National Institutes of Health (NIH)
National Institute of Mental Health (NIMH)
Funding Opportunity Title
NIMH Short Courses for Mental Health-Related Research Education (R25)
R25 Education Projects
Reissue of PAR-10-267
Funding Opportunity Announcement (FOA) Number
Companion Funding Opportunity
Catalog of Federal Domestic Assistance (CFDA) Number(s)
Funding Opportunity Purpose
This Funding Opportunity Announcement (FOA), issued by the National Institute of Mental Health (NIMH), encourages Research Education Grant (R25) applications from Institutions/Organizations that propose to develop, implement and evaluate creative, innovative, and state-of-the-art short courses that will facilitate the development of a sophisticated cadre of investigators with the requisite scientific research skills to advance the mission of the NIMH, namely to transform the understanding and treatment of mental illnesses through research. Each short course is expected to include both didactic and hands-on experiences. Participants are limited to graduate/medical students, medical residents, postdoctoral scholars, and/or early-career faculty.
August 10, 2012
Open Date (Earliest Submission Date)
August 25, 2012
Letter of Intent Due Date
30 days before the application due date.
Application Due Date(s)
September 25, 2012, September 25, 2013, September 25, 2014,by 5:00 PM local time of applicant organization.
AIDS Application Due Date(s)
Scientific Merit Review
February/March 2013, February/March 2014, February/March 2015
Advisory Council Review
May 2013, May 2014, May 2015
Earliest Start Date(s)
July 1, 2013; July 1, 2014; July 1, 2015
Now August 5, 2014, reissued as PAR-14-305. (Originally September 26, 2014)
Due Dates for E.O. 12372
Required Application Instructions
It is critical that applicants follow the instructions in the SF 424 (R&R) Application Guide except where instructed to do otherwise (in this FOA or in a Notice from the NIH Guide for Grants and Contracts). Conformance to all requirements (both in the Application Guide and the FOA) is required and strictly enforced. Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.
Part 1. Overview Information
Part 2. Full Text of the Announcement
Section I. Funding Opportunity Description
Section II. Award Information
Section III. Eligibility Information
Section IV. Application and Submission Information
Section V. Application Review Information
Section VI. Award Administration Information
Section VII. Agency Contacts
Section VIII. Other Information
The purpose of the NIH Research Education Programs (R25) is to support research education activities in the mission areas of the NIH. While these Programs may have various goals across the NIH Institutes and Centers, the goal of the NIMH R25 Program is to augment the education and training of the scientific workforce to meet the nation’s biomedical, behavioral, and clinical research needs in the mission areas of the NIMH (see http://www.nimh.nih.gov/about/strategic-planning-reports/index.shtml). The NIMH R25 Program currently provides four thematic funding opportunities: 1) short courses for mental health-related research education (PAR-12-262); 2) research education programs supporting psychiatric residents (PAR-12-263); 3) mentoring networks for mental health-related research education (PAR-12-264); and 4) research education mentoring programs for HIV/AIDS researchers (PAR-11-002). Note that applications in the area of HIV/AIDS research education will only be accepted in response to PAR-11-002.
Recommendations made by National Advisory Mental Health Council Workgroups on Research Training (http://www.nimh.nih.gov/about/advisory-boards-and-groups/namhc/reports/investing-in-the-future.pdf) and Neurodevelopment (http://www.nimh.nih.gov/about/advisory-boards-and-groups/namhc/neurodevelopment_workgroup_report.pdf) encourage the NIMH to support programs that provide state-of-the-art, pedagogical opportunities for individuals during the formative stages of their career. To these ends, this FOA encourages the development of creative and innovative short courses that will provide education in state-of-the-art research skills important to advancing the Institute's mission and fulfilling the objectives of the current NIMH Strategic Plan (http://www.nimh.nih.gov/about/strategic-planning-reports/index.shtml). R25 support for short courses to enhance acquisition of specific research skills will thus help ensure that a pool of highly trained scientists is available in adequate numbers and in appropriate research areas to advance the mission of the NIMH.
This FOA will support the development, implementation, and evaluation of innovative and interactive short courses for scientists interested in learning state-of-the-art tools, methods and knowledge needed to conduct research on topics that are well aligned with the mission of the NIMH. The theoretical and methodological topics included in each short course must be clearly related to the mission of the NIMH and are expected to reflect one or more aspects of the research priorities of the NIMH. Depending on the stated goals of the proposed short course, its duration can vary from one week or less to a maximum of 12 weeks. Applicants are expected to describe the learning objectives for the proposed short course, how the proposed short course will enhance existing research skills and capabilities of the participants, and how the learning will be measured. Participants are limited to graduate/medical students, medical residents, postdoctoral scholars, and/or early-career faculty. The NIMH expects all programs to foster the participation of individuals from racial and ethnic groups underrepresented in biomedical and behavioral research, individuals with disabilities, and women.
Although research education grants are not typical research instruments, they do involve experiments in education and/or dissemination of research knowledge that require an evaluation plan in order to determine their effectiveness. As such, each application must include a plan to evaluate the activities proposed (see Section IV.2, Evaluation Plan). A plan for disseminating results is also required in order that the larger scientific community may benefit from the activities of NIMH R25 programs (see Section IV.2, Dissemination Plan).
The proposed research education program may complement ongoing research training and education occurring at the applicant institution, but the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support. The R25 is not a substitute for an institutional research training program (T32) and cannot be used to circumvent or supplement Ruth L. Kirschstein National Research Service Award (NRSA) mechanisms.
Applicants are strongly encouraged to contact NIMH program staff for current information about targeted priorities and policies before preparing an application (see Section VII).
Application Types Allowed
The OER Glossary and the SF 424 (R&R) Application Guide provide details on these application types.
Funds Available and Anticipated Number of Awards
The number of awards is contingent upon NIH appropriations, and the submission of a sufficient number of meritorious applications.
Application budgets may not exceed $200,000 in direct costs annually and are expected to reflect actual needs of the proposed project .
Award Project Period
Scope of the proposed project should determine the project period. The maximum period is 5 years.
Individuals designing, directing, and implementing the research education program may request salary and fringe benefits appropriate for the person months devoted to the program. Salaries requested may not exceed the levels commensurate with the institution's policy for similar positions and may not exceed the congressionally mandated cap. (If mentoring interactions and other activities with students/participants are considered a regular part of an individual's academic duties, then any costs associated with the mentoring and other interactions with students/participants are not allowable costs from grant funds). Personnel costs may not exceed 25% of the total direct costs in any year. Costs to support the course director(s) are considered Personnel costs.
Participants may be paid if specifically required for the
proposed research education program and sufficiently justified. Participant
costs must be itemized in the proposed budget.
Other Program-Related Expenses
Consultant costs, equipment, supplies, travel for key persons, and other program-related expenses may be included in the proposed budget. These expenses must be justified as specifically required by the proposed program and must not duplicate items generally available at the applicant institution. Consultant costs may not be used to substitute for Personnel 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
All Program Director(s)/Principal
Investigator(s) (PD(s)/PI(s)) must also work with their institutional officials
to register with the eRA Commons or ensure their existing eRA Commons account
is affiliated with the eRA Commons account of the applicant organization.
All registrations must be completed by the application due date.
The sponsoring institution must assure support for the proposed program. Appropriate institutional commitment to the program includes the provision of adequate staff, facilities, and educational resources that can contribute to the planned program.
Institutions with existing Ruth L. Kirschstein National Research Service Award (NRSA) institutional training grants (e.g., T32) or other Federally funded training programs may apply for a research education grant provided that the proposed educational experiences are distinct from those training programs receiving NIH support. In many cases, it is anticipated that the proposed research education program will complement ongoing research training occurring at the applicant institution.
Non-domestic (non-U.S.) Entities (Foreign Institutions) are
not eligible to apply.
Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.
Foreign components, as defined in theNIH Grants Policy Statement, are not allowed.
Applicant organizations must complete the following registrations
as described in the SF 424 (R&R) Application Guide to be eligible to apply
for or receive an award. Applicants must have a valid Dun and Bradstreet
Universal Numbering System (DUNS) number in order to begin each of the following
All Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)) 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 4-6 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 Program Director(s)/Principal
Investigator(s) (PD(s)/PI(s)) is invited to work with his/her organization to
develop an application for support. Individuals from diverse backgrounds,
including underrepresented racial and ethnic groups, individuals with
disabilities, and women are always encouraged to apply for NIH support.
For institutions/organizations proposing multiple PD(s)/PI(s), visit the Multiple Program Director(s)/Principal Investigator(s) Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF 424 (R&R) Application Guide.
The PD(s)/PI(s) 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(s)/PI(s) will be expected to monitor and assess the program and submit all documents and reports as required.
The PD(s)/PI(s) should have a strong track record as an educator in a scientific area related to the topic of the proposed short course.
This FOA does not require cost sharing as defined in the NIH Grants Policy Statement.
Applicant organizations may submit more than one application, provided that each application is scientifically distinct.
NIH will not accept any application in response to this FOA that is essentially the same as one currently pending initial peer review unless the applicant withdraws the pending application. NIH will not accept any application that is essentially the same as one already reviewed. Resubmission applications may be submitted, according to the NIH Policy on Resubmission Applications from the SF 424 (R&R) Application Guide.
Researchers from diverse backgrounds, including racial and ethnic minorities, persons with disabilities, and women are encouraged to participate as course faculty. These individuals should have research expertise and experience relevant to the proposed program.
Participants are limited to graduate/medical students, medical residents, postdoctoral scholars, and/or early-career faculty.
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:
The letter of intent should be sent to:
NIMH Referral Office
Division of Extramural Activities
National Institute of Mental Health
6001 Executive Boulevard, Room 6154, MSC 9609
Bethesda, MD 20892-9609
Rockville, MD 20852 (for express/courier service)
Telephone: (301) 443-3367
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 submission of applications for this FOA. Follow the instructions in the SF 424 (R&R) Application Guide to ensure you complete all appropriate “optional” components.
All page limitations described in the SF424 (R&R) Application Guide and the Table of Page Limits must be followed.
Follow all instructions provided in the SF424 (R&R) Application Guide with the following modifications:
Facilities & Other Resources
Describe the educational environment, including the facilities, laboratories, participating departments, computer services, and any other resources to be used in the development and implementation of the proposed program. List all thematically related sources of support for research training and education following the format for Current and Pending Support.
Advisory Committee (Uploaded via the Other Attachments section)
A plan may be provided for the appointment of an Advisory Committee to monitor progress. Composition, responsibilities, frequency of meetings, and other relevant information should be included. Describe the composition of the Advisory Committee, identifying the role and the desired expertise of members. Describe how the Advisory Committee will function in providing oversight of the program, and the evaluation of the overall effectiveness of the program. Note that proposed Advisory Committee members should not be named in the application, particularly if they include individuals from outside the institution. However, renewal applications with Advisory Committees should include names of existing advisors. Please name your file “Advisory_Committee.pdf”.
The filename provided for each “Other Attachment” will be the name used for the bookmark in the electronic application in eRA Commons.
Key Personnel must include the PD(s)/PI(s) (or multiple PD(s)/PI(s)) as well as any other key persons (such as those involved in developing, implementing, directing, monitoring, evaluating, etc., who are integral to the proposed research education program) participating in the research education program.
Course director(s) are considered Key Personnel.
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(s)/Principal Investigator(s), Program Faculty/Staff, Program Participants, Diversity Recruitment and Retention Plan, Plan for Instruction in the Responsible Conduct of Research, Evaluation Plan, and 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. Provide the rationale for the proposed short course including the scientific need and timeliness, how the course complements existing course/training opportunities (as appropriate), and how the course objectives relate to the mission and current research priorities of the NIMH. The Program Plan should provide programmatic detail on course objectives and curriculum; proposed didactics and hands-on laboratory activities to fulfill the proposed course objectives; currently available educational materials as well as any that will be developed as part of the proposed course; and how accomplishment of course objectives by participants will be measured. Describe the format and instructional methods (e.g., live vs. media-based instruction). Course duration and frequency as well as the number of anticipated participants in each offering of the course should be stated. This section should also describe expected processes for: (a) planning and implementing the proposed educational activities; and (b) coordinating among existing training or research activities available at the site (where appropriate). Describe any plans for enabling continued exchange of information after participants return to their home institutions. Describe how the short course may be modified over time depending upon the outcome of the initial offering and participant feedback and/or new developments in the field in order to ensure that the course continues to be at the cutting edge. A course syllabus should be included in the Appendix.
For Renewal Applications, the Progress Report should describe the previously supported short course and its objectives, results of the outcomes measured, the number and characteristics of participants in the past project period, materials disseminated, and any changes in administration, course design/objectives, or targeted participant groups during the prior funding period. The description of the proposed short course for the next funding period should highlight how the short course continues to offer education at the scientific cutting-edge as well as any changes in course objectives, curriculum, and/or activities that are planned to maintain the currency of the research education offered.
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. If multiple institutions are participating in a single application, they should all be clearly involved in the planning, implementation, and assessment of the program, and should all provide appropriate documentation of institutional commitment.
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 commitment and support for the proposed program. For this funding opportunity, provide evidence that the short course PD/PI has a track record as an educator in a scientific area related to the topic of the proposed short course and is actively engaged in research or other scholarly activity in an area related to the mission of the NIMH.
Program Faculty/Staff (Component of Research Education Program Plan)
Describe the characteristics and responsibilities of the participating faculty; provide evidence that the participating faculty are actively engaged in research or other scholarly activities related to the mission of NIH. Describe the criteria and processes used to select and remove participating faculty. For this funding opportunity, provide information about the track records of the participating faculty as educators and information concerning their current engagement in research or other scholarly activity related to the mission of the NIMH.
Program Participants (Component of Research Education Program Plan)
Provide details about the pool of expected participants, their qualifications, recruitment strategies and sources of applicant pool, etc. Describe plans for announcing the short course, recruiting participants nationally, application procedures, and criteria for evaluation and selection of participants including information about plans to recruit and select participants whose research interests intersect with the mission of the NIMH.
Diversity Recruitment and Retention Plan (Component of Research Education Program Plan)
The NIH recognizes a unique and compelling need to
promote diversity in the biomedical, behavioral, clinical and social sciences
research workforce. The NIH expects efforts to diversify the workforce to lead
to the recruitment of the most talented researchers from all groups; to improve
the quality of the educational and training environment; to balance and broaden
the perspective in setting research priorities; to improve the ability to
recruit subjects from diverse backgrounds into clinical research protocols; and
to improve the Nation's capacity to address and eliminate health disparities.
Accordingly, the NIH continues to encourage institutions to diversify their student and faculty populations and thus to increase the participation of individuals currently underrepresented in the biomedical, clinical, behavioral, and social sciences such as: individuals from underrepresented racial and ethnic groups; individuals with disabilities; and individuals from socially, culturally, economically, or educationally disadvantaged backgrounds that have inhibited their ability to pursue a career in health-related research. Institutions are encouraged to identify candidates who will increase diversity on a national 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 U.S. Pacific Islands.
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
New applications must include a description of plans to enhance recruitment of a diverse participant pool and may wish to include data in support of past accomplishments.
Renewal applications must include a detailed account of experiences in recruiting individuals from underrepresented groups during the previous funding period. Information must be included on successful and unsuccessful recruitment strategies including aggregate information on the distribution of:
For those individuals who were appointed to the
program, the report should include information about the duration of education and
whether those individuals finished the program in good standing. Additional
information on the required Recruitment and Retention Plan to Enhance Diversity
is available at Frequently Asked Questions: Recruitment and Retention Plan to
Enhance Diversity (Diversity FAQs).
Applications lacking a diversity recruitment and retention plan will be considered incomplete and will not be reviewed.
Plan for Instruction in the Responsible Conduct of Research (Component of Research Education Program Plan)
Every participant supported by this Research
Education grant must receive instruction in the responsible conduct of
research. All applications must include a plan to provide such instruction. The
plan must address five components (format; subject matter; faculty
participation; duration of instruction; and frequency of instruction) as
detailed in NOT-OD-10-019.
Renewal (Type 2) applications must, in addition, describe changes in formal
instruction over the past project period and plans for the future that address
any weaknesses in the current instruction plan. All participating faculty who
served as course directors, speakers, lecturers, and/or discussion leaders
during the past project period must be named in the application.
Applications lacking a plan for instruction in responsible conduct of research will not be reviewed.
The background, rationale and more detail about instruction in the responsible conduct of research can be found in NOT-OD-10-019. If such instruction is not appropriate for the proposed research education program, then the PD/PI must provide a strong justification for its exclusion.
Evaluation Plan (Component of Research Education Program Plan)
Applications must include a plan for evaluating the activities supported by the award. The application must specify baseline metrics (e.g., numbers, educational levels, and demographic characteristics of participants), as well as measures to gauge the short or long-term success of the research education award in achieving its objectives. Wherever appropriate, applicants are encouraged to obtain feedback from participants to help identify weaknesses and to obtain suggestions for improvements.
Applications lacking an evaluation plan will not be reviewed.
Dissemination Plan (Component of Research Education Program Plan)
A specific plan must be provided to disseminate nationally any findings resulting from or materials developed under the auspices of the research education program, e.g., sample curricula, web postings, presentations at scientific meetings, workshops, etc.
Applications lacking a dissemination plan will not be reviewed.
Resource Sharing Plans
are required to comply with the instructions for the Resource Sharing
Plans (Data Sharing Plan, Sharing Model Organisms, and Genome Wide Association
Studies (GWAS)) as provided in the SF424 (R&R) Application Guide, with the
Applications are expected to include a software dissemination plan if support for development, maintenance, or enhancement of software is requested in the application. There is no prescribed single license for software produced. However, the software dissemination plan should address, as appropriate, the following goals:
Do not use the Appendix to circumvent page limits. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide.
Part I. Overview Information contains information about Key Dates. Applicants are encouraged to submit in
advance of the deadline to ensure they have time to make any application
corrections that might be necessary for successful submission.
Organizations must submit applications via Grants.gov, the online portal to find and apply for grants across all Federal agencies. Applicants must then complete the submission process by tracking the status of the application in the eRA Commons, NIH’s electronic system for grants administration.
Applicants are responsible for viewing their application in the eRA Commons to ensure accurate and successful submission.
Information on the submission process and a definition of on-time submission are provided in the SF424 (R&R) Application Guide.
This initiative is not subject to intergovernmental review.
All NIH awards are subject to the terms and conditions, cost
principles, and other considerations described in the NIH Grants Policy
Pre-award costs are allowable only as described in the NIH Grants Policy Statement.
Personnel costs may not exceed 25% of the total direct costs in any year. Consultant costs may not be used to substitute for Personnel costs.
Applications must be submitted electronically following the instructions described in the SF 424 (R&R) Application Guide. Paper applications will not be accepted.
Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.
For assistance with your electronic application or for more information on the electronic submission process, visit Applying Electronically.
All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile Component of the SF 424(R&R) Application Package. Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH.
The applicant organization must ensure that the DUNS number it provides on the application is the same number used in the organization’s profile in the eRA Commons and for the Central Contractor Registration (CCR). Additional information may be found in the SF424 (R&R) Application Guide.
See more tips for avoiding common errors.
Upon receipt, applications will be evaluated for completeness by the Center for Scientific Review, NIH. Applications that are incomplete will not be reviewed.
In order to expedite review, applicants are requested to notify the NIMH Referral Office by email at NIMHReferral@mail.nih.gov when the application has been submitted. Please include the FOA number and title, PD(s)/PI(s) name(s), and title of the application.
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
For this particular announcement, note the following: applications should be characterized by innovation, scholarship, and documentation of a strong need in the research community for the proposed short course. Renewal applications should also demonstrate a continuing need for the existing short course to advance NIMH's goal of a well-trained pool of researchers with state-of-the-art knowledge and skills essential for achieving the Institute's research priorities.
Reviewers will provide an overall impact/priority score to reflect their assessment of the likelihood for the project to exert a sustained, powerful influence on the research field(s) involved, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed).
Reviewers will consider each of the review criteria below in the determination of scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.
Does the proposed research education program address an important problem or critical question in research education or other critical issues? How will implementation of the proposed program advance the objectives of the proposed program? Does the proposed program address a key audience who is likely to benefit from the proposed education program? To what extent will implementation of the proposed program advance the objectives of this FOA—namely to provide education in state-of-the-art scientific research skills needed to advance the mission of the NIMH and its current strategic objectives?
Are the PD(s)/PI(s), 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(s)/PI(s), do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's objectives? Is the caliber of the faculty, in terms of their research interests, expertise, and teaching experience in the area of the proposed course, appropriate for their roles on the project?
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, or 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 proposed short course provide state-of-the-art educational opportunities? Does the applicant make a strong case for this program reaching an audience in need of the program’s offerings? Where appropriate, is the proposed program developing or utilizing innovative approaches to improve the knowledge and/or skills of the intended audience?
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? 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? Are the recruitment, retention, and follow-up activities adequate to ensure a highly qualified and diverse participant pool? Does the proposed program clearly state its goals and objectives, including the educational level of the audience to be reached, the content to be conveyed, and the intended outcome(s)? Are the course content and syllabus appropriate for the course objectives? Is there an adequate balance between didactic and hands-on training? Is the time allotted sufficient for the planned material? Is the level of individual attention appropriate to accomplish the course objectives? Is sufficient interaction planned between faculty and participants? Is the proposed plan for evaluation sound and likely to provide data on the effectiveness of the program in achieving its goals and objectives? Does the evaluation plan adequately describe how outcomes will be determined and evaluated? Is there a well-defined plan to disseminate user-friendly course materials to the broader scientific community?
If the program involves clinical research, are the plans for 1) protection of human subjects from research risks, and 2) inclusion of minorities and members of both sexes/genders, as well as the inclusion of children, justified in terms of the scientific goals and research strategy proposed?
Will the scientific/educational environment in which the proposed research education program will be conducted contribute to the probability of success? Are the institutional commitment and support, equipment and other physical resources available to the investigators adequate for the program proposed? Will the program benefit from unique features of the scientific environment, subject populations, or collaborative arrangements? Is there evidence of appropriate collaboration among participating programs, departments, and institutions? If multiple sites are participating, is this adequately justified in terms of the research education experiences provided? Are adequate plans provided for coordination and communication between multiple sites (if appropriate)? Is there a plan to take advantage of this environment to enhance the educational value of the program? Is there tangible evidence of institutional commitment?
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.
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.
For Renewals, the committee will consider the progress made in the last funding period, and the success of the program in attracting and retaining individuals from diverse populations, including populations underrepresented in biomedical and behavioral research. Has the program been innovative in the past and does it continue to demonstrate innovation? Has the program documented a strong need for continued support?
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. Plans will be rated as acceptable or unacceptable, and the summary statement will provide the consensus of the review committee.
Training in the Responsible Conduct of Research
Taking into account the specific characteristics of the research education program, level of participant experience, and the particular circumstances of the participants, the reviewers will address the following questions. Does the plan satisfactorily address the format of instruction, e.g., lectures and/or real-time discussion groups? Do plans include a sufficiently broad selection of subject matter, such as conflict of interest, authorship, data management, human subjects and animal use, laboratory safety? Do the plans adequately describe how faculty will participate in the instruction? Do the plans ensure participants will receive instruction (or in the case of more senior level participants, provide instruction) for an appropriate amount of time given the length of the research education experience? Plans and past record will be rated as acceptable or unacceptable, and the summary statement will provide the consensus of the review committee.
Applications from Foreign Organizations
Select Agent Research
Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).
Resource Sharing Plans
Reviewers will comment on whether the following Resource Sharing Plans, or the rationale for not sharing the following types of resources, are reasonable: 1) Data Sharing Plan; 2) Sharing Model Organisms; and 3) Genome Wide Association Studies (GWAS).
Budget and Period of Support
Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.
Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s) convened by the NIMH, in accordance with NIH peer review policy and procedures, using the stated review criteria. Review assignments will be shown in the eRA Commons.
As part of the scientific peer review, all applications:
Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications . Following initial peer review, recommended applications will receive a second level of review by the National Advisory Mental Health Council. The following will be considered in making funding decisions:
After the peer review of the application is completed, the
PD(s)/PI(s) 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.
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’s 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.
The Non-Competing Continuation Grant Progress Report (PHS 2590) and financial statements 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. 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.
The Federal Funding Accountability and Transparency Act of 2006 (Transparency Act), includes a requirement for awardees of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All awardees of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over $25,000. See the NIH Grants Policy Statement for additional information on this reporting requirement.
Failure by the grantee institution to submit required forms in a timely, complete, and accurate manner may result in an expenditure disallowance or a delay in any continuation funding for the award.
A final progress report, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award as described in the NIH Grants Policy Statement.
In carrying out its stewardship of human resource-related programs, the NIH may request information essential to an assessment of the effectiveness of this program from databases and from participants themselves. Participants may be contacted after the completion of this award for periodic updates on various aspects of their employment history, publications, support from research grants or contracts, honors and awards, professional activities, and other information helpful in evaluating the impact of the program.
We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.
GrantsInfo (Questions regarding application instructions and
process, finding NIH grant resources)
eRA Commons Help Desk (Questions regarding eRA Commons
registration, tracking application status, post submission issues)
Phone: 301-402-7469 or 866-504-9552 (Toll Free)
See http://www.nimh.nih.gov/research-funding/training/contacts-for-research-training-and-career-development-programs.shtml for Scientific/Research Contacts at the NIMH.
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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