Research (OER)
9000 Rockville Pike
Bethesda, Maryland 20892
and Human Services (HHS)
Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, RealPlayer or Video files, see Help Downloading Files.
DEVELOPMENT OF INNOVATIVE E-LEARNING PRODUCTS FOR WORKER SAFETY AND HEALTH
TRAINING IN HAZARDOUS WASTE AND CHEMICAL EMERGENCY RESPONSE
Release Date: December 12, 2001
RFA: RFA-ES-02-002
National Institute of Environmental Health Sciences
(http://www.niehs.nih.gov)
Letter of Intent Receipt Date: March 17, 2002
Application Receipt Date: April 17, 2002
PURPOSE
The mission of the National Institute of Environmental Health Sciences (NIEHS)
is to promote research and training that will ultimately reduce the burden of
human disease and illness occurring as a consequence of exposure to hazardous
environmental substances.
The major objective of the NIEHS Worker Education and Training Program is to
prevent work related harm by assisting in the training of workers in how best
to protect themselves and their communities from exposure to hazardous
materials encountered during hazardous waste operations, hazardous materials
transportation, environmental restoration of contaminated facilities or
chemical emergency response. The creation of prevention partnerships between
employers, employees, universities and community members has been a hallmark
of the program. A major goal of the NIEHS program is to assist organizations
efficiently and effectively with the development of institutional competency
to provide appropriate model training and education programs to hazardous
materials handlers, chemical emergency responders, and waste cleanup workers,
as specified in Section 126 (g) of the Superfund Amendments and
Reauthorization Act of 1986 (SARA).
The NIEHS program has been funded primarily on the basis of the worker
protection statutes of the Superfund Amendments and Reauthorization Act of
1986 (Section 126 of SARA). Since its authorization by Congress in 1986, the
NIEHS Worker Education and Training Program (WETP) has been funding the
development, deployment, and utilization of state-of-the–art safety and health
training for hazardous waste operations workers and chemical emergency
responders for over a decade. In addition, the WETP began administering
additional grant awards for such training that has been funded by the
Department of Energy to meet that Department's expanding high hazard
operations training needs associated with the massive environmental
restoration program being undertaken by the DOE Office of Environmental
Management (EM). More recently, additional training grant awards have been
executed and managed by WETP targeting minority HAZWOPER workers and the EPA
Brownfields program.
Through the encouragement of multi-state, university-based consortia and the
development of national non-profit organizations which have focused on
specific workforce sectors, the program has established technically-proficient
curriculum materials and quality-controlled course presentations. These
courses have been delivered to hazardous waste workers and emergency
responders in every region of the country and have established new national
benchmarks for quality worker safety and health training.
The immediate goal of worker health and safety training is educational in
nature, designed to provide students with relevant information, program-
solving skills, and the confidence needed to use these tools. Long-term goals
of the model training programs should be to assure that workers become and
remain active participants in determining and improving the health and safety
conditions under which they work and that avenues for collaborative employer-
employee relationships in creating safe workplaces are established.
NIEHS intends to build on its program experience in environmental safety and
health training by stimulating creative Small Business Innovative Research
proposals to create products that will support high quality health and safety
training for hazardous waste workers and emergency responders. To further
enhance our ability to move toward commercialization of on-line learning
technologies relevant to model safety and health training for hazardous waste
workers and emergency responders, this initiative focuses on the development
of technology driven commercial products using the Small Business Innovative
Research (SBIR)/Small Business Technology Transfer Research (STTR) program.
This RFA provides a flexible system within the SBIR program to cover the
extensive needs and complex development processes needed to develop products
to support and integrate technology-supported training for workers at
Superfund sites.
HEALTHY PEOPLE 2010
The Public Health Service (PHS) is committed to achieving the health promotion
and disease prevention objectives of "Healthy People 2010," a PHS-led national
activity for setting priority areas. This Request for Applications (RFA) is
related to one or more of the priority areas. Potential applicants may obtain
a copy of "Healthy People 2010" at http://www.health.gov/healthypeople/.
ELIGIBILITY REQUIREMENTS
Eligibility requirements are described in the Omnibus SBIR Solicitation. Each
organization submitting an SBIR/STTR grant application must qualify as a small
business concern in accordance with the definition given in Section III of the
Omnibus SBIR Solicitation
(http://grants.nih.gov/grants/funding/sbirsttr1/index.pdf).
MECHANISM OF SUPPORT
This RFA invites grant applications for Small Business Innovation Research
(SBIR) and Small Business Technology Transfer Research (STTR) projects with
award duration and amounts greater than those routinely allowed under the
SBIR/STTR program. This RFA must be read in conjunction with the Omnibus
Solicitation of the Public Health Service (Omnibus Solicitation) for Phase I
SBIR/STTR Grant Applications and the PHS 398 instructions (see
http://grants.nih.gov/grants/funding/phs398/phs398.html.) All instructions and
information in these documents also apply to applications in response to
this RFA.
This RFA is a one-time solicitation. Responsibility for the planning,
direction and execution of the proposed project will be solely that of the
applicant. Awards will be administered under NIH grants policy stated in the
NIH Grants Policy Statement, NIH publication 99-8 October 1998.
Because the length of time and cost of research involving development and
evaluation of learning technologies may exceed that routinely awarded for
SBIR/STTR grants, the NIEHS will entertain well-justified Phase I applications
for an SBIR/STTR award with a project period up to two years and a budget not
to exceed a total cost of $200,000 per year.
Consultant and contractual costs associated with Phase I: The total amount of
all consultant costs and contractual costs normally may not exceed 33 percent
of the total costs requested for Phase I SBIR applications. However, the
NIEHS will entertain well-justified Phase I applications for an SBIR award
with greater than 33 percent contractual costs when those costs are necessary
to support development and evaluation of a remediation or monitoring
technology.
A. INDIVIDUAL PHASE I APPLICATIONS. Phase I applications in response to this
RFA will be funded as Phase I SBIR Grants (R43) and STTR Grants (R41) with
modifications as described below. Applications for Phase I grants should be
prepared following the directions for Phase I SBIR/STTR applications as
described in Chapter VI of the PHS 398 Instructions
(http://grants.nih.gov/grants/funding/phs398/phs398.html.) The NIH Omnibus
SBIR Solicitation is available on the Internet at
http://grants.nih.gov/grants/funding/sbirsttr1/index.pdf.
FUNDS AVAILABLE
The NIEHS intends to commit approximately $670,000 in FY 2002 from the Worker
Education and Training Program allocation to fund three to six new awards in
response to this RFA. The number of awards will be contingent upon the
availability of funds and the receipt of a sufficient number of meritorious
applications.
BACKGROUND
NIEHS WETP, in considering the development and application of Advanced
Training Technology (ATT) to worker safety and health training, has realized
that there is a substantial challenge of integrating this new technology to
our awardee organizations. This challenge is associated with the fact that
each of the WETP awardee organizations is different with regard to its
training target audience, the computer literacy and access to such technology
among its target audience, the work its training target population performs,
and training delivery methods and means among others. In many ways, these
challenges reflect the current reality of delivering job-related training
content to any adult population in the United States. The digital divide in
its various manifestations is a reality for anyone who attempts to use ATT
approaches to effectively reach target populations with low levels of computer
experience and knowledge. This concern for hazardous waste workers and
chemical emergency responders has been particularly acute for a high risk
target population, which is characterized by ethnic and cultural diversity,
low levels of formal education, and minimal prior computer fluency.
Given the WETP core values for hands-on learning, instructor-to-learner, and
learner-to-learner interaction is viewed as a very valuable part of the
learning experience. Thus, wholesale replacement of an instructor-led course
with online (Computer-based Training or Web-based Training) methods is not
normally desirable. The virtual unanimity of views expressed by participants
at the initial WETP ATT workshop in 1999 indicates that successful ATT
insertion into an NIEHS-type program would require a careful understanding of
the relationship between individual skill-based components and hands-on,
instructor and worker-oriented training. The consensus of the workshop
participants was that these elements need to be clearly identified and that
any ATT enhancements must be clearly shown compatible with these skill
objectives for an ATT driven training program to be successful.
It is clear that there is a growing convergence between both Learning
Management Systems (LMS) and Knowledge Management Portals, which should merge
into more learner-centered technology. Moreover, there is a continuing
synthesis of traditional classroom pedagogy and the purely on-line or
computer-based method of learning, which have been characterized as a blended
learning approach. The NIEHS WETP Advanced Training Technology (ATT)
Initiative has already created a wealth of background materials that have
explored the application of technology-supported learning to the safety and
health field.
RESEARCH OBJECTIVES
NIEHS encourages applicants to this SBIR RFA to review the relevant program
documentation, to pursue partnerships and collaboration with awardees of the
WETP program, and to design new e-learning products that can extend the
existing NIEHS curricula and training programs into the digital world. The
following four areas describe the type of electronic learning products that
will be supported under this SBIR RFA. Examples include but are not limited to:
A. Products to support e-collaboration in safety and health training:
"E-collaboration in safety and health training" involves enabling
collaborative development of course materials by personnel widely separated
geographically within the same organization and between collaborators working
for different organizations. Some of these course materials exist and can be
transmitted electronically via the Internet to the instructors and/or learners
across the nation or world.
In addition to traditional face-to-face meetings and phone calls, a number of
electronic tools and online approaches can be used to facilitate distributed
teams in their creating or updating instructional products. These capabilities
include email, list serves, bulletin boards, chat rooms, threaded discussion
groups, ftp, and web-enabled database-oriented development tools. Potential
products include:
1. Create a database enabling instructors from all over the country to add
new case studies in hazardous materials response. As an instructor is
preparing to teach a course, he or she searches through this database to find
the four most applicable problems. These problems are then downloaded and
printed and included in the learner's binders.
2. Develop a technology application to enable electronic distribution of
self-study and classroom based curriculum materials to instructors and
learners who are involved hazardous materials response. This saves significant
dollars in shipping and allows for an entire community to have the latest
materials always available to them.
3. Create an electronic forum with collaboration tools to discuss needs and
provide feedback regarding new or existing courses via list serve or enable
hazardous materials instructors to post requests/recommendations to others in
the training community regarding existing courses, resources, and lessons
learned that have been deployed.
B. Products to support e-certification in safety and health training:
"E-certification in safety and health training" involves preparing and
maintaining instructor competence as a critical issue in creating and
maintaining the quality of health and safety training delivery and assuring
adequate worker protection. This ATT option entails the use of online
resources to improve instructor competence. The role of the instructor is
highly valued in the WETP. Many grantee programs have systematic approaches to
train, certify, and maintain instructor competence in both the content matter
and in teaching skills. Potential products include:
1. Developing a system to provide pre-class training as an approach to
deliver information before a class event to learners. For example, the
International Union of Operating Engineers (IUOE) has created three ATT
knowledge-oriented courses to be completed by prospective peer trainers prior
to attending their live Instructor Certification course.
2. Creating a web-based product for supporting online discussions among
instructors as an approach that can stimulate exchange before a formal
training begins. For example, the International Association of Firefighters
(IAFF) has created an online bulletin board that instructors can use to ask
content and teaching methodology questions.
3. Sharing electronic or printable resources as an approach that can make
large reference materials and resources open to learners at any time. The IAFF
has also created an online bulletin board that supports posting and sharing of
instructor produced electronic resources.
4. Providing access tools to knowledge-oriented resources through innovative
technology deployment to extend training effectiveness and continuity. Pre-
assessments (knowledge self-checks) could be posted as an "Am I ready" (useful
prior to teaching various courses), coupled with learning resources, online
reviews, or FAQ's (Frequently Asked Questions).
5. Facilitating learning technology for ATT-augmented classroom teaching as
an effective feedback and collaboration approach for training in multiple
locations. Stored streaming video clips of effective live classroom techniques
including how to use ATT effectively as a tool in the classroom can also be a
resource to trainers.
C. Products to support e-teaching in safety and health training:
"E-teaching in safety and health training" encompasses live or virtual
classroom training as significant part of effective safety and health training
delivery. A key WETP core value relative to ATT is to preserve the role of the
trainer/instructor in classroom-like environments in the modeling, teaching
and verifying of skills and knowledge. This ATT option for safety and health
training delivery looks directly at ways technology can be used appropriately
in live instructor-led, face-to-face and virtual classrooms. Potential
products include:
1. Creating applications for augmenting the face-to-face classroom environment
as an approach that can foster collaborative learning. Recent years have seen
a remarkable improvement in the capability and quality of what can be
presented electronically in the instructor-led classroom. High quality fixed
or portable projectors can be attached to desktop or portable computers to
enable the instructor to augment the classroom learning experience in very
exciting ways.
2. Technology applications for using special computer-equipped classrooms to
bring technology seamlessly into the learning process. Some classrooms,
particularly those designed to teach programming or use of the Internet will
have several networked computers (one for each learner or pair of learners).
In these classrooms, the instructor can facilitate the hands-on learning of
the new skills and may be able to show the entire class what one individual or
team is learning. Group brainstorming and decision-making, if appropriate to
the class objectives, are also supported in these classrooms.
3. Technology applications for broadcasting live classes to remote learners
that can reach learners who have no access to technical safety and health
resources. Various new web broadcasting technologies are making it possible
for an instructor to teach in real time over the Internet (similar to video
conferencing which works over phone lines or satellite broadcasts that must be
up-linked and then picked up through receivers). The most sophisticated
systems digitize and send a video (and audio) stream (live) over the Internet
that learners can pickup at their desktops or in learning centers.
D. Products to support e-learning in safety and health training:
"E-learning in safety and health training" involves technology deployment to
provide individualized or small group based training in learning centers, in a
technology-enabled "smart classroom" or to learner's desktop is a core part of
the technology-supported learning process. As an ATT option, e-learning is
used to enable individualized learning, at the learners' convenience and own
pace, prior to, as part of, after, or in place of classroom training. E-
learning capability is now available to learners at their workplace (desktop,
shared computer/kiosk, or learning center) and optionally at home or at the
union hall. While multimedia computers connected to the Internet are much
more widely available each year, care must be taken to ensure that a targeted
set of learners will in fact have the needed access to workstations or
learning centers. Potential products include:
1. Creation of applications to provide pre-class assessment and preparatory
assignments. Just as instructors within IUOE program have been required to
complete certain online courses prior to coming to their onsite instructor
certification course, there may be analogous situations where learners who may
have not been required to use what they learned previously to do some online
pre-assessing and reviewing. This would enable them to catch up to main group
and greatly simplify the instructor's job. It may also enable the classroom
activities to be more focused on application and doing than on background
information and knowledge.
2. Building a technology-supported learning medium for separating out
knowledge-based components of a health and safety course and teaching it via a
blended approach. Using primarily online methods, Hazardous Materials
Training and Research Institute's (HMTRI) online HAZWOPER course is an
excellent example for this application. For courses with objectives beyond
familiarization, these knowledge-based components (sub-courses) must be
matched with hands-on components (sub-courses). Familiarization-only courses
may be appropriate as standalone online courses as there is no implied
capabilities to be demonstrated other than awareness. The following are types
of content and activities that are commonly taught via online learning: facts
and concept knowledge acquisition including drill and practice (e.g. rail-
workers first responder course). Animations and simulations including virtual
walkthroughs, procedure practice, case studies, problems, assignments and
quizzes and tests may also be part of this application approach.
3. Creation of an Electronic Performance Support System (EPSS) as a post-
training resource for workers involved in HAZWOPER activities. Providing post-
class follow-up, refresher training, review and online reference allows
learners to re-access the online course and materials for up to a year after
completing it. The traditional workplace or craft-based EPSS may also be
blended with knowledge management or web-based portal applications.
4. Learning technology applications and collaboration tools for augmenting
live or individualized training with email, discussion groups, and other
collaborative tools for not-at-the-same-time (asynchronous) communications and
learning. This can be done between instructor and student(s) via email to
provide feedback and answer questions or between students working as teams and
on group assignments (via discussion groups and collaborative tools).
INCLUSION OF CHILDREN AS PARTICIPANTS IN RESEARCH INVOLVING HUMAN SUBJECTS
It is the policy of NIH that children (i.e., individuals under the age of 21)
must be included in all human subjects research, conducted or supported by the
NIH, unless there are scientific and ethical reasons not to include them.
This policy applies to all initial (Type 1) applications submitted for receipt
dates after October 1, 1998.
All investigators proposing research involving human subjects should read the
"NIH Policy and Guidelines" on the Inclusion of Children as Participants in
Research Involving Human Subjects that was published in the NIH Guide for
Grants and Contracts, March 6, 1998, and is available at the following URL
address: http://grants.nih.gov/grants/guide/notice-files/not98-024.html.
Investigators also may obtain copies of these policies from the program staff
listed under INQUIRIES. Program staff may also provide additional relevant
information concerning the policy.
INCLUSION OF WOMEN AND MINORITIES IN RESEARCH INVOLVING HUMAN SUBJECTS
It is the policy of the NIH that women and members of minority groups and
their sub-populations must be included in all NIH-supported biomedical and
behavioral research projects involving human subjects, unless a clear and
compelling rationale and justification are provided indicating that inclusion
is inappropriate with respect to the health of the subjects or the purpose of
the research. This policy results from the NIH Revitalization Act of 1993
(Section 492B of Public Law 103-43).
All investigators proposing research involving human subjects should read the
UPDATED "NIH Guidelines for Inclusion of Women and Minorities as Subjects in
Clinical Research," published in the NIH Guide for Grants and Contracts on
August 2, 2000
(http://grants.nih.gov/grants/guide/notice-files/NOT-OD-00-048.html);
a complete copy of the updated Guidelines are available at
http://grants.nih.gov/grants/funding/women_min/guidelines_update.htm: The
revisions relate to NIH defined Phase III clinical trials and require: a) all
applications or proposals and/or protocols to provide a description of plans
to conduct analyses, as appropriate, to address differences by sex/gender
and/or racial/ethnic groups, including subgroups if applicable; and b) all
investigators to report accrual, and to conduct and report analyses, as
appropriate, by sex/gender and/or racial/ethnic group differences.
URLs IN NIH GRANT APPLICATIONS OR APPENDICES
All applications and proposals for NIH funding must be self-contained within
specified page limitations. Unless otherwise specified in an NIH
solicitation, internet addresses (URLs) should not be used to provide
information necessary to the review because reviewers are under no obligation
to view the Internet sites. Reviewers are cautioned that their anonymity may
be compromised when they directly access an Internet site.
PUBLIC ACCESS TO RESEARCH DATA THROUGH THE FREEDOM OF INFORMATION ACT
The Office of Management and Budget (OMB) Circular A-110 has been revised to
provide public access to research data through the Freedom of Information Act
(FOIA) under some circumstances. Data that are (1) first produced in a project
that is supported in whole or in part with Federal funds and (2) cited
publicly and officially by a Federal agency in support of an action that has
the force and effect of law (i.e., a regulation) may be accessed through FOIA.
It is important for applicants to understand the basic scope of this
amendment. NIH has provided guidance at:
http://grants.nih.gov/grants/policy/a110/a110_guidance_dec1999.htm.
Applicants may wish to place data collected under this RFA (PA) in a public
archive, which can provide protections for the data and manage the
distribution for an indefinite period of time. If so, the application should
include a description of the archiving plan in the study design and include
information about this in the budget justification section of the application.
In addition, applicants should think about how to structure informed consent
statements and other human subjects' procedures given the potential for wider
use of data collected under this award.
LETTER OF INTENT
Prospective applicants are asked to submit a letter of intent that includes a
descriptive title of the proposed research, the name, address, and telephone
number of the Principal Investigator, the identities of other key personnel
and participating institutions, and the number and title of the RFA in
response to which the application may be submitted. 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 NIEHS staff
to estimate the potential review workload and plan the review.
The letter of intent is to be sent by the letter of intent receipt date
listed to:
Ethel B. Jackson, DDS
Chief, Scientific Review Branch
Office of Program Operations
Division of Extramural Research and Training
National Institute of Environmental Health Sciences
P.O. Box 12233, MD EC-30
79 TW Alexander Drive, Building 4401
Research Triangle Park, NC 27709
Phone: (919) 541-7846
Fax: (919) 541-2503
E-mail: jackson4@niehs.nih.gov
APPLICATION PROCEDURES
Applicants should follow the instructions for SBIR Phase I submission with the
modifications as noted in this RFA.
This RFA must be read in conjunction with the OMNIBUS SOLICITATION OF THE
PUBLIC HEALTH SERVICE FOR SMALL BUSINESS INNOVATION RESEARCH GRANT (SBIR) and
SMALL BUSINESS TECHNOLOGY TRANSFER (STTR) GRANT APPLICATIONS. All of the
instructions apply with the following exceptions:
- Special receipt date
- Additional award considerations
Applications received in response to this RFA are to be prepared as described
in the PHS 398 Instructions, which are available at
http://grants.nih.gov/grants/funding/phs398/phs398.html.
Applicants should follow the instructions for SBIR Phase I submission with the
modifications as noted in this RFA. A sample Phase I SBIR application can be
found at http://www.nhlbi.nih.gov/funding/sbir/modelsbi.htm.
Projects may be presented for SBIR/STTR support at all stages of learning
technology development. Projects will be evaluated on overall innovation and
success potential. The future year support will be contingent upon NIEHS
programmatic evaluation to ensure that the investigators are accomplishing
milestones and time lines presented in the original application.
The RFA label available in the PHS 398 (rev. 5/2001) application form must be
affixed to the bottom of the face page of the application. Type the RFA
number on the label. Failure to use this label could result in delayed
processing of the application such that it may not reach the review committee
in time for review. In addition, the RFA title and number must be typed on
line 2 of the face page of the application form and the YES box must be
marked. The RFA label is also available at:
http://grants.nih.gov/grants/funding/phs398/label-bk.pdf.
For purposes of identification and processing, the title and number of this
RFA must be shown in item 2 on the face page of the SBIR/STTR Phase I
applications.
Submit a signed, typewritten original of the application, including the
Checklist, and three signed, photocopies, in one package to:
CENTER FOR SCIENTIFIC REVIEW
NATIONAL INSTITUTES OF HEALTH
6701 ROCKLEDGE DRIVE, ROOM 1040, MSC 7710
BETHESDA, MD 20892-7710
BETHESDA, MD 20817 (for express/courier service)
At the time of submission, two additional copies of the applications must be
sent to:
Ethel B. Jackson, DDS
Chief, Scientific Review Branch
Office of Program Operations
Division of Extramural Research and Training
National Institute of Environmental Health Sciences
79 T.W. Alexander Drive
Bldg. 4401, Rm. 110
Research Triangle Park, NC 27709
Phone: (919) 541-7846
Fax: (919) 541-2503
E-mail: jackson4@niehs.nih.gov
Applications must be received by the application receipt date listed in the
heading of this RFA. If an application is received after that date, it will
be returned to the applicant without review.
The Center for Scientific Review (CSR) will not accept any application in
response to this RFA that is essentially the same as one currently pending
review, unless the applicant withdraws the pending application. The CSR will
not accept any application that is essentially the same as one already
reviewed. This does not preclude the submission of substantial revisions of
applications already reviewed, but such applications must include an
Introduction addressing the previous critique.
REVIEW CONSIDERATIONS
Upon receipt, applications will be reviewed for completeness by CSR and
responsiveness by the NIEHS Scientific Review Branch. Incomplete and/or non-
responsive applications will be returned to the applicant without further
consideration.
Applications that are complete and responsive to the RFA will be evaluated for
scientific and technical merit by an appropriate peer review group convened by
the NIEHS in accordance with the standard NIH peer review procedures. As part
of the initial merit review, all applications will receive a written critique
and undergo a process in which only those applications deemed to have the
highest scientific merit, generally the top half of the applications under
review, will be discussed and assigned a priority score.
REVIEW CRITERIA
Review criteria are described in the Omnibus SBIR Solicitation and available
on the web at the following URL address:
http://grants.nih.gov/grants/funding/sbirsttr1/index.pdf.
Additional review criteria are that the proposal must produce a learning
technology that is relevant to health and safety issues faced by workers and
chemical emergency responders at Superfund sites and that the application must
address the evaluation and validation of the method. The phase I application
should specify clear, measurable goals and milestones.
The goals of NIH-supported research are to advance our understanding of
biological systems, improve the control of disease, and enhance health. In
the written comments reviewers will be asked to discuss the following aspects
of the application in order to judge the likelihood that the proposed research
will have a substantial impact on the pursuit of these goals. Each of these
criteria will be addressed and considered in assigning the overall score,
weighting them as appropriate for each application. Note that the application
does not need to be strong in all categories to be judged likely to have major
scientific impact and thus deserve a high priority score. For example, an
investigator may propose to carry out important work that by its nature is not
innovative but is essential to move a field forward.
SBIR/STTR Review Criteria
In considering the scientific and technical merit of each application, the
following criteria will be used:
All SBIR/STTR Applications
o Significance
- Does the proposed project have commercial potential to lead to a
marketable product or process? Does this study address an important problem?
- What may be the anticipated commercial and societal benefits of the
proposed activity?
- If the aims of the application are achieved, how will scientific
knowledge be advanced?
- Does the proposal lead to enabling technologies (e.g., instrumentation,
software) for further discoveries?
- Will the technology have a competitive advantage over existing/alternate
technologies that can meet the market needs?
o Approach
- Are the conceptual framework, design, methods, and analyses adequately
developed, well-integrated, and appropriate to the aims of the project?
- Is the proposed plan a sound approach for establishing technical and
commercial feasibility
- Does the applicant acknowledge potential problem areas and consider
alternative strategies?
- Are the milestones and evaluation procedures appropriate?
o Innovation
- Does the project challenge existing paradigms or employ novel
technologies, approaches or methodologies?
- Are the aims original and innovative?
- Investigators
- Is the Principal Investigator capable of coordinating and managing the
proposed SBIR/STTR?
- Is the work proposed appropriate to the experience level of the Principal
Investigator and other researchers, including consultants and subcontractors
(if any)?
- Are the relationships of the key personnel to the small business and to
other institutions appropriate for the work proposed?"
o Environment
- Is there sufficient access to resources (e.g., equipment, facilities)?
- Does the scientific and technological environment in which the work will
be done contribute to the probability of success?
- Do the proposed experiments take advantage of unique features of the
scientific environment or employ useful collaborative arrangements?
In accordance with NIH policy, the following criteria will be applied to ALL
applications:
o Biohazards
- Is the use of materials or procedures that are potentially hazardous to
research personnel and/or the environment proposed?
- Is the proposed protection adequate?
o Animal Welfare
- If vertebrate animals are involved, are adequate plans proposed for their
care and use?
- Are the applicant's responses to the five required points appropriate?
- Will the procedures be limited to those that are unavoidable in the
conduct of scientifically sound research?
o Budget
- For all applications, is the percent effort listed for the PI appropriate
for the work proposed?
- On applications requesting up to $100,000 total costs, is the overall
budget realistic and justified in terms of the aims and methods proposed?
- On applications requesting over $100,000 in total costs, is each budget
category realistic and justified in terms of the aims and methods?
In accordance with NIH policy, all applications will also be reviewed with
respect to the following:
o Protection of Human Subjects from Research Risks - for all studies involving
human subjects. See instructions and "Guidance for Preparing the Human
Subjects Research Section".
- If an exemption is claimed, is it appropriate for the work proposed? If no
exemption is claimed, are the applicant's responses to the six required
points appropriate?
- Are human subjects placed at risk by the proposed study? If so, are the
risks reasonable in relation to the anticipated benefits to the subjects
and others? Are the risks reasonable in relation to the importance of the
knowledge that reasonably may be expected to be gained?
- Are the plans proposed for the protection of human subjects adequate?
Inclusion of Women Plan - for clinical research only. See instructions.
- Does the applicant propose a plan for the inclusion of both genders that
will provide their appropriate representation? Does the applicant provide
appropriate justification when representation is limited or absent?
- Does the applicant propose appropriate and acceptable plans for
recruitment/outreach and retention of study participants?
Inclusion of Minorities Plan - for clinical research only
- Does the applicant propose a plan for the inclusion of minorities that
will provide their appropriate representation? Does the applicant provide
appropriate justification when representation is limited or absent?
- Does the applicant propose appropriate and acceptable plans for
recruitment/outreach and retention of study participants?
Inclusion of Children Plan- for all studies involving human subjects
- Does the applicant describe an acceptable plan in which the representation
of children of all ages (under the age of 21) is scientifically
appropriate and recruitment/retention is addressed realistically?
- If not, does the applicant provide an appropriate justification for their
exclusion?
Data and Safety Monitoring Plan - for clinical trials only
- Does the applicant describe a Data and Safety Monitoring Plan that defines
the general structure of the monitoring entity and mechanisms for reporting
Adverse Events to the NIH and the IRB?
Phase II Application Review Criteria
In addition to the above criteria:
- How well did the applicant demonstrate progress toward meeting the Phase I
objectives, demonstrating feasibility, and providing a solid foundation
for the proposed Phase II activity?
- Did the applicant submit a concise Product Development Plan that
adequately addresses the four areas described in the Research Plan, item
J?
- Does the project carry a high degree of commercial potential, as described
in the Product Development Plan?
Amended Applications
In addition to the above criteria, the following criteria will be applied to
revised applications.
- Are the responses to comments from the previous SRG review adequate?
- Are the improvements in the revised application appropriate?
Phase I/Phase II Fast-Track Application Review Criteria
For Phase I/Phase II Fast Track applications, the following criteria also will
be applied:
- Does the Phase I application specify clear, appropriate, measurable goals
(milestones) that should be achieved prior to initiating Phase II?
- Did the applicant submit a concise Product Development Plan that
adequately addresses the four areas described in the Research Plan, item
J?
- To what extent was the applicant able to obtain letters of interest,
additional funding commitments, and/or resources from the private sector
or non-SBIR/STTR funding sources that would enhance the likelihood for
commercialization?
- Does the project carry a high degree of commercial potential, as described
in the Product Development Plan?
Phase I and Phase II Fast-Track applications that satisfy all of the review
criteria will receive a single rating. Failure to provide clear, measurable
goals may be sufficient reason for the scientific review group to exclude the
Phase II application from Fast-Track review.
ADDITIONAL CONSIDERATIONS
In addition to the above criteria, in accordance with NIH policy, all
applications will also be reviewed with respect to the following:
o The reasonableness of the proposed budget and duration in relation to the
proposed research.
o The adequacy of the proposed protection for humans, animals or the
environment, to the extent they may be adversely affected by the project(s)
proposed in the application.
o Applicants should adequately address the concerns raised in the NIEHS WETP
ATT HAZWOPER in April 1999, the WETP ATT Pilots Lessons Learned Report in
September 2000, and the Development of an Integrated WETP ATT Program: Final
Report in April 2001.
o Applications should describe the potential creation of further
opportunities for testing, evaluating, mentoring and partnership building
between various NIEHS WETP consortia and other grantee organizations in the
development and deployment of e-learning products for safety and health
training.
o Proposed product development research should propose methodologies for the
development, delivery and evaluation of health and safety content with a focus
on new, technology-supported approaches that improve learning, reduce costs,
and can be demonstrated as effective.
o Each of the proposed product research and development processes should
include an effectiveness evaluation schema to assess the learning and
retention process as part of the product deployment, as well as a lessons
learned format to document and capture the process of product development and
documentation.
o Proposed learning products should be created for compatibility with the
federal government's Sharable Content Object Reference Model (SCORM) to assure
interoperability of technology-supported learning applications.
SCHEDULE
Letter of Intent Receipt Date: March 17, 2002
Application Receipt Date: April 17, 2002
Review Date: June 2002
Council Review: September 2002
Earliest Anticipated Start Date: September 30, 2002
AWARD CRITERIA
The following will be considered when making funding decisions: quality of the
proposed project as determined by peer review, program balance among
development areas of the announcement, the availability of funds, and the
commercialization status where the small business concern has received more
than 15 Phase II awards in the prior five fiscal years, if applicable (see
this application requirement under "Prior SBIR Phase II Awards" found in the
"Introduction and Application Instructions" potion of the Omnibus Solicitation).
INQUIRIES
Inquiries concerning this RFA are encouraged. Potential applicants are
strongly encouraged to contact program staff for pre-application guidance
and/or for more specific information on the research topics described in this
RFA. They are also encouraged to read the advice and information on SBIR
programs located on the Internet at:
http://grants.nih.gov/grants/funding/sbirsttr1/index.pdf.
Direct inquiries regarding programmatic issues to:
Mr. Joseph T. "Chip" Hughes Jr., MPH, Director
Worker Education and Training Program
Division of Extramural Research and Training
National Institute of Environmental Health Sciences
PO Box 12233, MD EC-25
RTP, NC 27709
Phone: 919-541-0217
Email: hughes3@niehs.nih.gov
WETP web: http://www.niehs.nih.gov/wetp
or
Ms. Sharon Beard
Program Administrator
Worker Education and Training Program
Division of Extramural Research and Training
National Institute of Environmental Health Sciences
P.O. Box 12233
111 T.W. Alexander Drive, MD EC-25
Research Triangle Park, NC 27709
Telephone: (919) 541-1863
Fax: (919) 316-0462
E-mail: beard1@niehs.nih.gov
Direct inquiries regarding review issues to:
Ethel B. Jackson, DDS
Chief, Scientific Review Branch
Office of Program Operations
National Institute of Environmental Health Sciences
PO Box 12233
111 T.W. Alexander Drive, MD EC-02
Research Triangle Park, NC 27709
Telephone: (919) 541-1307
Fax: (919) 541-2503
E-mail: jackson4@niehs.nih.gov
Direct inquiries regarding fiscal matters to:
Ms. Carolyn Mason
Deputy Chief
Grants Management Branch
Office of Program Operations
National Institute of Environmental Health Sciences
PO Box 12233
111 T.W. Alexander Drive, MD EC-22
Research Triangle Park, NC 27709
Telephone: (919) 541-1373
Fax: (919) 541-2860
E-mail: mason6@niehs.nih.gov
AUTHORITY AND REGULATIONS
This program is described in the Catalog of Federal Domestic Assistance No.
93.113, 93.115 and 95.143 (NIEHS Superfund Hazardous Substances Basic Research
and Education Grant Program). Awards will be made under authority of the
Superfund Amendments and Reauthorization Act of 1986, Title 1, Section III,
and Title II, Section 209 (Public Law 99-499); and are made under
authorization of sections 301 and 405 of the Public Health Service Act as
amended (42 USC 241 and 284) and administered under NIH grants policies and
Federal Regulations 42 CFR Part 52 and 45 Part 74 and 92. This program is not
subject to the intergovernmental review requirements of Executive Order 12372
or Health Systems Agency review.
The PHS strongly encourages all grant recipients to provide a smoke-free
workplace and promote the non-use of all tobacco products. In addition,
Public Law 103-227, the Pro-Children Act of 1994, prohibits smoking in certain
facilities (or in some cases, any portion of a facility) in which regular or
routine education, library, day care, health care, or early childhood
development services are provided to children. This is consistent with the
PHS mission to protect and advance the physical and mental health of the
American people.
Return to NIH Guide Main Index
|
|
Office of Extramural Research (OER) |
|
National Institutes of Health (NIH) 9000 Rockville Pike Bethesda, Maryland 20892 |
|
Department of Health and Human Services (HHS) |
|
||||
|
Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, RealPlayer or Video files, see Help Downloading Files. |
||||||||||