Nih prep program application

Postbaccalaureate Research Education Program (PREP) (R25)

• November 7, 2016 - This PAR has been reissued as PAR-17-051.
• October 14, 2015 - Notice of Change in Eligible Organizations for PAR-14-076. See Notice NOT-GM-14-076.
• December 15, 2014 - Update to Budget Instructions for PAR-14-076. See Notice NOT-GM-14-138.
• June 4, 2014 - Notice NOT-14-074 supersedes instructions in Section III.3 regarding applications that are essentially the same.

Only one application per institution is allowed, as defined in Section III. 3. Additional Information on Eligibility.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The goal of this NIGMS R25 program is to support educational activities that 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 and Courses for Skills Development. Applications are encouraged from research-intensive institutions that propose to develop recent baccalaureate science graduates from diverse backgrounds underrepresented in biomedical and behavioral sciences so that they have the necessary knowledge and skills to pursue PhD or MD-PhD degrees in these fields. The program provides support for well-designed courses for skills development and extensive research experiences aimed at preparing individuals from diverse backgrounds to complete doctoral degrees.

January 27, 2014

February 28, 2014

March 31, 2014; January 25, 2015; January 25, 2016, 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.

June-July, 2014; June-July, 2015; June-July, 2016

October, 2014; October, 2015; October, 2016

December, 2014; December, 2015, December, 2016

January 26, 2016

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 2. Full Text of Announcement

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.

This goal of this funding opportunity announcement (FOA) issued by the National Institute of General Medical Sciences (NIGMS) is to support educational activities that 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 and courses for skills development for recent college graduates, to prepare them for graduate school.

Applications are encouraged from research-intensive institutions that propose to develop recent baccalaureate science graduates from diverse backgrounds underrepresented in biomedical and behavioral sciences so that they have the necessary knowledge and skills to pursue PhD or MD-PhD degrees in these fields. The program provides support for well-designed courses for skills development and extensive research experiences aimed at preparing individuals from underrepresented backgrounds to complete rigorous doctoral degree programs in these disciplines.

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. Institutions are encouraged to identify candidates who will increase diversity on a national or institutional basis.

There is abundant evidence that the biomedical and educational enterprise will directly benefit from broader inclusion. Recent studies have supported the argument that diversity enhances the quality of education in multiple settings. Studies have suggested that racially and culturally concordant scientific staff may be more successful in recruiting individuals from underrepresented groups into clinical trials. Racially similar physician-patient dyads also may be related to greater patient satisfaction in ways that could enhance communication and participation in clinical research settings. There is no question that the need for a diverse workforce permeates all aspects of the nation's health-related research effort.

Although the NIH currently provides multiple opportunities to develop research careers and improve participation of individuals from groups with low representation in the biomedical and behavioral sciences, reports from the National Science Foundation (NSF), (see http://www.nsf.gov/statistics/wmpd/) and others provide strong evidence that the lack of diversity remains an important problem that the entire research enterprise must actively address. As part of its mission (see the NIGMS Strategic Plan), NIGMS actively supports programs that would increase the pool of scientists who are members of groups currently underrepresented in the biomedical and behavioral sciences, including African Americans, Hispanic Americans, Native Americans, Alaska Natives, Hawaiian Natives, natives of the US Pacific Islands, and individuals with disabilities. The data clearly show that populations of these groups have historically not gained access to biomedical and behavioral sciences disciplines, and continue to be underrepresented in those fields.

The objective of the Postbaccalaureate Research Education Program (PREP) is to prepare individuals from backgrounds underrepresented in biomedical and behavioral sciences who have recently obtained their baccalaureate degrees for successful completion of PhD or MD-PhD training programs. For the purposes of this funding opportunity, recent baccalaureate graduates are those who have graduated from an accredited U.S. college or university no more than 36 months prior to applying to the PREP and are not currently enrolled in a degree program. In order to increase their acceptance into rigorous doctoral training programs, PREP participants will receive extensive research experiences and take courses for skills development during a one- to two-year research apprenticeship, to further develop their scholarly potential and improve their research skills. NIGMS expects that this program will lead to a steady supply of exceptional PhD students from underrepresented groups.

PREP applications are institutional in nature and therefore they should reflect the plans and priorities of the participating institutions. PREPs should generate carefully designed, individualized student development plans (IDPs) that are compatible with the participants curricular needs and experience, combined with research projects mentored by faculty members who have active and extramurally funded research programs. The development plans will typically be designed within the context of a one-year apprenticeship to provide the necessary skills to prepare the participants for rigorous doctoral training programs. Participants should not be appointed for less than a year. NIGMS recognizes that each participant has individual needs and that a one-year program may not be sufficient for some to fully prepare to be competitive for graduate school. A second-year apprenticeship is allowable at the discretion of the PREP Program Director/Principal Investigator if within the awarded costs of a particular program. This does not require NIGMS pre-approval, but should be used selectively for those participants who would benefit from a second year in the program. The second-year apprenticeship must enhance participants competitiveness to enter a rigorous doctoral program and not simply allow participants more time to decide if they wish to obtain a graduate degree, to explore other career options, or to provide job opportunities. This program will not support individuals earning Master's degrees. Applications may request between five and ten postbaccalaureate positions for each year of the grant (i.e., up to 50 participants for a five-year grant period), for individuals to engage in courses for skills development and mentored research studies.

As apprentice scientists, the participants will be involved in independent research projects that will allow them to experience the fulfillment of discovery as scientists. They are expected to learn to develop their own hypotheses and design experiments to test them. The research environment should be supportive and favorable to learning and include opportunities for the participants to interact with graduate student peers, postdoctoral researchers, and other investigators who could contribute to their growth and will allow them to thrive in rigorous doctoral programs. PREP participants will be required to work as research apprentices at 9 person-months (75% full-time effort) and the other 3 person-months (25% full-time effort) will be for further skills development.

The academic preparations may include courses, workshops, seminars, supplemental instruction, or lectures that will enrich the quantitative and analytical skills of the participants. The courses to be taken should be appropriate to the requirements for rigorous doctoral programs.

In addition to developing IDPs for each participant, PREPs should include group activities that will complement or augment the individualized plans and allow for interactions among participants. The group activities should be appropriate to the resources of the institution and integrated well with the overall program plan. These activities should enrich the participants verbal, analytical and critical thinking abilities and build their academic credentials to support their completion of PhD degrees. While constructed and conducted with PREP support, these activities may include non-PREP participants and thereby convey benefit more broadly throughout the institution. Existing activities within the institution should not be duplicated. Rather, efforts should be made to integrate the PREP participants into the institutional activities. Plans to connect the PREP with other institutional student training programs, such as NIH-funded training grants, should be provided.

It is expected that upon completion of apprenticeship, PREP participants will apply to high-caliber doctoral training programs. It is also anticipated that institutional PREPs will help awardee institutions in achieving greater diversity in their doctoral programs, either through institutional change fostered by experience with the PREP program and/or through recruitment of successful PREP participants into those programs.

Since PREP participants should have an interest in obtaining a PhD and/or MD-PhD degree as a condition of enrollment in the program, NIGMS expects that a successful PREP will provide the knowledge and skills such that at least 75% of its participants go on to such programs. Furthermore, with this expertise and experience, NIGMS expects that at least 75% of the participants who enter these programs will obtain the degree(s). Thus, applicant institutions should design the strategies and interventions, as well as set the goals and measurable objectives for their PREPs, within the context of the NIGMS’s expectations and in line with their institutional settings and missions.

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.

Grant: A support mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

New
Renewal
Resubmission

The OER Glossary and the SF424 (R&R) Application Guide provide details on these application types.

The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

NIGMS intends to commit $2.5 million (total costs) annually.

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 guidelines: total direct costs are limited to $400,000 annually.

The total project period may not exceed 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 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).

Salary support for the PD(s)/PI(s) (or combination of multiple PD(s)/PI(s)) may be requested up to a total of 1.8 person-months (15% full-time) effort per year. Salary for a program coordinator may be requested to assist the PD(s)/PI(s) in the day-to-day administration of the program. The role of the program coordinator in the implementation of the program should be clearly defined and be significantly different from the PD(s)/PI(s). The duties and responsibilities of the program coordinator should be included in the budget justification. The salary of the coordinator is limited to a maximum of 6 person-months (50% full-time) effort per year.

Remuneration for PREP participants is through salary and wages. PREP participants will be paid a salary of $27,200. The total compensation package, which includes fringe benefits and tuition remission and fees (if applicable) for a PREP participant must not exceed $35,000/year from the grant. Institutions can supplement PREP participant salary and benefits with non-federal funds if needed and if they follow applicant institution guidelines for wages for employees in similar positions at the institution. PREP participants will be required to work as research apprentices devoting a minimum of 9 person-months (75% of full-time professional effort), and the remaining 3 person-months (25% effort) will be for further academic development. In order for the participant to receive this compensation, the following conditions must be met:

• The PREP participant must be performing necessary work relevant to the proposed research experience.
• There must be an employee-employer relationship between the participant and the university.
• The total compensation must be reasonable for the work performed.
• It is the institution's practice to provide compensation for all individuals in similar circumstances, regardless of the source of support for the activity.

TUITION REMISSION: The applicant institution may request tuition remission for a course it deems necessary to enhance the preparedness of a PREP scholar for graduate studies; tuition remission must be specifically justified. However, tuition remission may not exceed the in-state tuition cost at institutions that also have out-of-state tuition charges.

TRAVEL: Applicants may request support for travel of PREP scholars to attend or present scientific papers at domestic scientific conferences. Requests for PREP scholars travel to scientific meetings or workshops must be carefully justified, with specificity.

Consultant costs, equipment, supplies, travel for key persons, and other program-related expenses may be included in the proposed budget. These expenses must be justified as specifically required by the proposed program and must not duplicate items generally available at the applicant institution.

Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees and expenditures for equipment), rather than on the basis of a negotiated rate agreement.

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

Section III. Eligibility Information

1. Eligible Applicants

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)

The applicant institution must be a research-intensive institution that has a significant number of faculty mentors with active and extramurally funded (such as R01 or equivalent) research programs to support adequate research and academic training of the participants. It must be an institution with strong PhD and/or MD-PhD degree programs in biomedical and/or behavioral sciences that could provide excellent, challenging, and supportive, peer groups for the PREP participants to interact and network with and also serve as peer mentors.

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.

Applicant Organizations

• 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.

The PD(s)/(PI(s) must have a regular, full-time appointment (i.e., not adjunct, part-time, retired, or emeritus) at the applicant institution and should have research, teaching, student counseling and/or academic administrative experience and an interest in promoting biomedical and behavioral science education among students from underrepresented groups.

3. Additional Information on Eligibility

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.

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.

The applicant institution will select the PREP participants who will receive salary support and it is the responsibility of the institution to establish the qualifications of the participants before they are supported by the program. In order to receive salary support, participants must be considered underrepresented in biomedical or behavioral research, have a baccalaureate degree in a biomedically relevant science from an accredited U.S. college or university awarded no more than 36 months prior to applying to a PREP, and must not be currently enrolled in a degree program.

For the purpose of this FOA, individuals underrepresented in the biomedical and behavioral sciences include the following:

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. Under extraordinary circumstances the PHS may, at its discretion, consider an individual beyond the undergraduate level to be from a disadvantaged background. Such decisions will be made on a case-by-case basis, based on appropriate documentation.

Institutions are required to develop selection plans and criteria to identify eligible participants who are interested in pursuing a career in biomedical or behavioral research. Selection of program supported participants should take into consideration whether the participant’s inclusion would help achieve the overall goals/objectives of the proposed institutional program and the PREP goals. All individuals selected as participants should intend to apply for a PhD and/or MD-PhD program in the biomedical or behavioral sciences, immediately following completion of apprenticeship.

PREP participants must be U.S. citizens, nationals, or permanent residents.

Section IV. Application and Submission Information

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.

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.

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

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.

An Institutional Advisory Committee for the PREP is recommended. This committee may provide counsel and assistance to the PD(s)/PI(s) and institutional officials in meeting the goals of the PREP. Representatives from various institutional offices, including those involved in graduate admission, student advising, business office, and central administration, may make up this committee. Representatives including PREP participants or graduate students as well as faculty members from one or two participating departments are also appropriate. Other committee members may include individuals or faculty members from other institutions who may be able to provide insights to further the goals and specific measurable objectives of the program.

Typically, an advisory committee may: (1) advise and assist the PD(s)/PI(s) in the development and implementation of program procedures and practices, (2) assist the PD(s)/PI(s) in establishing criteria and procedures for the admittance/retention of participants and selection of faculty mentors, (3) help monitor progress of program activities and participants, (4) assist the PD(s)/PI(s) in designing IDPs, (5) advise on rebudgeting of funds, (6) help expand the present effort by identifying internal and external funding sources, (7) assist in monitoring compliance with NIH policies and regulations, and, if necessary, (8) address faculty and participant grievances related to the PREP, and (9) assist in selecting a new PD(s)/PI(s) if it becomes necessary.

If an Advisory Committee will be used, provide a plan for the appointment of an Advisory Committee to monitor progress of the training program. The composition, roles, responsibilities, and desired expertise of committee members, frequency of committee meetings, and other relevant information should be included. Describe how the Advisory Committee will evaluate the overall effectiveness of the program. Proposed Advisory Committee members should be named in the application if they have been invited to participate at the time the application is submitted. Renewal applications with Advisory Committees should include the names of all committee members during the past project period. 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.

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

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.
• Use the section on Participant/Trainee Support Costs to include all allowable categories of funds requested to support participants in the program.
• A single consolidated budget for PREP is required, with each item clearly justified.
• Allowable costs are described in Section II (Other Award Budget Information). The following items are unallowable costs for the PREP:
  • Housing, food, or recruitment expenses of any kind
  • Support for faculty research (all faculty preceptors are expected to have their own research support)
  • Student support in the form of a stipend (note: stipend differs technically from salary/wages, which is allowable)
  • Faculty mentors time or effort compensation
  • Cost of workshops or courses with a limited focus of preparation for a specific test (e.g., GRE, MCAT)
  • Foreign travel (including Canada and Mexico) by PD(s)/PI(s), faculty, coordinators, research mentors, or PREP participants
  • Equipment
  • Alterations and renovations
  • Consortium/contractual arrangements
  • Other costs prohibited by OMB Circular A-21
  PHS 398 Cover Page Supplement

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

  PHS 398 Research Plan

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

  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
  • 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, 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.

  It is anticipated that several departments, e.g., Biological Sciences, Behavioral Sciences, Mathematics, Chemistry, Physics, Computer Sciences, Physiology, Biochemistry, Genetics, Neuroscience, etc., will be involved in the institutional PREP. Hence, the Research Plan component of the PREP application should be organized to reflect the institutional scope of the proposed program. The Research Plan should describe an integrated set of activities that include individualized student development plans (IDPs) and group activities that would enhance academic excellence and promote the timely progression of participants to the next academic/career step. It should also describe how these activities could contribute to faculty awareness and commitment to a diverse workforce and student body within the institution. Any benefits to the community because of PREP activities should be addressed. Include the following items in this section:

  1) Institutional Setting and Current Status of the Graduate Biomedical Science-Related Academic Programs: Provide a brief description of the mission of the institution and its academic components. Describe the current academic programs and student support services, as well as the size of the graduate student body (PhD and MD-PhD level) in the biomedically relevant sciences. Describe and summarize institutional and externally sponsored programs that have encouraged and helped train underrepresented students at the participating institution within the last five years.

  2) Student Enrollment, Graduation, and Career Paths: Provide institutional data on PhD student enrollment from the last five years, and indicate the percentage of individuals from underrepresented groups. Provide the number of PhD and or MD-PhD students (overall and underrepresented groups) from the participating departments or programs, their graduation rates. Present this data in table format.

  For renewal applications, include a detailed Progress Report. State the original and specific measurable objectives, anticipated milestones, and outcomes. In table format, provide participant information by year of training for the previous funding period including the: 1) number of participant slots awarded, 2) number of participants appointed, 3) number of participants appointed for a second year, 4) number of PREP participants who applied to doctoral programs, and 5) number of past participants currently enrolled in doctoral programs.

  In a second table, list the names of the participants and years of their PREP participation during the two most recent funding periods, if applicable. Include in this table the participant's current training or employment status, including institution/department affiliation, and type and year of degree earned. Also include PhD programs that the participant was accepted into, or enrolled in.

  List any grant applications or publications written or co-authored by the participants. Describe any significant honors and awards given to these participants (provide specific dates) that were related to, or resulted from, involvement in activities supported by the PREP.

  In addition, provide a summary of the accomplishments of the PREP program during the previous project period, with reference to participant research and/or other PREP-supported development activities, e.g., workshops, scientific meetings, or lectures. Describe what has been learned through the program assessment and any changes made in the program because of the assessment.

  4) Proposed Student Development Activities: Describe the strategy that will be used to develop the appropriate IDP for each participant in order to meet his/her specific needs and improve his/her academic credentials for pursuing the doctoral degree. Describe the type of activities for the IDPs that the participants will be engaged in (e.g., enrollment in specific courses, research, and research-related activities), the rationale for these activities, and measurement of outcomes as a result of participating in these activities.

  Describe how participant progress will be monitored while they are in the PREP. Provide information on the contribution of the faculty mentors or other personnel in the development of the participants. A plan for monitoring the previous PREP participants progress in predoctoral and postdoctoral programs as well as their subsequent employment should be included. This should also include descriptions on how the previous participants can continue to contribute to the PREP, how communications between the PREP and previous participants can be maintained, and how feedback can be obtained as they progress in their doctoral studies.

  Describe the proposed research activities of the PREP participants and how the research results will be disseminated or presented.

  Describe the proposed group in which the PREP cohort will participate. Describe how other institutional programs will be made available and utilized by the PREP participants. Describe strategies that will be employed to enhance the PREP participants verbal abilities, writing and communication skills, as well as critical and analytical thinking. Describe how these activities will further increase the PREP participants competitiveness in completing doctoral degrees. Describe how the PREP participants will be integrated into the institution s graduate programs. Describe how the proposed PREP will be associated with other institutional student training programs, such as the NIH training grants. Describe the expected outcomes of these efforts.

  Describe the type of peer group that the PREP participants will have in the institution and how this group will help prepare the PREP participants for the rigors of doctoral program requirements.

  The selection strategy and criteria for appropriate faculty mentors should be explained. A general faculty-mentoring plan should be provided to ensure that all PREP participants are given high-quality mentorship. The plan should include the mentors (1) research plan or outline for the PREP participants and (2) availability for consultation and discussion of research project results. It is expected that the faculty mentors will serve as points of contact after the participants leave the lab for graduate studies.

  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.

  The PD(s)/PI(s) is the principal contact with NIGMS at the institution and is responsible for the administration and management of the institutional PREP. The PD(s)/PI(s) is responsible for insuring that the PREP participants are placed in highly productive laboratories with faculty mentors who will provide the proper guidance and instruction for the participants. In consultation with the advisory committee, if one is included, the PD(s)/PI(s) should oversee the preparation and development of an IDP for each participant, as well as design program activities that will further enhance the academic preparation and research skills of the participants. The PD(s)/PI(s) should ensure that other institutional programs will complement the PREP activities, and allow sufficient occasion for the participants to interact with PhD candidates as peers. The PD(s)/PI(s) is also responsible for the preparation and submission of required reports (annual progress reports, changes in the program, etc.) in a timely manner.

  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.

  The PREP faculty mentors are expected to have strong research programs supported by NIH or other extramural funds. They are also expected to have previous experience in training students and be committed to supporting a diverse scientific workforce. They should provide a positive learning and working environment, which will foster productive interactions between the PREP participants, their own development as mentors, and excellent peer and mentoring groups. Provide relevant information on the proposed faculty members who would be research mentors and, in addition, those faculty and/or staff who would conduct the courses for skills development activities. Provide their biographical sketches (see SF424 Research & Related Senior/Key Person Profile, above), emphasizing their teaching and/or research achievements, extramural research support, and their record in training and mentoring students, particularly those who belong to underrepresented groups.

  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.

  Provide the criteria and strategy as to how the PREP participants will be selected. The selection of participants should be in line with the objectives of the PREP, which include providing extensive research training to baccalaureate graduates from underrepresented groups that will prepare them for completion of rigorous PhD training programs. Institutions with PREPs may request from five to ten postbaccalaureate positions. This number should not exceed ten per year for each year of the grant, or 50 participants for a five-year grant period. Explain the criteria and strategy that will be used for matching PREP participants with faculty mentors.

  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.

  Evidence of institutional commitment may include the use of methods such as workshops or retreats for faculty mentors, to increase their awareness and commitment to increasing diversity in the science workforce, and rewarding faculty members who have been involved in the training and mentoring of individuals from underrepresented groups to ensure diversity in the workforce, could also be employed. Another example could be the participation of institutional officials in various activities that support increasing the number of individuals from underrepresented groups in the sciences. If an application proposes additional program activities or resources that will not be supported by PREP, this should be clearly indicated, along with a description of how these activities will be supported.

  Applications lacking a plan for instruction in responsible conduct of research will not be reviewed.

  Evaluation 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 provide suggestions for improvements.

  Letters of Support

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

  Resource Sharing Plans

  Planned Enrollment Report

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

  PHS 398 Cumulative Inclusion Enrollment Report

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

  3. Submission Dates and Times

  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.

  4. Intergovernmental Review (E.O. 12372) 5. Funding Restrictions 6. Other Submission Requirements and Information

  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.

  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, NIH. Applications that are incomplete will not be reviewed.

  Post Submission Materials

  Applicants are required to follow the instructions for post-submission materials, as described in NOT-OD-13-030. For the purpose of this FOA, follow the post-submission instructions for institutional training and training-related (e.g T32 and T34) grants.

  Section V. Application Review Information

  1. Criteria

  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.

  For this particular announcement, note the following: The goal of this R25 program is to support educational activities that prepare individuals from diverse backgrounds underrepresented in biomedical and behavioral sciences who have recently obtained their baccalaureate degrees for successful completion of PhD or MD-PhD training programs. An additional objective is to increase the diversity of awardee institutions' doctoral training programs.

  Overall Impact

  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.

  Scored Review Criteria

  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 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?

  Is there convincing evidence that the proposed academic enhancements and research education increase the competitiveness of the participants to enter and complete a doctoral degree? Will achievement of the aims/objectives of the program improve the research education and career preparation of diverse students in the participating department(s), college(s), and institution?

  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?

  Is the composition of the advisory committee (if one is proposed) appropriate and consistent with the scope of the proposed research education program? Is there an adequate pool of research mentors who are extramurally funded and experienced in educating students in research? Does the proposed evaluator have the appropriate background and credentials?

  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 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 strategy to be used for determining the IDPs adequately consider the academic and research backgrounds of the participants? Is there sufficient evidence that the courses for skills development designed to increase analytical and critical thinking, verbal reasoning, and communication skills will enable the participants admission and retention in rigorous doctoral training programs? Are the group activities adequately integrated with the institution’s graduate students activities and other institutional training programs? Do the proposed research activities have a high likelihood of enabling the participant to gain admission to and complete a rigorous doctoral program? Is the faculty mentoring plan clearly described and sufficient? Are the proposed mechanisms for monitoring participants progress during and after they leave the program sufficient? Are the selection strategy and criteria for faculty mentors appropriate? Is the proposed plan for evaluating program activities adequate and feasible? Are the proposed baseline metrics specific and sufficient?

  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?

  Are the proposed activities consistent with the resources of the institution? Are the proposed research education activities well supported by a strong pool of faculty mentors with active and extramurally funded research programs? Will the doctoral degree programs at the institution provide excellent, challenging, and supportive peer groups for the PREP participants?

  Additional Review Criteria

  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.

  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. In addition, the committee will consider the following:

  • Has the research education program successfully achieved its stated objectives during the prior project period, especially in the context of institutional baseline and NIGMS’s expectations (see Section I for details)? Has there been an improvement in baseline data?
  • Has the research education program successfully recruited the expected number of PREP participants during the prior project period? Has the PD(s)/PI(s) effectively shaped the recruitment plan in response to recruitment outcomes?
  • Has the program been innovative in the past and does it continue to demonstrate innovation?
  • Has the program had a strong success rate of having its participants enroll in rigorous doctoral training programs? Were the retention and completion rates in doctoral programs of past PREP participants adequately monitored? Do past participants who have enrolled in doctoral programs have strong retention and completion rates?
  • Has the program been adequately evaluated, and do the results of the evaluation document a continued need for support for this program? Is the proposed approach for the next project period responsive to the results of the program s evaluation?
  • Has the program made well-informed decisions regarding the need for a second year of training for some participants? Are procedures for making such decisions well-supported? Has such use been successful in terms of participant outcomes?
  • Has the program had a strong impact and provided added value to the institution?
  Additional Review Considerations

  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

  Training in the Responsible Conduct of Research

  Applications from Foreign Organizations

  Select Agent Research

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

  Resource Sharing Plans

  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.

  2. Review and Selection Process

  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.

  Applications will be assigned 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 General Medical Sciences Council. 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.
  • Cost effectiveness of the proposed budget
  • Geographical and program balance
  • For renewal applications: Past performance of the PREP program in achieving its stated goals and objectives during the prior project period(s) is weighted heavily in making funding decisions.
  3. Anticipated Announcement and Award Dates

  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.

  Section VI. Award Administration Information

  1. Award Notices

  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.

  2. Administrative and National Policy Requirements

  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.

  3. Reporting

  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 annual progress report should include a statement of the goals, measurable objectives, and milestones as proposed in the application and correlate the outcomes to the objectives. The report should describe the major student development activities that contributed in achieving the goals set by the program, and should discuss the challenges faced by participants when applying to PhD and/or MD-PhD training programs. The report should include the total number of PREP participants as well as the number of participants who were not supported by PREP but participated in the program activities, and what benefits were derived from such activities. A report on the current status of PREP participants should be provided including their major accomplishments or awards (e.g. publications, predoctoral fellowships or awards), the PhD and/or MD-PhD institutions they were admitted to, and matriculated in (including the specific department), and the research area that they are working in. The progress report should also indicate the number of participants going on for a second year of internship, the reasons for the need for a second year, and the expected outcomes or accomplishments resulting from the second year.

  Publication and Sharing of Research Education Results: Investigators are encouraged to submit reports of their findings for publication to the journals of their choice. For each publication that results from this award, NIH support should be acknowledged by a footnote in language similar to the following: This project was supported by NIH grant number ________. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH".

  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.

  Other Reporting Requirements
  • 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.
  4. Evaluation

  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.

  Within ten years of making awards under this program, NIH will assess the program’s overall outcomes, gauge its effectiveness in enhancing diversity, and consider whether there is a continuing need for the program. 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:

  The overall evaluation of the program will be based on metrics that will include, but are not limited to, the following:

  • Aggregate number and demographic characteristics of participants
  • Subsequent educational/career progress, including:
    • Enrollment in an advanced degree program in a STEM (science, technology, engineering, or mathematics) field
    • Successful completion of a STEM graduate program
    • Subsequent participation in a formal research training or career development program in a STEM field
    • Subsequent participation in research
    • Subsequent employment in a research or research-related field
    • Subsequent authorship of scientific publications in a STEM field
    Section VII. Agency Contacts

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

    Application Submission Contacts

    eRA Service Desk (Questions regarding ASSIST, eRA Commons registration, submitting and tracking an application, documenting system problems that threaten submission by the due date, post submission issues)Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

    Grants.gov Customer Support (Questions regarding Grants.gov registration and submission, downloading forms and application packages)
    Contact Center Telephone: 800-518-4726

    GrantsInfo (Questions regarding application instructions and process, finding NIH grant resources)
    Telephone: 301-710-0267
    TTY: 301-451-5936
    Email: GrantsInfo@nih.gov

    Scientific/Research Contact(s)

    Michael Bender, Ph.D.
    National Institute of General Medical Sciences (NIGMS)
    Telephone: 301-594-0943
    Email: mbender@nigms.nih.gov

    Peer Review Contact(s)

    Helen R. Sunshine, Ph.D.
    National Institute of General Medical Sciences (NIGMS)
    Telephone: 301-594-2281
    Email: sunshinh@nigms.nih.gov

    Financial/Grants Management Contact(s)

    Ms. Lori Burge
    National Institute of General Medical Sciences (NIGMS)
    Telephone: 301-451-3781
    Email: burgel@mail.nih.gov

    Section VIII. Other Information

    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.

    Authority and Regulations

    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.