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PHS Research Performance Progress Report and Other Post-award Reporting (OD)

Attachment 10B_Undergraduate_Training_Tables_FORMS-I

Data Tables (Part of Final RPPR)

OMB: 0925-0002

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OMB Number 0925-0001 and 0925-0002 (Rev. 07/2024 Approved Through 01/31/2024)

Table 1. Census of Participating Biomedical Departments and Interdepartmental Programs

Rationale


This table provides insight into the environment in which the proposed training program will take place. It allows reviewers to assess the pool of trainees and faculty and, in the case of interdepartmental programs, the representation and distribution of scientific disciplines to support the proposed program.


Instructions

Undergraduates and Faculty in Participating Biomedical Departments and Interdepartmental Programs

For the current full academic year, provide the total number of faculty members and undergraduates in each participating department and interdepartmental program. Faculty members should be counted only once in association with a single department or interdepartmental program. Undergraduates should be counted only once and in association with a single department or interdepartmental program.

For each participating department, division, or interdepartmental program enter the following counts for the current full academic year:

  1. Participating Department or Program. List the name of the Department, Division, or Interdepartmental Program.

  2. Total Faculty. Provide the total number of current full-time faculty members. In the Total row, count each faculty member only once and enter, in bold font, the total number of unique faculty members across the participating departments and interdepartmental programs. (Where faculty members are included in the counts for both a department and a program, or have appointments in more than one participating department, the total number of unique faculty will be less than the sum across participating departments and programs.)

  3. Participating Faculty. Provide the total number of full-time faculty members who will participate in the proposed training program. In the Total row, count each faculty member only once and enter, in bold font, the total number of unique participating faculty members across the participating departments and interdepartmental programs.

  4. Total Undergraduates. Enter the total number of full-time enrolled undergraduates. In the Total row, sum across departments and interdepartmental programs and enter, in bold font, the total number of undergraduates for this column. For undergraduates with affiliations in more than one participating department or program, please list them according to their primary affiliation.

  5. Training Grant Eligible (TGE) Undergraduates. Enter the total number of full-time enrolled training-grant eligible undergraduates for the proposed program (in most cases, this number will reflect students who are citizens or non-citizen nationals of the U.S. or permanent residents). In the Total row, sum across departments and interdepartmental programs and enter, in bold font, the total number of undergraduates for this column.

  6. Total Undergraduates Supported by any Training Award. Provide the total number of full-time undergraduates who are currently supported by any federal STEM training award (e.g., NIH T34, R25, NSF). In the Total row, sum across departments and interdepartmental programs and enter, in bold font, the total number of undergraduates for this column.

  7. For Renewals/Revisions Only: Undergraduates Supported by this Training Grant. If this is a renewal or revision application, enter the total number of undergraduates currently supported on the training grant. In the Total row, sum across departments and interdepartmental programs and enter, in bold font, the total number of undergraduates for this column. For new applications, do not include this column.



Table 1. Census of Participating Departments and Interdepartmental Programs



Participating Department /Division or Program

Total Full-Time Faculty

Full-Time Participating Faculty

Total Full-Time Undergraduates

Training Grant Eligible (TGE) Full-Time Undergraduates

Total Full-Time Undergraduates Supported by any Training Award

Full-Time Undergraduates Supported by this Training Grant (Only Renewals/ Revisions)

Biology

15

10

300

200

3

3

Chemistry

10

8

100

75

3

3

Physics

8

3

50

25

2

0

Psychology & Neuroscience

12

9

150

100

2

2

Total

45

30

600

400

10

8

UG, Undergraduate; TGE, Training Grant Eligible






Table 2. Participating Faculty Members

Rationale

This information allows reviewers to assess the distribution of participating faculty by rank, research interests, department or interdepartmental program at the applicant organization (Part I), and as applicable, partner organization(s) (Part II). In addition, data permit an evaluation of the experience of participating faculty in facilitating the progression of trainees at the stage of the proposed program in their careers. The data concisely summarize information about the training faculty.

Instructions

List participating faculty in alphabetical order by last name. Include participating faculty from the applicant organization in Part I, and in the case of partnership programs, faculty from other participating organizations in Part II. For each participating faculty member, provide:

  1. Name. Include the full name in the format Last Name, First Name and Middle Initial.

  2. Degree(s). Provide the faculty member’s terminal degree(s).

  3. Rank. Provide the academic rank held by each faculty (e.g., Asst. Prof. for Assistant Professor, Assoc. Prof. for Associate Professor, Prof. for Professor, Res. Asst. Prof. for Research Assistant Professor, Instructor). For training grant faculty holding non-academic positions, such as those in government or in the private sector, report “Other,” followed by their title.

  4. Part I, Applicant Organization Primary Department or Program. List the primary affiliation (department, interdepartmental program, or other academic unit).


Part II (as applicable), Partner Organization and Primary Department or Program. List the Organization, and, in parenthesis, the primary affiliation (department, interdepartmental program, or other academic unit).


  1. Research Interest. Provide the faculty member’s research interest relevant to the proposed training program.

  2. Training Role. Provide up to three role(s) for each faculty in the proposed training program, selected from the following options: PD/PI, Preceptor, Summer Research Experience Mentor (SRE mentor, i.e., an investigator who supports and oversees research training only during the summer), Executive Committee member (Exec. Comm.), Other Committee member (Other Comm.), Other.



Mentoring Record (Items 7-9). Provide the status of undergraduate students for whom the participating faculty member was the primary research supervisor in the last 10 years.

  1. Undergraduates in Training. Provide the number of undergraduates who are currently in training under the faculty member’s supervision.

  2. Undergraduates Graduated. Provide the number of undergraduates who were awarded their Bachelor’s degree during the last 10 years.

  3. Undergraduates Continued in Biomedical, Research-focused Higher Degree Programs (e.g., Ph.D. or M.D./Ph.D.). Provide the number of undergraduates who pursued biomedical, research-focused higher degree programs (e.g., Ph.D. or M.D./Ph.D.) during the last 10 years. Do not include those who pursued strictly clinical training (e.g., M.D., allied health professions).



Summarize these data in the Research Training Program Plan, within the Background Section and the Program Faculty Section of the Program Plan. Use the narrative to describe the distribution of participating faculty by rank, department or interdepartmental program, areas of research emphasis, and the rationale for the faculty selected to participate in the training grant. Analyze the data in terms of the overall experience of the faculty in training undergraduates. Comment on the inclusion of faculty whose mentoring records may suggest limited or recent training experience at the undergraduate level.

 

Sample Table 2. Participating Faculty Members

Part I. Participating Faculty Members at Applicant Organization



Name

Degree(s)

Rank

Primary Department or Program

Research Interest

Training Role

Undergraduates In Training

Undergraduates Graduated

Undergraduates Continued in Biomedical, Research-focused Higher Degree Programs

Abrams-Johnson, Jane

Ph.D., MPH.

Asst. Prof.

Pharmacology

Regulation of Synthesis of Biogenic Amines

Preceptor

PD/PI

1

4

2

Jones, Lisa S.

Ph.D.

Res. Asst. Prof.

Biochemistry

Protein Structure, Folding, and Immunogenicity

Preceptor

3

3

3

Sandoz, Miguel J.

M.D., Ph.D.

Assoc. Prof.

Neuroscience

Developmental Genetics in Drosophila

Preceptor

Exec. Comm.

4

6

5

Thomas, James C.

Ph.D.

Prof.

Biochemistry

Molecular and Genetic Analysis of RNA Viruses

Other Comm.

7

10

9



Part II. Participating Faculty Members at Other Organizations (Partnership Programs)

Name

Degree(s)

Rank

Organization (Department)

Research Interest

Training Role

Undergraduates in Training

Undergraduates Graduated

Undergraduates Continued in Biomedical, Research-focused Higher Degree Programs

Smith, Quinn A.

PhD

Asst. Prof.

Partnership University (Bioengineering)

Medical Devices for Disease Detection

SRE Mentor

2

3

3

Johnson, River J.

PhD

Res. Asst. Prof.

Partnership University (Neuroscience)

Neuro-immunology

SRE Mentor

7

10

9

Rodriguez, Leticia M.

MD, PhD

Assoc. Prof.

Partnership University (Population Science)

Chronic Disease Prevention and Control

SRE Mentor

3

5

4

Table 3. Federal Organizational Research Training Grants and Related Support Available to Participating Faculty Members Rationale

This table will permit an evaluation of the current level of support for undergraduate research training for participating faculty. This information is useful in assessing the organizational environment and determining the number of training positions to be awarded.

Instructions

For all currently active, federal organizational training (e.g., NIH T34, TL4), and research education (e.g., NIH R25, RL5) programs available to the participating faculty members for undergraduate support, list the following:

  1. Grant Title. Provide the full grant title. Do not list all training and related grants at the participating organizations(s); list only those only those that support undergraduate research training.

  2. Award Number. Provide the full award number. If a non-NIH Grant include the funding agency (e.g., NSF)

  3. Project Start and End Dates. Provide project period dates inclusive of the entire project period, in the format MM/YYYY-MM/YYYY.

  4. PD/PI. Provide the name of the PD/PI(s), in the format Last Name, First Name Middle Initial.

  5. Number of Undergraduate Positions. Provide the number of full-time undergraduate training positions. In the Total row, sum the number of undergraduate positions across all awards and enter the total in bold font.

  6. Number of Participating Faculty. Provide the total number of participating faculty members.

Summarize these data in the Background Section of the Research Training or Research Education Program Plan. Use the narrative to summarize the level of research training support at the organization. Comment on instances where the tabular data indicate that there may be substantial overlap of participating faculty.

 

Sample Table 3. Federal Organizational Research Training Grants and Related Support Available to Participating Faculty Members

Grant Title

Award Number


Project Start and End Dates

PD/PI

Number of Undergraduate Positions

Number of Participating Faculty

ESTEEMED Project

R25 EB123456-12

05/2021-04/2026

Smith, Quinn A.

5

12

Bridges to the Baccalaureate

T34 GM242609-03

08/2022 – 07/2027

Johnson, River J.

8

16

HBCU UP

NSF 2200650

03/2024 – 02/2027

Wilson, Jordan T.

10

15

Total


23


 

Table 4. Active Research Support of Participating Faculty Members

Rationale

This table provides information about the research training environment, including the availability of funds to support research conducted by the trainees.

Instructions

Part I. Applicant Organization. For each participating faculty member at the applicant organization, list the following:



For each faculty member, list the following:

  1. Faculty Member. List participating faculty members in alphabetical order by last name, in the format Last Name, First Name and Middle Initial.

  2. Funding Source. List the funding source as NIH, AHRQ, NSF, Other Federal (Other Fed), University (Univ), Foundation (Fdn), None, or Other. If none, state “None.” Exclude applications pending review, administrative or competitive supplements, and awards in no-cost extension status.

  3. Grant Number. For each participating faculty member, provide the full grant number for the currently active research grant support in which the faculty member has a role of PD/PI or, in the case of a multi-project grant or cooperative agreement, Project or Core Lead. If the source of the research support is part of a multi-project grant or cooperative agreement (e.g., P01, P50, U10, U19, U54), provide the relevant information only for that component for which the faculty member is responsible. Include research grants from all sources that will provide the context for the planned research training experiences. Exclude organizational research training grants, organizational career development grants, and research education grants.

  4. Role on Project. Provide the role of the faculty member on the research project grant (PD/PI or Center Project PI roles only).

  5. Grant Title. Provide the Grant Title.

  6. Project Period. List the inclusive dates of the entire project period (in the format MM/YYYY-MM/YYYY).

  1. Current Budget Period Direct Costs. Provide the direct costs for the current budget period. For grants in the following categories, report direct costs according to the instructions, below:

    • Multi-PD/PI awards – Divide the direct costs for the current budget period by the number of PD/PIs, and report the result.

    • Multi-year awards (e.g., DP3) – Divide the direct costs by the number of years of the award, and report the result.

    • Multi-component awards (those with subprojects) – Report the costs associated for the current budget period with the subproject(s) for which the faculty member is responsible.

In the last row, calculate and provide the average grant support per participating faculty member.



Part II (as applicable), Partner Organization(s). For training programs that propose to include mentors from multiple organizations, list the following for each faculty member at the partner organization(s) (i.e., faculty members at organizations other than the applicant organization):

  1. Faculty Member. List participating faculty members in alphabetical order by last name, in the format Last Name, First Name and Middle Initial.

  2. Organization. List the organization of the participating faculty member.

  3. Funding Source. List the funding source as NIH, AHRQ, NSF, Other Federal (Other Fed), University (Univ), Foundation (Fdn), None, or Other. If none, state “None.” Exclude applications pending review, administrative or competitive supplements, and awards in no-cost extension status.

  4. Grant Number. For each participating faculty member, provide the full grant number for the currently active research grant support in which the faculty member has a role of PD/PI or, in the case of a multi-project grant or cooperative agreement, Project or Core Lead. If the source of the research support is part of a multi-project grant or cooperative agreement (e.g., P01, P50, U10, U19, U54), provide the relevant information only for that component for which the faculty member is responsible. Include research grants from all sources that will provide the context for the planned research training experiences. Exclude organizational research training grants, organizational career development grants, and research education grants.

  5. Role on Project. Provide the role of the faculty member on the research project grant (i.e., PD/PI). In the case of a multi-project grant or cooperative agreement, where faculty members may be leading projects or cores, enter the role, "Project Lead."

  6. Grant Title. Provide the Grant Title.

  7. Project Period. List the inclusive dates of the entire project period (in the format MM/YYYY-MM/YYYY).

  8. Current Budget Period Direct Costs. Provide the direct costs for the current budget period. For grants in the following categories, report direct costs according to the instructions, below:

    • Multi-PD/PI awards – Divide the direct costs for the current budget period by the number of PD/PIs and report the result.

    • Multi-year awards (e.g., DP3) – Divide the direct costs by the number of years of the award and report the result.

    • Multi-component awards (those with subprojects) – Report the costs associated for the current budget period with the subproject(s) for which the faculty member is responsible.

In the last row, calculate and provide the average grant support per participating faculty member.



Summarize these data in the Program Plan (Program Faculty Section) of the Research Training Program Plan. Analyze the data in terms of total and average grant support. Comment on the inclusion of faculty without research grant support in the proposed training program and explain how the research of trainees who may work with these faculty members would be supported.

 

Sample Table 4. Active Research Support of Participating Faculty Members

Part I, Applicant Organization



Faculty Member

Funding Source

Grant Number

Role on Project

Grant Title

Project Period

Current Budget Period Direct Costs

Jones, Janine L.

NIH

1 R35 GM76259-01

PD/PI

Structure and Function of Acetylcholine Receptors

06/2021-05/2026

$250,000

Jones, Janine L.

NIH

5 K08 AI00091-03

PD/PI

Purification & Identification of Receptors

11/2019-11/2024

$140,000

Ehlers, Roger G.

Univ

 University Start Up Funds

PD/PI

University start-up funds

08/2021-07/2024

$350,000

Mack, Jessie R.

Fdn

 

PD/PI

Control of Angiogenesis

03/2018-02/2023

$185,000

Mack, Jessie R.

NSF

PCM 80-12935

PD/PI

Cell Culture Center

12/2019-11/2024

$180,000

Mack, Jessie R.

NIH

1 P01 HL71802-05

Project PI

Subproject 4: Oncogenic Kit Receptor Signaling in vivo

10/2019-09/2024

$165,000

Smith, James P.

None

 

 

 

 

 

Zachary, Andrew

NIH

1 U01 AI28507-01

PD/PI

Human Monoclonal Antibodies as a Therapy for Staphylococcal Enterotoxin

07/2022-06/2027

$200,000

Average Grant Support per Participating Faculty Member

 

 

 

 

 

$210,000

Part II (As applicable), Partner Organization

Faculty Member

Organization

Funding Source

Grant Number

Role on Project

Grant Title

Project Period

Current Budget Period Direct Costs

Davis, Drew P.

Partnership University

NIH

1 R01 AG76259-01

PD/PI

Impact on Blood-Based Biomarker Detection of Alzheimers in Primary Care Patients

06/2024-05/2029

$230,000

Jenkins, Shaina J.

Partnership University

NIH

5 R00 MD00091-03

PD/PI

Neuroscientific Exploration of Cultural Protective Factors

12/2023-11/2026

$160,000

Jenkins, Shaina J.

Partnership University

NIH

1 DP1 DA17092-01

PD/PI

Mitigating substance abuse in health disparity populations: intersections of neuroscience and cultural practices

7/2023-6/2028

$700,000

Davis, Taylor P.

Partnership University

NSF

7922642

PD/PI

Integrative response to environmental stress from genomic and physiological perspectives

12/2022-11/2025

$150,000

Average Grant Support per Participating Faculty Member


 

 

 

 

 

$310,000





Table 5D. Publications of Trainees Supported by this Program: Undergraduate

Rationale

This information provides data about the potential of each faculty member to foster undergraduate trainees’ ability to conduct rigorous research that advanced scientific knowledge and technologies with increasing self-direction (i.e., publishable results, abstracts at external scientific meetings, or other measures of scientific accomplishment appropriate to the field).

Instructions

For each trainee, list the following:

  1. Trainee Name. List each student in the format Last Name, First Name and Middle Initial.

  • New applications. List sequentially, by year of entry, all undergraduate trainees graduating in a field or from a program similar to the proposed program in the last five years who would have been eligible for the proposed program, if an NIH or other HHS training or related award were available (in most cases, these will be U.S. citizens or permanent residents). These individuals should match the individuals listed in Table 8.

  • Renewal/revision applications. List sequentially, by year of entry into the training program, all trainees who have been supported by this grant at any time during the last 10 grant years, including those who did not complete the training program for any reason. If the grant has been active for less than 10 years, list all trainees to date. These individuals should match the individuals listed in Table 8 for the last 10 years.


  1. Faculty Member. List each participating faculty member in the format Last Name, First Name and Middle Initial. In instances where the trainee had multiple mentors, include up to two faculty mentors. Indicate previous participating faculty who are no longer part of the program with an asterisk (*).

  2. Past or Current Trainee. Indicate whether each undergraduate student is past or current.

  3. Training Period. For past undergraduate students, indicate the year that each undergraduate student enrolled in the degree-granting program and the year they completed or left the degree-granting program, in the format YYYY-YYYY. For current undergraduate students, report the year of enrollment and indicate that training is underway by using the format YYYY-Present.

  4. Publication

  • Publication. (Authors, Year, Title, Journal, Volume, Inclusive Pages). List peer-reviewed publications and manuscripts accepted for publication in peer-reviewed journals in chronological order. Applicants may also include interim research products which the trainee contributed to (such as preprints), but should exclude these if related work has been published or accepted for publication as a peer reviewed manuscript (in such cases, include only the final, peer-reviewed publication). List all publications of undergraduate students resulting from their period of training in the participating faculty member’s laboratory or in association with the current undergraduate program, through completion of their undergraduate degree. Do not list publications resulting from work done prior to entering the undergraduate program or arising from research initiated after the completion of the program. Boldface the undergraduate student’s name in the author list.

  • External Conference Abstracts. (Authors, Year, Title, In: Name of Conference, Conference Dates, Conference Location). List all published conference abstracts at a scientific conference external to the applicant organization(s) of undergraduate students resulting from their period of training in the participating faculty member’s laboratory or in association with the current undergraduate program, through completion of their undergraduate degree. Do not list abstracts resulting from work done prior to entering the undergraduate program or arising from research initiated after the completion of the program. Boldface the undergraduate student’s name in the author list.

  • For undergraduate students without a publication, indicate “No Publications.” Provide one of the following explanatory phrases: new entrant, leave of absence, change of research supervisor, left program, other.



Summarize these data in the body of the application, including, for example, the average number of publications per trainee and how many undergraduate students published their work.

 

Sample Table 5D. Publications of Trainees Supported by this Program: Undergraduate

Trainee Name

Faculty Member

Past or Current Trainee

Training Period

Publication (Authors, Year, Title, Journal, Volume, Inclusive Pages)

Samuels, Dennis R.

Chu, Jeremy K.

Past

2016 - 2020

Bernard J., Samuels, D. and Chu, J., 2020, Molecular Analysis of RNA Viruses, Molec Biol Cell, 11:12-18.

Samuels, D., Bernard, J., and Chu, J., 2021, Comparative sequences of RNA Viruses [abstract]. ABRCMS 2021, Nov 10-13, virtual.


Kim, Suni L.

Brown, Bernice W.

Past

2017 - 2022

Mahomes, R., Kim, S., and Brown, B., 2023, Sympathetic Noradrenergic Innervation of Drosophila, J Comp Neurol, 373:350-378.

Chaudhari, Ritu

Chu, Jeremy K.

Current

2021 - Present

Gomes, X., Chaudhari, R. and Chu, J., 2023, Repeated Sequences in Drosophila, Genetics 185: 1100-1190.


Chaudhari, R., Gomes X, and Chu, J., 2023, 3D spatial single-cell -omics in Drosophila [abstract]. National Diversity in STEM Conference (SACNAS), 2023, Portland, OR.


Jenkins, Layla L.

Berg, Lauren P.

Current

2022-Present

Jenkins, LL and Berg, L., Methylation changes in early embryonic genes in cancer [abstract]. In: Proceedings of the 97th Annual Meeting of the American Association for Cancer Research; 2023 Apr 1–5; Washington, DC.

Thomas, Patricia T.

Diaz, Manuel R.

Current

2023 - Present

 No publications: new entrant

 


Table 7. Appointments to the Training Grant for Each Year of the Current Project Period (Only for Renewals)


Rationale

For renewal applications, these data permit evaluation of the use of awarded training or participant positions.

Instructions

Use Table 7 to report the use of training positions awarded to the program during the last funding cycle.

Provide the following counts for each complete budget year (i.e., Budget Year 01, Budget Year 02, Budget Year 03, Budget Year 04, and Sum of Budget Years) since the last competing grant application.

  1. Positions Awarded. Enter, in bold, the number of training positions awarded (i.e., slots)

  2. Positions Appointed. Enter, in bold, the number of individual trainees appointed.

  3. Positions: Underrepresented Groups. Enter, in plain text, the number of trainees appointed who are from groups that are underrepresented in the biomedical, clinical, behavioral or social sciences, such as individuals from underrepresented racial or ethnic groups, individuals with disabilities, or individuals from disadvantaged backgrounds as described in NIH’s Notice of Interest in Diversity. (If the training program does not collect information on all the groups identified in NIH’s Notice of Interest in Diversity, enter data on the groups for which information is available.)



Sample Table 7. Appointments to the Training Grant for Each Year of the Current Project Period (Only for Renewals)

Budget Year

Budget Year 01

Budget Year 02

Budget Year 03

Budget Year 04

Sum of Budget Years

Positions Awarded

4

8

8

8

28

Positions Appointed

3

7

8

8

26

Positions: Underrepresented Groups

3

6

7

8

24


Summarize these data in the Progress Report Section of the Research Training Program Plan; if any trainee positions were not filled, if any trainees terminated early, or if the distribution of appointed positions differs from the distribution of awarded positions, provide an explanation. It may also be useful to refer to these data within the Recruitment Plan to Enhance Diversity Attachment of the Training Program Section.


Table 8D. Program Outcomes: Undergraduate

Rationale

For new applications, this table provides information on outcomes for trainees who would have been eligible for the proposed training program. These data can provide a baseline to evaluate the effectiveness of any subsequently funded training program in achieving the training objectives.

For renewal applications, this table provides information about the outcomes of predoctoral training positions (e.g., faculty mentor, year(s) in program, area of research, and subsequent career related outcomes). The data also permit an evaluation of the effectiveness of the supported training program in achieving the training objectives of the prior award period(s) for up to 15 years.

Instructions

Part I. Those Appointed to the Grant

In Part I, list sequentially, by year of entry into the undergraduate program, all undergraduate students who have been supported by this grant at any time during the last 15 grant years, including those who did not complete the training program for any reason. If the grant has been active for less than 15 years, list all undergraduate students to date.

For each trainee, provide:

  1. Trainee. Provide the student’s name in the format Last Name, First Name and Middle Initial.

  2. Faculty Member. In the format of Last Name, First Name and Middle Initial, provide up to two primary research training faculty acting as mentors (for trainees, these will be training grant faculty). If not yet selected, indicate “TBD” (to be determined).

  3. Start Date. Provide the calendar month and year of entry into the current degree-granting program in the format MM/YYYY (for trainees, this date may precede the appointment to the training grant). This information will be used with #5 (Degrees(s) received and Year(s)) to assess trainee time-to-degree.

  4. Summary of Support During Training. Provide the primary source and type of support during each twelve-month period of training, using TY1 for Training Year 1, TY2 for Training Year 2, etc. For NIH and other HHS support, list the awarding component and the activity (e.g., T34 GM). Bold the grant being reported in this application. For other sources and types of support, use the categories below, and report only the primary source and type of support for each twelve-month period of training.

 

Sources of Support:

  • NSF

  • Other Federal (Other Fed)

  • University (Univ)

  • Foundation (Fdn)

  • Non-US (Non-US)

  • Other (Other)

  • None

Types of Support:

  • Training Grant (TG)

  • Financial Aid (FA)

  • Pell Grant (PG)

  • Work Study (WS)

  • Research assistantship (RA)

  • Teaching assistantship (TA)

  • Fellowship (F)

  • Scholarship (S)

  • Other

 

  1. Degree(s) received and Year(s). If applicable, list any associate, baccalaureate, terminal degree(s) (such as PhD or MD) received and year(s) awarded. Undergraduate students currently in the program should be designated “in training;” for those who left the undergraduate program without a bachelor’s degree, report “none.”

  2. Topic of Research Project. Enter the topic of the research project.

  3. Initial Position. For all trainees supported by the grant, including those who completed or left the undergraduate program, provide their initial positions, departments, and organizations, as applicable after leaving the program (leave blank for students still in the degree-granting program). If individuals hold joint appointments/positions, list only the primary position. If information is not available, report “unknown.” For each position, indicate the workforce sector (i.e., academia, government, for-profit, nonprofit, other) and principal activity (i.e., primarily research, primarily teaching, primarily clinical, research-related, further training, unrelated to research). Use specific language to describe subsequent degree programs (for example, instead of “graduate student” describe the specific type of program, such as Master’s, Ph.D., M.D./Ph.D., etc.). Research-related positions generally require a doctoral degree and may include activities such as administering research or higher education programs, science policy, or technology transfer.

  4. Current Position. For trainees who completed or left the undergraduate program and have moved on from their initial position, provide their current positions, departments, and organizations, as applicable (leave blank for students who are still in the training program or are still in their initial position). If individuals hold joint appointments/positions, list only the primary position. If information is not available, report “unknown.” For each position, indicate the workforce sector (i.e., academia, government, for-profit, nonprofit, other) and principal activity (i.e., primarily research, primarily teaching, primarily clinical, research-related, further training, unrelated to research). Use specific language to describe subsequent degree programs (for example, instead of “graduate student” describe the specific type of program, such as Master’s, Ph.D., M.D./Ph.D., etc.). Research-related positions generally require a doctoral degree and may include activities such as administering research or higher education programs, science policy, or technology transfer.

  5. Subsequent Grant(s)/Role/Year Awarded. If applicable, list subsequent fellowship, career development, or research grant support obtained from any source, whether as PD/PI or in another senior role (i.e., co-investigator, faculty collaborator, or staff scientist) after the individual entered the training program. For NIH and other HHS support, list the awarding component, activity, role, and year (e.g., GM K99/PI/2023). Up to five grants may be listed.

Part II. Recent Graduates

In Part II (only for new applications), list sequentially all students graduating in a field or from a program similar to the proposed undergraduate program in the last five years who would have been eligible for the proposed program, if an NIH or other HHS training or related award were available (in most cases, these will be U.S. citizens or permanent residents). For each student, provide the information described in Part I, above, except “Summary of Support During Training.”



 

Summarize the data from Part I or II (as applicable) in the Research Training Program Plan, either in the Program Plan Section or the Progress Report Section, as appropriate.

For Research Performance Progress Reports (RPPRs) and renewal applications, provide updated trainee information in Part I reflecting new appointments and other changes over the reporting period. Do not include data older than 15 years. For the RPPR, summarize these data in the Accomplishments Section, in responding to the question, “What opportunities for training and professional development has the project provided?”

Sample Table 8D. Program Outcomes: Undergraduate

Part I. Those Appointed to the Training Grant

Trainee

Faculty Member

Start Date

Summary of Support During Training

Degree(s) Received and Year(s)

Topic of Research Project

Initial Position

Current Position

Subsequent Grant(s)/Role/Year Awarded

Gonzalez, Marc A.

Bradley, Andrea M.

09/2007

TY 1: None
TY 2: Univ S
TY 3: GM T34
TY 4: GM T34

B.S. 2011
M.D./Ph.D. 2019

Therapeutic potential of cell signaling in Alzheimer disease

MD/PhD Student
School of Medicine
UCLA
Further Training

Medical Resident
Dept of Neurology
Cedars-Sinai Hospital
Further Training

AG F30/PI/2013-2016

Johnson, Gina R.

Diaz, Manuel R.

09/2008

TY 1: Univ WS
TY 2: Univ WS
TY 3: GM T34
TY 4: GM T34

BS 2012

MS 2014

PhD 2019

 Viral infections

Master’s student

Microbiology

Vanderbilt University

Further Training

Scientist I

Pfizer

For-profit

Primarily Research

AI F31/PI/2017-2019

 Byrd, Nina L.

Hoops, Eric B.

09/2008

TY1: Univ S

TY 2: GM T34

TY 3: GM T34

TY 4: GM T34


BS 2012

PhD 2020

Nuclear pore formation

Postbac Trainee

Biological Sciences

Baylor University

Further training

Lecturer

Howard University

Academia

Primarily teaching


 Chin, Bo

Katz, Samuel M.

09/2009

TY1: None

TY 2: GM T34

TY3: GM T34

TY 4: Univ S


AA 2011

BS 2013

PhD 2020

Circadian rhythms, sleep & metabolism

PhD student

Neuroscience

University of Idaho

Further Training

Postdoctoral Scholar

Weill Cornell Medical School

Further training

NSF GRF/PI/2013-2015

HL K99/PI/2023-Present


Samuels, Dennis R.

Chu, Jeremy K.

09/2016

TY 1: Univ S

TY 2: Univ S

TY 3: GM T34

TY 4: GM T34

BS 2020

RNA Viruses

Biology Teacher

Manchester High School

Primarily Teaching



Kim, Suni L.

Brown, Bernice W.

09/2017

TY 1: None

TY 2: None

TY 3: Univ S

TY 4: GM T34

TY 5: GM T34

BS 2022

Sympathetic Innervation in Drosophila

Postbac Trainee

Biological Sciences

NIH IRTA

Further Training

MD/PhD Student

School of Medicine

University of Kansas


Further Training


Chaudhari, Ritu

Chu, Jeremy K.

09/2021

TY1: GM T34

TY2: GM T34

TY3: GM T34

In training

Genomic sequencing in Drosophila




Jenkins, Layla L.

Berg, Lauren P.

09/2022

TY1: GM T34

TY2: GM T34

In training

Gene changes in cancer




Thomas, Patricia T.

Diaz, Manuel R.

09/2023

TY1: GM T34

In training

Ribosomal protein synthesis




 

Part II. Recent Graduates (Only for New Applications)

Undergraduate Student Participant

Faculty Member

Start Date

Summary of Support During Training

Degree(s) Received and Year(s)

Topic of Research Project

Initial Position

Current Position

Subsequent Grant(s)/ Role/Year Awarded

Smith, Calvin

Hughes, Noreen

09/2012

 

B.S. 2016

Ribosomal protein synthesis

Ph.D. Student
Dept of Molecular Biology
University of Maryland
Further Training

 

NSF Fellowship/
PI/2017

Gomez, Catherine

Zhang, Henry

09/2013

 

B.S. 2017

Modulation of host cellular responses

Master’s Student
University of Arizona
College of Medicine
Further Training

 

 

 

 

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File TitleTable_2__Participating_Faculty_Members
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