? Are the evaluation benchmarks, timeline, metrics and specific procedures sufficient to capture, analyze and report outcome measures that would determine the success of the project in achieving its objectives? Is there a discussion of possible control groups(s) for comparison data? Does the evaluation plan have the flexibility to allow for shifting goals and program changes? Does the evaluation plan contain at least one component that utilizes rigorous assessments such as a well-designed randomized controlled trial or a well-matched comparison-group study design? Does the evaluation plan make it clear that the evaluator has no conflict of interest with the proposed project? Does the external evaluator have the appropriate background, formal training and experience in evaluation methodology to conduct the proposed evaluation plan? Will the percent effort of the external evaluator be sufficient for successful management of the project evaluation?
Dissemination Plan: Is the dissemination plan well thought-out and appropriate for the materials that will be created? Is the proposed dissemination materials(s) relevant to the target audience and are the target audiences likely to be aware of these resources? Does the dissemination plan include diverse underrepresented groups in science, including underrepresented racial and ethnic groups, individuals from disadvantaged backgrounds and individuals with disabilities? Does the dissemination plan include both genders? Does the dissemination plan take reasonable steps to ensure meaningful access to their programs and activities by Limited English Proficient Persons (LEP) persons? Will the dissemination leverage and/or support collaboration with other NIH funded science education projects? Do the PD(s)/PI(s) discuss plans for posters, presentation, workshops and other dissemination practices at local, regional and national conferences? Are there plans to utilize cutting edge venues such as Wikis, YouTube, Facebook, etc.? Is the plan to develop a website for the proposed project satisfactory?
Environment
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
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.
Resubmissions
Resubmissions are not accepted under this FOA.
Renewals
Renewals are not accepted under this FOA.
Revisions
Revisions are not accepted under this FOA.
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
Reviewers will evaluate plans for instruction in responsible conduct of research as well as the past record of instruction in responsible conduct of research, where applicable. Reviewers will specifically address the five Instructional Components (Format, Subject Matter, Faculty Participation, Duration and Frequency) taking into account the characteristics of the proposed Research Education program. Plans and past record will be rates as ACCEPTABLE or UNACCEPTABLE. Applications with unacceptable plans will not be funded until the applicant provides an acceptable, revised plan.
Applications from Foreign Organizations
Not Applicable.
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 by the National Institute on Drug Abuse. (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 will:
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 appropriate national Advisory Council or Board . 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
Commons.
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 accepted
The Progress Report should provide information on the development and implementation of the proposed science education program, modifications to the science education program as originally proposed, updates on the evaluation of the science education program and dissemination activities (if applicable), and a list of any publications and/or other materials arising from the science education program. Programs 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.
Publication and Sharing of Science Education Results: Investigators are encouraged to submit reports of their findings for publication to the journal of their choice. For each publication that results from this award, NIH support should be acknowledged by a footnote in language similar to the following: "This project was supported by NIH grant number ______. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH."
NIH support should also be acknowledged on any website developed through this grant program. The site should include language similar to the following: "This website is supported by a grant from the National Institutes of Health, Grant Number______."
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.
A final progress report, invention statement, and Financial Status Report are required when an award is relinquished when a recipient changes institutions or when an award is terminated.
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.We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.
Grants.gov
Customer Support (Questions regarding Grants.gov registration and
submission, downloading or navigating forms)
Contact Center Phone: 800-518-4726
Email: [email protected]
GrantsInfo (Questions regarding application instructions and
process, finding NIH grant resources)
Telephone 301-710-0267
TTY 301-451-5936
Email: [email protected]
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)
TTY: 301-451-5939
Email: [email protected]
Cathrine Sasek, Ph.D.
National Institute on Drug Abuse (NIDA)
Telephone: 301-443-6071
Email: [email protected]
Mark Swieter, Ph.D.
National Institute on Drug Abuse (NIDA)
Telephone: 301-435-1389
Email: [email protected]
Heidi Young
National Institute on Drug Abuse (NIDA)
Telephone: 703-243-5024
Email: [email protected]
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
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