Participating Organization(s)	National Institutes of Health (NIH)
Components of Participating Organizations	National Heart, Lung, and Blood Institute (NHLBI)
Funding Opportunity Title	Programs to Increase Diversity Among Individuals Engaged in Health-Related Research (PRIDE )(R25)
Activity Code	R25 Education Projects
Announcement Type	Reissue of RFA-HL-10-019
Related Notices	January 30, 2018 - This RFA has been reissued as RFA-HL-19-002. January 23, 2014 - See Notice NOT-HL-14-207. Notice of Clarification to Funding Opportunity Description and Eligibility Information. January 23, 2014 - See Notice NOT-HL-14-209. NHLBI Announces a Technical Assistance Webinar.
Funding Opportunity Announcement (FOA) Number	RFA-HL-14-021
Companion Funding Opportunity	RFA-HL-14-022, R01 Research Project Grant
Number of Applications	Only one application per institution is allowed, as defined in Section III. 3. Additional Information on Eligibility.
Catalog of Federal Domestic Assistance (CFDA) Number(s)	93.837, 93.838, 93.839, 93.233
Funding Opportunity Purpose	The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The goal of this NHLBI R25 program is to enhance the diversity of the biomedical, behavioral and clinical research workforce . To this end, this funding opportunity announcement encourages the development of creative educational activities with a primary focus on Research Experiences, Courses for Skills Development and Mentoring Activities.

Posted Date	December 20, 2013
Open Date (Earliest Submission Date)	February 13, 2014
Letter of Intent Due Date(s)	February 13, 2014
Application Due Date(s)	March 13, 2014, by 5:00 PM local time of applicant organization. Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.
AIDS Application Due Date(s)	Not Applicable
Scientific Merit Review	June-July, 2014
Advisory Council Review	August 2014
Earliest Start Date	September 2014
Expiration Date	March 14, 2014
Due Dates for E.O. 12372	Not Applicable

Required Application Instructions

It is critical that applicants follow the instructions in the SF424 (R&R) Application Guide except where instructed to do otherwise (in this FOA or in a Notice from the NIH Guide for Grants and Contracts). Conformance to all requirements (both in the Application Guide and the FOA) is required and strictly enforced. Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions.

Applications that do not comply with these instructions will not be reviewed

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

The NIH Research Education Program (R25) supports research educational activities that complement other formal training programs in the mission areas of the NIH Institutes and Centers. The over-arching goals of the NIH R25 program are to: (1) complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs; (2) enhance the diversity of the biomedical, behavioral and clinical research workforce; (3) help recruit individuals with specific specialty or disciplinary backgrounds to research careers in biomedical, behavioral and clinical sciences; and (4) foster a better understanding of biomedical, behavioral and clinical research and its implications.

The goal of this NHLBI 25 program is to enhance the diversity of the biomedical, behavioral and clinical research workforce. In support of this goal, this FOA will support the following activities:

• Research Experiences for transitioning postdoctorates, and junior faculty to extend their skills, experiences, and knowledge base
• Courses for Skills Development, for example, advanced courses in a specific discipline or research area, clinical procedures for research, or specialized research techniques.
• Mentoring Activities that dedicate efforts to providing not only technical expertise, but advice, insight, and professional career skills to transitioning postdoctorates and junior faculty.

The primary goal of Programs to Increase Diversity Among Individuals Engaged in Health-Related Research (PRIDE) Summer Institutes is to support research experiences, courses for skills development, and mentoring activities for "research-oriented" junior faculty and transitioning postdoctoral scientists who are underrepresented in the biomedical sciences, to further develop their research skills and gain experience in advanced methods and experimental approaches in basic and applied sciences relevant to the National Heart, Lung, and Blood Institute (NHLBI).

Ultimately, the enhanced skills to be gained will allow program participants to improve their career development as faculty members and scientists, and successfully compete for external funding for scientific research in the biomedical, behavioral, clinical, and social sciences. This FOA specifically invites applications from senior faculty, established researchers, and experienced mentors to direct the Summer Institutes of the PRIDE programs in order to provide research experiences, courses for skills development, and mentoring activities to promising junior faculty and transistioning postdoctoral candidates. This FOA runs in parallel with a separate FOA that solicits applications for a Coordination Core for PRIDE (see RFA-HL-14-022).

Research Education Objectives

In response to this FOA, each Summer Institute applicant must propose to design, organize, and implement a Summer Institute program that is open nationwide to individuals from backgrounds underrepresented in the biomedical sciences . The Summer Institutes will promote the mentorship and scientific career development of selected candidates or mentees who demonstrate specific interest in the pursuit of research in NHLBI mission relevant areas. NHLBI mission relevant areas can be found in its strategic plan: http://www.nhlbi.nih.gov/about/strategicplan/documents/SP_Summary.pdf. The Summer Institute program will be designed to enhance and develop research careers by providing mentorship and advice on research design, skills and methodologies, strategies to prepare research grants, and tips for success in obtaining external funding in research related to HLBS disorders.

To be responsive to this FOA, Summer Institutes must be able to offer research experiences in one of the following NHLBI mission-relevant areas ( i.e. heart, lung, blood, or sleep disorders, or HLBS-relevant health disparities research). Examples of topic areas relevant to this FOA include, but are not limited to:

• Behavioral medicine approaches targeted at the prevention or treatment of hypertension, coronary artery disease, or heart failure.
• Basic and clinical aspects of mechanisms of and treatment for sleep disordered breathing.
• Health or health care disparities research in asthma, hypertension, or cardiovascular disease in minority populiations. .
• Basic and clinical aspects of cardiovascular or pulmonary disorders.
• Health services research focused on treatment of nonmalignant blood diseases, including anemias, sickle cell disease, and thalassemia.

Each Summer Institute program must focus on only one topic area and must address the scientific career development needs of the selected mentees.

Applications concerning AIDS and AIDS-related topics are non-responsive to this FOA.

Program Organization

The Summer Institute awardees will develop their PRIDE programs during the last quarter of 2014 and early part of 2015 and implement their programs during the summers of 2015, 2016, 2017, and 2018 with appropriate modifications or refinements following each of the previous years. The Coordination Core will support the Summer Institute programs as detailed in RFA HL-14-022.

PRIDE Time Line

	Quarter 1 Fall	Quarter 2 Winter	Quarter 3 Spring	Quarter 4 Summer
Year 1	Start up	Program Development/ Recruitment Cohort 1	Program Development/ Completion of Recruitment Cohort 1	Summer Institute program Implementation Cohort 1
Year 2	Recruitment of Cohort 2	Recruitment of Cohort 2	Completion of Recruitment of Cohort 2	Summer Institute program Implementation Cohort 1&2
Year 3	Recruitment of Cohort 3	Recruitment of Cohort 3	Completion of Recruitment of Cohort 3	Summer Institute program Implementation Cohort 2&3
Year 4	Continuation of Summer Institute Activities	Continuation of Summer Institute Activities	Continuation of Summer Institute Activities	Summer Institute Implementation Cohort 3, and Program Close Out

Program Structure

Summer Institutes

While the specifics of the Summer Institute program will be left to the applicant, NHLBI anticipates a three component program consisting of two consecutive summers of research experiences and skills development, supplemented by mentoring activities occuring throughout the intervening academic year.

The first component will be an initial summer session lasting from 10-28 days. The first summer program may be divided into more than one segment with mentees participating in multiple segments. The segments may involve classroom, laboratory and/or field research activities. The program must also include instruction on unique issues faced by researchers from underrepresented backgrounds in conducting research and obtaining funding. Other topics for consideration include segments on reviewing manuscripts or participating in grant review committees.

The second component will be mentoring and networking activities throughout the academic year following the summer program. This component requires a minimum commitment of 5% FTE for both mentees and mentors. It is anticipated that, with the assistance of the Coordination Core, a mentorship committee will be developed for each Summer Institute mentee. The mentorship committee should be tailored to the research pursuits of the mentee with an array of areas of expertise pertinent to the mentee’s intended career development. This committee should consist of experienced or senior faculty from the mentee’s institution, from the Summer Institute, and/or from other thought leaders nationally with appropriate expertise. Mentoring can be online, by telephone, and/or in-person. Mentoring activities can include areas such as assistance with career goals, with research design and statistical analysis, with external funding, and with proposal development. At least one in-person mid-year meeting must be held either during intervals between semesters, in conjunction with a conference, or a three-day weekend during the winter, or at another appropriate time and location. At the mid-year meeting, additional mentoring activities will occur, such as identification of appropriate grant mechanism and funding agencies, and/or review and feedback on draft research concepts or applications. Mentoring activities may also include a visit to the laboratory or research site of a mentor during the academic year.

The third component is a follow-up session to be held the following summer as a continuation of the first component of the program. It may be of a different duration than the first summer program. This second part of the program could be held either at one location for all mentors and mentees or each mentee could attend a summer session at the laboratory of their mentor(s). Activities could include developing and writing a grant application, holding a mock study section meeting, additional coursework on relevant topic areas, and/or focused mentoring.

Each year, Summer Institute awardees are encouraged to enroll up to 14 eligible candidates as mentees in their program, called a cohort. Each awardee will hold programs, consisting of the three program components described above, for three separate cohorts, as illustrated by the PRIDE timeline. The CC will work with the Summer Institute programs to facilitate recruitment of candidates and achievement of recruitment goals.

Summer Institute awardees will begin developing their program during the last quarter of 2014 and will conclude in the summer of 2018. The Summer Institute programs will run from fiscal year 2015 through fiscal year 2018. The Summer Institute awardees will collaborate with the CC to implement and administer the PRIDE program.

Mentees

The Summer Institute programs are designed for junior faculty and postdoctorates who are transitioning to academic careers. Transitioning means that candidates have or will have received a formal faculty appointment by the time the Summer Institute program to which they are recruited is convened. Participants are individuals from backgrounds underrepresented in the biomedical sciences. The National Science Foundation reports African Americans, Hispanic Americans, Native Americans, Alaskan Natives, Hawaiian Natives, and natives of the U.S. Pacific Islands as being from backgrounds underrepresented in health-related sciences on a national basis http://www.nsf.gov/statistics/wmpd/2013/pdf/nsf13304_digest.pdf.

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. NIH defines underrepresented individuals as individuals from underrepresented racial and ethnic groups;individuals with disabilities; and individuals from socially, culturally, economically, or educationally disadvantaged backgrounds that have inhibited their ability to pursue a career in health-related research. Institutions are encouraged to identify candidates who will increase diversity on a national or institutional basis.

Program Support

Applicants to this FOA must provide a letter of support from the institution demonstrating that there will be access for mentors and mentees to facilities, such as classrooms, research laboratories, computers, dormitories, food service, and some leisure off-time activities as appropriate for the program being proposed. Accommodations and meals may also be provided off-campus. Applicants must describe in detail their plans for recruitment of junior faculty and transitioning postdoctorates from diverse backgrounds.

Applicants must describe in detail their plans for recruitment and retention of mentees including evidence of commitment from mentee's institution and also the mentee's commitment to HLBS disorders research. Expected commitment includes research time of at least 0.45 (for 9 month appointment) to 0.6 (for 12 month appointment) person months for mentorship activities during the academic year and at least 2.97 (for 9 month appointment) to 3.96 (for 12 month appointment) person months during the summer to attend the Summer Institute sessions.

Evaluation

Each Summer Institute must propose an evaluation protocol and must conduct the evaluation. The CC will work to coordinate these protocols across the Summer Institutes for common measures. The proposed evaluation protocol for the program should include specific and detailed plans for evaluation from both the mentees and mentors. The evaluation plan must assess the effectiveness of the program in terms of the mentees' perceptions of the curriculum and conduct of the program, as well as the longer-term impact, as measured by mentees' success in receipt of external funding from NIH, government agencies or private foundations. The desired outcome of the PRIDE program is that each mentee would submit a grant application focusing on a HLBS disorder within two years of completing the program. Evaluation must be ongoing to permit evidence-based modification of the PRIDE program or specific activities of the program (e.g., changing recruitment strategies). The Coordination Core will facilitate ongoing follow-up and evaluation of the overall program. Annual evaluation data must be provided with the non-competing continuation application and a summary of the final evaluations must be provided to the NHLBI as part of the final report.

Meetings

Summer Institute programs are extended face-to-face meetings. Summer Institute awardees will arrange and budget for travel, lodging, and meals for all mentees from the mentees' home institutions to the site of the Summer Institute; will provide for necessities of meeting logistics including meeting space; and will provide travel, lodging, and meals for mentors.

Summer Institute mentees will also have one mid-year face to face meeting with a mentor. If mentees or mentors are anticipated to travel for this meeting, applicants should include the cost for travel in their proposed budget.

In addition to the meeting during the Summer Institute, Summer Institute Directors and staff, mentees, mentors, the Coordination Core Director and staff, and NHLBI program staff will meet annually in the Washington, D.C. metro area. Summer Institute applicants should budget the cost for travel for their staff, program participants, and mentors to this annual meeting.

Summer Institute programs should budget for at least one additional in-person meeting of Program Directors and NHLBI staff per year in the Washington, D.C. metro area.

Coordination Core

To facilitate coordination of education and evaluation activities among and between Summer Institute awardees and the NHLBI, a separate FOA under this program will support a Coordination Core. Please see RFA-HL-14-022. Applicants may apply for either or both the Summer Institute and CC components of this program. However, the PD/PI for the Summer Institute application must be different than the PD/PI for the CC application. Applicants proposing to perform the CC function should describe how these activities will be performed in a separate application responsive to RFA-HL-14-022.

Please Note: Peer review of the Summer Institute applications will be separate from the overall review of the scientific merit of the Summer Institute applications (see Section IV. 2.B). Only one Summer Institute application per institution will be funded per DUNS number.

Research education program grant applications submitted in response to this FOA should be characterized by innovation, scholarship and responsiveness to the priorities and/or changing needs of the NHLBI in meeting its objectives. An optional informational session will be held for applicants prior to application submission. A Notice will appear in the NIH Guide for Grants and Contracts..

Research education programs may complement ongoing research training and education occurring at the applicant institution, but the proposed educational experiences must be distinct from those training and education programs currently receiving Federal support. R25 programs may augment institutional research training programs (e.g., T32, T90) but cannot be used to replace or circumvent Ruth L. Kirschstein National Research Service Award (NRSA) programs.

Funding Instrument	Grant: A support mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.
Application Types Allowed	New Renewal The OER Glossary and the SF424 (R&R) Application Guide provide details on these application types.
Funds Available and Anticipated Number of Awards	The NHLBI intends to commit $2.37 million in total costs in FY2014 to fund up to eight awards.
Award Budget	Although the size of award may vary with the scope of the research education program proposed, it is expected that applications will stay within the following budgetary limits: Direct costs for each Summer Institute program can be up to $273,240 for Year 1, $316,480 for Year 2, $342,240 for Year 3, and $319,240 for Year 4.
Award Project Period	The maximum project period is 4 years.

Personnel Costs	Individuals designing, directing, and implementing the research education program may request salary and fringe benefits appropriate for the person months devoted to the program. Salaries requested may not exceed the levels commensurate with the institution's policy for similar positions and may not exceed the congressionally mandated cap. (If mentoring interactions and other activities with participants are considered a regular part of an individual's academic duties, then any costs associated with the mentoring and other interactions with participants are not allowable costs from grant funds).
Participant Costs	Participant (mentee) costs must be justified as specifically required for the execution of the proposed activities of the program. Participant costs must be itemized in the Research & Related Budget. Participants in the program may receive funds to defray meals, lodging, and travel expenses. Expenses for foreign travel are not allowed. Tuition is not allowed. Applicants should note that potential mentees may not participate in this program if they are currently appointed to some types of institutional research training, career development, and research education awards or if they hold an individual fellowship. Applicants should review NOTICE NOT-OD-11-026 to determine requirements for participants/mentees eligible for this program. Because the R25 program is not intended as a substitute for an NRSA institutional training program (e.g.,T32), costs to support full-time participants (supported for 40 hours/week for a continuous, 12-month period) are not allowable.
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. Cost to support mentor participation in the program may also be included in the proposed budget.
Indirect Costs	Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees and expenditures for equipment), rather than on the basis of a negotiated rate agreement.

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

Higher Education Institutions

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

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

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

Nonprofits Other Than Institutions of Higher Education

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

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 federal 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 the NIH Grants Policy Statement, are not allowed.

Applicant Organizations

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

• Dun and Bradstreet Universal Numbering System (DUNS) - All registrations require that applicants be issued a DUNS number. After obtaining a DUNS number, applicants can begin both SAM and eRA Commons registrations. The same DUNS number must be used for all registrations, as well as on the grant application.
• System for Award Management (SAM) (formerly CCR) Applicants must complete and maintain an active registration, which requires renewal at least annually. The renewal process may require as much time as the initial registration. SAM registration includes the assignment of a Commercial and Government Entity (CAGE) Code for domestic organizations which have not already been assigned a CAGE Code.
• NATO Commercial and Government Entity (NCAGE) Code Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• eRA Commons - Applicants must have an active DUNS number and SAM registration in order to complete the eRA Commons registration. Organizations can register with the eRA Commons as they are working through their SAM or Grants.gov registration. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov Applicants must have an active DUNS number and SAM registration in order to complete the Grants.gov registration.

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

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

Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research 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 PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF424 (R&R) Application Guide.

The PD/PI should be an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required.

This FOA specifically invites applications from senior faculty, established researchers, and experienced mentors to direct the Summer Institutes of the PRIDE programs in order to mentor promising candidates. The PD/PI should be an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the PRIDE research education program. The PD/PI of the PRIDE program should have scientific leadership and background in HLBS topic areas, as documented by scientific publications and a record of peer-reviewed scientific support, as well as experience and leadership in mentoring. A PD/PI with strong scientific experience and expertise could partner with a Program Administrator at their institution with mentorship and leadership experience, or vice versa in order to fulfill the requirements for leadership of this program. As a general guide, it is expected that a PD/PI will provide approximately 1.8 person months during the academic year and 1.5 to 2.25 person months during the summer. It is expected that the Program Administrator will provide approximately 6 person months during the academic year and 2.25 to 3 person months during the summer.

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

NIH will not accept any application that is essentially the same as one already reviewed within the past thirty-seven months (as described in the NIH Grants Policy Statement), except for submission:

• To an RFA of an application that was submitted previously as an investigator-initiated application but not paid;
• Of an investigator-initiated application that was originally submitted to an RFA but not paid; or
• Of an application with a changed grant activity code.

Any qualified researcher can participate as a mentor. However, researchers from diverse backgrounds, including racial and ethnic minorities, persons with disabilities, and women are encouraged to participate as preceptors/mentors. Mentors should have research expertise and experience relevant to the proposed program. Mentors must be committed to continue their involvement throughout the total period of the mentee’s participation in this award.

Summer Institute Program Directors are expected to recruit mentors nationally who are experts in the NHLBI program areas described in this FOA. Mentors may be from the mentees' institutions, the Summer Institute sponsoring institution, and/or other institutions, as necessary to complement the needed expertise for the mentees' career goals. Summer Institute faculty are expected to have significant prior mentoring and educational/training experience.

Applications must describe the intended participants, and the eligibility and/or specific educational background characteristics that are essential for participation in the proposed research education program. The applications must identify the career levels essential for participation in the planned program. All mentees in the PRIDE program are expected to be junior faculty or postdoctorates transitioning to an academic research career,and demonstrate a primary commitment to heart, lung, blood or sleep disorders research. Mentees are also expected to meet the diversity eligibility requirements for this PRIDE R25 mechanism.

In planning their mentee pool, applicants should note that potential mentees may not participate in this program if they are currently appointed to some types of institutional research training, career development, and research education awards or if they hold an individual fellowship. Applicants should carefully review NOTICE NOT-OD-11-026 to identify potential overlap and compliance issues related to mentee's simultaneous participation in PRIDE and other NIH career development opportunities.

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 and permanent residents.

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 instructionswill not be reviewed.

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 NHLBI staff to estimate the potential review workload and plan the review.

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

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

The letter of intent should be sent to:

Director, Office of Scientific Review
Division of Extramural Research Activities
National Heart, Lung, and Blood Institute
6701 Rockledge Drive, Room 7214
Bethesda, MD 20892-7924 (Express zip 20817)
Telephone: (301) 435-0270
Fax: (301) 480-0730
Email: nhlbichiefreviewbranch@nhlbi.nih.gov

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

The forms package associated with this FOA includes all applicable components, required 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 SF424 (R&R) Application Guide to ensure you complete all appropriate optional components.

Instructions for Application Submission

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

Follow all instructions provided in the SF424 (R&R) Application Guide for R25 grant applications.

Follow all instructions provided in the SF424 (R&R) Application Guide. Note that if multiple sites are involved in the research education program, the applicant institution must be the primary site for the program.

Follow all instructions provided in the SF424 (R&R) Application Guide with the following additional 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. Provide a letter of support demonstrating mentor and mentee access to facilities, such as classrooms, research laboratories, computers, dormitories, food service, and some leisure off-time activities as appropriate for the program being proposed. Include a justification for the use of any site(s) other than the applicant institution.

Follow all instructions provided in the SF424 (R&R) Application Guide. Note: Key Personnel includes the PD/PI (or multiple PDs/PIs, if applicable) 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.

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

• Include all personnel other than the PD(s)/PI(s) in the Other Personnel section, including clerical and administrative staff.
• The budget and budget narrative should include the direct and facility and administrative (F&A) costs for the component being applied for and cannot exceed the funding levels provided in Section II.2 in the FOA.
• 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 participants are considered a regular part of an individual's academic duties, then any costs associated with the mentoring and other interactions with participants are not allowable costs from grant funds).
• Requested expenses must be itemized; Individuals (PD/PIs) 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.
• Include all allowable categories of funds requested to support participants in the program in the budget. Provide detailed justification for each category for which funds are requested. Refer to Section II for clarification on allowable categories of the budget. Applicants should remember to include travel costs for the following:

Summer Institute programs are extended face-to-face meetings. Summer Institute awardees should arrange and budget for travel, lodging, and meals for all mentees from the mentees' home institutions to the site of the Summer Institute; for necessities of meeting logistics including meeting space; and should provide travel, lodging, and meals for mentors.

Summer Institute mentees should also have one mid-year face to face meeting with a mentor. If mentees or mentors are anticipated to travel for this meeting, applicants should include the cost for travel in their proposed budget.

In addition to the meeting during the Summer Institute, Summer Institute Directors ,staff, mentees, mentors, the Coordination Core Director and staff, and NHLBI program staff will meet annually in the Washington, D.C. metro area. Summer Institute applicants should budget the cost for travel for their staff, program participants, and mentors to this annual meeting.

Summer Institute programs should budget for at least one additional in-person meeting per year of Program Directors and NHLBI staff in the Washington, D.C. metro area.

Limited program-related and clerical salary costs distinctly associated with the program and that are not normally provided by the applicant organization may be direct charges to the grant only when specifically identified and justified. Normally, all personnel costs (including program-related and clerical costs) associated with directing, coordinating, and administering the program are not expected to exceed 50% of the total direct cost over the four years of the program (not including consultant fees associated with mentors outside of the grantee institution).

• Applications should contain four budget periods of 12 months each.

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

All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions:

Research Strategy

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
• Program Director/Principal Investigator
• Program Faculty
• Program Participants
• Institutional Environment and Commitment
• Diversity Recruitment and Retention Plan
• Plan for Instruction in the Responsible Conduct of Research
• Evaluation Plan

Research Education Program Plan

Proposed Research Education Program. 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 distinguish between the activities in the proposed research education program and the research training supported by the training program. The description should include the educational and/or career level(s) of the planned participants. Each Summer Institute applicant must propose to design, organize, and implement a Summer Institute program that is open to underrepresented junior faculty and transitioning postdoctorates nationwide. Each awardee will hold programs for three separate cohorts, as illustrated by the PRIDE timeline.

PRIDE Time Line

	Quarter 1 Fall	Quarter 2 Winter	Quarter 3 Spring	Quarter 4 Summer
Year 1	Start up	Program Development/ Recruitment Cohort 1	Program Development/ Completion of Recruitment Cohort 1	Summer Institute program Implementation Cohort 1
Year 2	Recruitment of Cohort 2	Recruitment of Cohort 2	Completion of Recruitment of Cohort 2	Summer Institute program Implementation Cohort 1&2
Year 3	Recruitment of Cohort 3	Recruitment of Cohort 3	Completion of Recruitment of Cohort 3	Summer Institute program Implementation Cohort 2&3
Year 4	Continuation of Summer Institute Activities	Continuation of Summer Institute Activities	Continuation of Summer Institute Activities	Summer Institute Implementation Cohort 3, and Program Close Out

Summer Institute awardees will begin developing their program during the last quarter of 2014 and will conclude in the summer of 2018. The Summer Institute programs will run from fiscal year 2015 through fiscal year 2018. The Summer Institute awardees will collaborate with the CC to implement and administer the PRIDE program.

The specifics of the Summer Institute program will be left to the applicants, but NHLBI anticipates a program consisting of three components. The three components of the program and related activities are as follows:

1) An initial summer session lasting from 10-28 days. The session:

• May be divided into more than one segment with mentees attending multiple segments
• May involve classroom, laboratory and/or field research activities
• Must include instruction on unique issues faced by mentees from underrepresented backgrounds in conducting research and obtaining funding from an instructor who has been successful in a similar environment(s)
• Can include other topics such as manuscript review or participating on grant review committees.

2) Mentoring and networking activities throughout the academic year following the initial summer session.

• Requires a minimum commitment of 0.6 person months for both mentees and mentors
• Must include plans for how a Mentorship committee will be developed for each Summer Institute mentee tailored to the research pursuits of the mentee.
• The Mentorship committee should consist of experienced or senior faculty from the mentee s institution, from the Summer Institute, and/or from other thought leaders nationally with appropriate expertise
• Can be online, by telephone, and/or in-person
• Could include areas such as assistance with career goals, with research design and statistical analysis, with external funding, and with proposal development
• Must include details on the mid-year meeting that must be held either during intervals between semesters, in conjunction with a conference, or a three-day weekend during the winter, or at another appropriate time and location
• At the mid-year meeting, additional mentoring activities will occur, such as identification of appropriate grant mechanism and funding agencies, and/or review and feedback on draft research concepts or applications.
• Mentoring activities may also include a visit to the laboratory or research site of a mentor during the academic year.

3) A follow-up session to be held the following summer as a continuation of the first component of the program (initial summer session).

• May be of a different duration than the first summer program.
• Could be held either at one location for all mentors and mentees or each mentee could attend a summer session at the laboratory of their mentor(s)
• Could include activities such as developing and writing a grant application, holding a mock study section meeting, additional coursework on relevant topic areas, and/or focused mentoring.

Summer Institutes must be able to offer experiences in one of the following NHLBI mission areas (heart, lung, blood, or sleep disorders or relevant cross-cutting area such as health disparities). Examples of topic areas relevant to this FOA include, but are not limited to:

• Behavioral medicine approaches targeted at the prevention or treatment of hypertension, coronary artery disease, or heart failure.
• Basic and clinical aspects of mechanisms of and treatment for sleep disordered breathing.
• Health or health care disparities research in asthma, hypertension, or cardiovascular disease.
• Basic and clinical aspects of cardiovascular or pulmonary disorders.
• Health services research focused on treatment of nonmalignant blood diseases, including anemias, sickle cell disease, and thalassemia.

Each Summer Institute program must focus on only one topic area and must address the scientific career development needs of the selected mentees.

Program Director/Principal Investigator. Describe arrangements for administration of the program. Provide evidence that the Program Director/Principal Investigator 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. For programs proposing multiple PDs/PIs, describe the complementary and integrated expertise of the PDs/PIs; their leadership approach, and governance appropriate for the planned project. PD/PIs must have demonstrated expertise in NHLBI scientific mission areas.

Program Faculty. Researchers from diverse backgrounds, including racial and ethnic minorities, persons with disabilities, and women are encouraged to participate as program faculty. Faculty should have research expertise and experience relevant to the proposed program and demonstrate a history of, or the potential for, their intended roles. Program faculty/mentors should have expertise in areas relevant to NHLBI scientific mission.

Program Participants. Applications must describe the intended participants, and the eligibility criteria and/or specific educational background characteristics that are essential for participation in the proposed research education program. Identify the career levels for which the proposeded program is planned.

All mentees in the PRIDE program must demonstrate a primary commitment to heart, lung, blood or sleep (HLBS) disorders research or relevant cross-cutting areas such as HLBS health disparities research.. Mentees are expected to meet the diversity eligibility requirements (i.e., junior faculty and transitioning postdoctorates from underrepresented backgrounds) for this PRIDE R25 FOA

In planning their mentee pool, applicants for this award should carefully review NOTICE NOT-OD-11-026 to identify potential overlap and compliance issues related to mentee's simultaneous participation in PRIDE and other NIH career development opportunities.

Institutional Environment and Commitment. 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 (see below). Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program.

Diversity Recruitment and Retention Plan. The NIH recognizes a unique and compelling need to promote diversity in the biomedical, behavioral, clinical and social sciences research workforce. The NIH expects efforts to diversify the workforce to lead to the recruitment of the most talented researchers from all groups; to improve the quality of the educational and training environment; to balance and broaden the perspective in setting research priorities; to improve the ability to recruit subjects from diverse backgrounds into clinical research protocols; and to improve the Nation's capacity to address and eliminate health disparities.

Accordingly, the NIH continues to encourage institutions to diversify their student and faculty populations and thus to increase the participation of individuals currently underrepresented in the biomedical, clinical, behavioral, and social sciences such as: individuals from underrepresented racial and ethnic groups; individuals with disabilities; and individuals from socially, culturally, economically, or educationally disadvantaged backgrounds that have inhibited their ability to pursue a career in health-related research. Institutions are encouraged to identify candidates who will increase diversity on a national or institutional basis.

The NIH is particularly interested in encouraging the recruitment and retention of the following classes of participants:

A. Individuals from racial and ethnic groups that have been shown by the National Science Foundation to be underrepresented in health-related sciences on a national basis (see data at http://www.nsf.gov/statistics/showpub.cfm?TopID=2&SubID=27 and the most recent report on Women, Minorities, and Persons with Disabilities in Science and Engineering). 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. In addition, it is recognized that underrepresentation can vary from setting to setting; individuals from racial or ethnic groups that can be convincingly demonstrated to be underrepresented by the grantee institution should be encouraged to participate in this program.

B. Individuals with disabilities, who are defined as those with a physical or mental impairment that substantially limits one or more major life activities.

C. Individuals from disadvantaged backgrounds who are defined as:

1. Individuals who come from a family with an annual income below established low-income thresholds. These thresholds are based on family size; published by the U.S. Bureau of the Census; adjusted annually for changes in the Consumer Price Index; and adjusted by the Secretary for use in all health professions programs. The Secretary periodically publishes these income levels at HHS - Poverty Guidelines, Research, and Measurement. For individuals from low income backgrounds, the institution must be able to demonstrate that such participants have (1) qualified for Federal disadvantaged assistance, (2) they have received Health Professions Student Loans (HPSL) or Loans for Disadvantaged Student Program, or (3) 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.

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. The plan should be appropriate and reasonable for the nature and duration of the proposed program.

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:

• Individuals who applied for admission to the research education program,
• Individuals who were offered admission to the research education program,
• Individuals who participated in the research education program.

For those individuals who participated in the research education program, the report should include information about the duration of education and aggregate information on the number of 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 not be reviewed.

Plan for Instruction in the Responsible Conduct of Research. All applications must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). The plan must address the five, required instructional components outlined in the NIH policy: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the program faculty in the instruction; 4) Duration of Instruction - the number of contact hours of instruction, taking into consideration the duration of the program; and 5) Frequency of Instruction instruction must occur during each career stage and at least once every four years. See also NOT-OD-10-019. The plan should be appropriate and reasonable for the nature and duration of the proposed program. Renewal (Type 2) applications must, in addition, describe any changes in formal instruction over the past project period and plans to 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.

Evaluation Plan. Each Summer Institute must propose an evaluation protocol and must conduct the evaluation. The CC will work to coordinate these protocols across the Summer Institutes for common measures. The proposed evaluation protocol should include the following:

• Specific detailed plans for evaluation from both the mentees and mentors
• Plans to assess the effectiveness of the program in the following terms:
  • Mentees' perceptions of the curriculum
  • Conduct of the program
  • Longer-term impact as measured by mentees' success in receipt of external funding from government agencies or private foundations

The desired outcome of the PRIDE program is that each mentee would submit a grant application focusing on a HLBS disorder within two years of completing the program. Evaluation must be ongoing to permit evidence-based modification of the program or specific activities of the program (e.g., changing recruitment strategies). Annual evaluation data must be provided with the non-competing continuation application and a summary of the final evaluations must be provided to the NHLBI as part of the final report. The Coordination Core will facilitate ongoing follow-up and evaluation of the overall program.

Dissemination 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., sharing course curricula and related materials via web postings, presentations at scientific meetings, workshops.

Letters of Support

A letter of institutional commitment must be attached as part of Letters of Support (see section above: "Institutional Environment and Commitment.

Applicants to this FOA must provide a letter of support from the institution demonstrating mentors and mentees access to facilities, such as classrooms, research laboratories, computers, dormitories, food service, and some leisure off-time activities as appropriate for the program being proposed. Accommodations and meals may also be provided off-campus. Applicants must describe in detail their plans for recruitment and selection of junior faculty and transitioning postdoctoral scientists from diverse backgrounds. Applicants must also submit a letter of support from their department chair or dean that would include a commitment to research time of at least 0.6 person months for mentorship activities during the academic year and at least 1 person month during the summer to attend the Summer Institute sessions. Additionally, the letter must commit facilities as appropriate.

Resource Sharing Plans

Individuals are required to comply with the instructions for the Resource Sharing Plans (Data Sharing Plan, Sharing Model Organisms, and Genome Wide Association Studies(GWAS)) as provided in the SF424 (R&R) Application Guide, with the following modifications:

When relevant, 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:

• Software source code should be freely available to biomedical researchers and educators in the non-profit sector, such as institutions of education, research institutions, and government laboratories. Users should be permitted to modify the code and share their modifications with others.
• The terms of software availability should permit the commercialization of enhanced or customized versions of the software, or incorporation of the software or pieces of it into other software packages.
• To preserve utility to the community, the software should be transferable such that another individual or team can continue development in the event that the original investigators are unwilling or unable to do so.

Appendix

Do not use the Appendix to circumvent page limits. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide.

When conducting clinical research, follow all instructions for completing Planned Enrollment Reports as described in the SF424 (R&R) Application Guide.

When conducting clinical research, follow all instructions for completing Cumulative Inclusion Enrollment Report as described in the SF424 (R&R) Application Guide.

Part I. Overview Information contains information about Key Dates. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies). Applicants must then complete the submission process by tracking the status of the application in the eRA Commons, NIH’s electronic system for grants administration.

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

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

This initiative is not subject to intergovernmental review.

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement.

Pre-award costs are allowable only as described in the NIH Grants Policy Statement.

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

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

For assistance with your electronic application or for more information on the electronic submission process, visit Applying Electronically.

Important reminders:
All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile Component of the SF424(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 System for Award Management (SAM). Additional information may be found in the SF424 (R&R) Application Guide.

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness by the Center for Scientific Review and responsiveness by components of participating organizations, NIH. Applications that are incomplete and/or nonresponsive will not be reviewed.

Applications that do not include the following will be considered nonresponsive:

• Evidence of a planned program that occurs during the summer for no less than the length of time specified,
• Targets the appropriate type and number of the beneficiaries defined in this FOA,
• Proposes a research education program focusing on NHLBI mission relevant areas,
• Includes the relevant support letters,
• Provides an evaluation protocol to assess participant progress and program goals,
• Is within the budget specified.

Applications concerning AIDS and AIDS-related topics are non-responsive to this FOA.

Applicants are required to follow the instructions for post-submission materials, as described in NOT-OD-13-030.

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, behavioral, and clinical research are evaluated for scientific and technical merit through the NIH peer review system.

Reviewers will provide an overall impact score to reflect their assessment of the likelihood for the project to strongly advance research education by fulfilling the goal of this R25 Education Program, in consideration of the following review criteria and additional review criteria, as applicable for the project proposed.

Reviewers will consider each of the review criteria below in the determination of scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.

Significance

Does the proposed program address a key audience and an important aspect or important need in research education? Is there convincing evidence in the application that the proposed program will significantly advance the stated goal of the program? How will implementation of the proposed program advance the objectives of this funding opportunity announcement as well as the mission of the NHLBI?

Investigator(s)

Is the PD/PI capable of providing both administrative and scientific leadership to the development and implementation of the proposed program? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's intended goal is accomplished? If applicable, is there evidence that the participating faculty have experience in mentoring students and teaching science? If applicable, are the faculty good role models for the participants by nature of their scientific accomplishments? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project?

Innovation

Taking into consideration the nature of the proposed research education program, does the applicant make a strong case for this program effectively reaching an audience in need of the program’s offerings? Where appropriate, is the proposed program developing or utilizing innovative approaches and latest best practices to improve the knowledge and/or skills of the intended audience? Does this program duplicate, or overlap with, existing research education, training and/or career development activities currently supported at the applicant institution or available elsewhere?

Approach

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? Is there evidence that the program is based on a sound rationale, as well as sound educational concepts and principles? Is the plan for evaluation sound and likely to provide information on the effectiveness of the program? If the proposed program will recruit participants, are the planned recruitment, retention, and follow-up (if applicable) activities adequate to ensure a highly qualified participant pool? Does the application contain an adequate plan for and description of each component of the program and each activity within the components? Does the application contain an adequate plan for providing mentees with appropriate mentoring experiences? Does the application contain adequate plans for recruiting experienced faculty/mentors with relevant scientific backgrounds?, Is there an effective plan for program administration and coordination of faculty/mentors? Does the application contain adequate plans for recruitment, selection, and retention of candidates from diverse backgrounds? Does the application adequately document the host institutions', collaborating partners', and faculty/mentors willingness to participate in the PRIDE project?

Evaluation Plan: Does the proposal outline a robust evaluation plan that will document the achievement of the program's objectives and demonstrate effectiveness and attainment of the program's goals? Are the evaluation plan and timeline adequate for assessing the effectiveness (process and outcome) of the program in achieving its goals and objectives? Is the proposed plan adequate for obtaining feedback from participants to measure the quality and effectiveness of the research education program?

Environment

Will the scientific and educational environment of the proposed program contribute to its intended goals? 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? Is there evidence that the faculty have sufficient institutional support to create a sound educational environment for the participants? Where appropriate, is there evidence of collaboration and buy-in among participating programs, departments, and institutions? Is there evidence of appropriate collaboration among participating programs, departments, and institutions? Is the institutional commitment to the proposed program appropriate? Are the facilities, environment, and resources adequate and appropriate for the proposed research education program?

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 score, but will not give separate scores for these items.

Protections for Human Subjects

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

Inclusion of Women, Minorities, and Children

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

Vertebrate Animals

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

Biohazards

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

Resubmissions

Not Applicable

Renewals

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, behavioral and clinical research.

Revisions

Not Applicable

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

Recruitment & 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 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 proposed research education program, the level of participant experience, the reviewers will evaluate the adequacy of the proposed RCR training in relation to the following five required components: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the program faculty in the instruction; 4) Duration of Instruction - the number of contact hours of instruction, taking into consideration the duration of the program; and 5) Frequency of Instruction instruction must occur during each career stage and at least once every four years. See also: NOT-OD-10-019. The review panel’s evaluation will be included in the summary statement. Plans will be rated as acceptable or unacceptable, and the summary statement will provide the consensus of the review committee.

Applications from Foreign Organizations

Not Applicable

Select Agent Research

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

Resource Sharing Plans

Reviewers will comment on whether the following Resource Sharing Plans, or the rationale for not sharing the following types of resources, are reasonable: 1) Data Sharing Plan; 2) Sharing Model Organisms; and 3) Genome Wide Association Studies (GWAS).

Budget and Period of Support

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

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

As part of the scientific peer review, all applications:

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

Appeals of initial peer review will not be accepted for applications submitted in response to this FOA.

Applications will be assigned to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications submitted in response to this FOA. Following initial peer review, recommended applications will receive a second level of review by the National Heart, Lung, and Blood Advisory Councili. The following will be considered in making funding decisions:

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

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons.

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

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

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, SAM 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 or RPPR) 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.

• The institution must submit a completed Statement of Appointment (PHS Form 2271) for each participant appointed full time for eight weeks or more or the equivalent. Grantees must submit the PHS 2271 data electronically using the xTrain system. More information on xTrain is available at xTrain (eRA Commons). An appointment or reappointment may begin any time during the budget period, but not before the budget period start date of the grant year.
• Participant Termination Notice: Within 30 days of the end of the total support period for each participant, the institution must submit a Termination Notice (PHS Form 416-7) via xTrain for each participant appointed full time for eight weeks or more, or the equivalent.

A final progress reportand 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 or its Institutes and Centers will periodically evaluate their R25 research education programs, employing the measures identified below. In assessing the effectiveness of its research education investments, NIH may request information from databases, PD/PIs, and from participants themselves. Where necessary, PD/PIs and participants may be contacted after the completion of a research education experience for periodic updates on participants subsequent educational or employment history and professional activities.

Upon the completion of a program evaluation, NIH and its ICs will determine whether to (a) continue a program as currently configured, (b) continue a program with modifications, or (c) discontinue a program.

Evaluation Measures

After 5 to 8 years, NHLBI will review the overall success of the entire PRIDE program to determine whether to continue funding it as currently configured. This review will be distinct from the individual reviews that take place under the auspices of the annual Progress Report. NHLBI will consider: (a) the duration of the program, given programmatic goals and how long it may take for results or meeting outcomes to manifest; and whether to (b) continue the program as currently configured after the sunset period and review; or (c) continue the program with modifications after the sunset period and review, or (d) whether to discontinue the program after sunset and review period. Discontinuation of the program is a policy option that will be made at the discretion of NHLBI.

Research Experience and Mentoring Programs Involving the Following Groups:

Postdoctorates and Early Career Investigators:

• Aggregate number and demographic characteristics of participants
• Subsequent educational/career progress of participants, including:
  • Subsequent participation in research
  • Subsequent employment in a research or research-related field
  • Subsequent authorship of scientific publications in a STEM field
  • Subsequent independent research grant support from NIH or another source

Each Summer Institute must propose an evaluation protocol and must conduct the evaluation. The CC will work to coordinate these protocols across the Summer Institutes for common measures. The proposed evaluation protocol for the program should include specific detailed plans for evaluation from both the mentees and mentors. The evaluation plan must assess the effectiveness of the program in terms of the mentees' perceptions of the curriculum and conduct of the program, as well as the longer-term impact, as measured by mentees' success in receipt of external funding from NIH, government agencies or private foundations. The desired outcome of the PRIDE program is that each mentee would submit a grant application focusing on a HLBS disorder within two years of completing the program. Evaluation must be ongoing to permit evidence-based modification of the PRIDE program or specific activities of the program (e.g., changing recruitment strategies). The Coordination Core will facilitate ongoing follow-up and evaluation of the overall program. Annual evaluation data must be provided with the non-competing continuation application and a summary of the final evaluations must be provided to the NHLBI as part of the final report.

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

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Josephine Boyington, Ph.D., M.P.H.
National Heart, Lung, and Blood Institute (NHLBI)
Telephone: 301-435-0446
Email: nhlbi_pride_rfa@nhlbi.nih.gov

Office of Scientific Review
National Heart, Lung, and Blood Institute (NHLBI)
Telephone: 301-435-0270
Email: nhlbichiefreviewbranch@nhlbi.nih.gov

Tammi Simpson
National Heart, Lung, and Blood Institute (NHLBI)
Telephone: 301-435-0150
Email: tammi.simpson@mail.nih.gov

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.