NIGMS Research Initiative for Scientific Enhancement (RISE) (R25)

NIGMS Research Initiative for Scientific Enhancement (RISE) (R25) is sponsored by National Institute of General Medical Sciences (NIGMS), NIH. This opportunity supports mission-aligned projects and measurable outcomes.

Expired PAR-16-118: Research Initiative for Scientific Enhancement (RISE) (R25) This notice has expired. Check the NIH Guide for active opportunities and notices. Department of Health and Human Services Part 1.

Overview Information Participating Organization(s) National Institutes of Health ( NIH ) of Participating Organizations National Institute of General Medical Sciences ( NIGMS ) Funding Opportunity Title Research Initiative for Scientific July 8, 2016 - This PAR has been reissued as PAR-16-361 .

- NIH & AHRQ Announce Upcoming Changes to Policies, Instructions and Forms for 2016 Grant Applications (November 18, 2015) Funding Opportunity Announcement (FOA) Number Companion Funding Opportunity Only one application per institution is allowed, as defined in Section III. 3. Additional Information on Eligibility .

Catalog of Federal Domestic Assistance (CFDA) Number(s) Funding Opportunity Purpose The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NIGMS R25 program is to support educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce..

To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on research for skills development .

Applicants should directly address how the set of activities will enhance the diversity of the biomedical, behavioral and clinical research workforce by discussing 1) the rationale underlying the balance of effort and resources dedicated to each activity; 2) how the three activities integrate; and 3) objective indicators that can measure the effectiveness of the program.

Open Date (Earliest Submission Date) Letter of Intent Due Date(s) May 25, 2016; May 25, 2017; and May 25, 2018, by 5:00 PM local time of applicant organization. All types of applications allowed for this funding opportunity announcement are due Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

AIDS Application Due Date(s) October-November, 2016; October-November, 2017; January, 2017; January, 2018; January, 2019 New Date July 8, 2016 per issuance of PAR-16-361 .

(Original Expiration Date: May 26, 2018 ) Required Application Instructions It is critical that applicants follow the instructions in (R&R) Application Guide except where instructed to do otherwise (in this FOA or in a Notice from the NIH Guide for Grants and Contracts ). Conformance to all requirements (both in the Application Guide and the FOA) is required and strictly enforced.

Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV . When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions will not be reviewed Part 1.

Overview Information Part 2. Full Text of the Announcement Section I. Funding Opportunity Description Section II.

Award Information Section III. Eligibility Information Section IV. Application and Submission Section V.

Application Review Information Section VI. Award Administration Information Section VII. Agency Contacts Section VIII.

Other Information Full Text of Announcement Section I. Funding Opportunity Description 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 The over-arching goal of this NIGMS R25 program is to support educational activities enhance the diversity of the biomedical, behavioral and clinical research workforce..

To accomplish the stated over-arching goal, this FOA will support creative educational activities with a Experiences: For example, for undergraduate students: to provide hands-on exposure to research, to reinforce their intent to graduate with a science degree, and/or to prepare them for graduate school admissions and/or careers in research; for graduate students: to provide research experiences and for Skills Development: For example, advanced courses in a specific discipline or research area, clinical procedures for research, or specialized research techniques .

Every facet of the United States scientific research enterprise from basic laboratory research to clinical and translational research to policy formation requires superior intellect, creativity and a wide range of skill sets and viewpoints.

NIH’s ability to help ensure that the nation remains a global leader in scientific discovery and innovation is dependent upon a pool of highly talented scientists from diverse backgrounds who will help to further NIH's mission. Research shows that diverse teams working together and capitalizing on innovative ideas and distinct perspectives outperform homogenous teams.

Scientists and trainees from diverse backgrounds and life experiences bring different perspectives, creativity, and individual enterprise to address complex scientific problems.

There are many benefits that flow from a diverse NIH-supported scientific workforce, including: fostering scientific innovation, enhancing global competitiveness, contributing to robust learning environments, improving the quality of the researchers, advancing the likelihood that underserved or health disparity populations participate in, and benefit from health research, and enhancing public trust.

In spite of tremendous advancements in scientific research, information, educational and research opportunities are not equally available to all. This program encourages institutions to diversify their student and faculty populations and thus to enhance the participation of individuals currently underrepresented in the biomedical, clinical, behavioral and social sciences research enterprise, as described in NOT-OD-15-053.

The mission of the National Institute of General Medical Sciences (NIGMS) is to support research that increases our understanding of life processes and lays the foundation for advances in disease, diagnosis, treatment, and prevention.

To ensure the vitality and continued productivity of the research enterprise, NIGMS provides leadership in the areas of (a) training the next generation of scientists in basic and general biological and biomedical sciences, (b) enhancing the diversity of the scientific workforce, and (c) developing research capacities throughout the country.

To accomplish these objectives, NIGMS supports a variety of capacity building and training programs with the ultimate goal of developing a diverse pool of well-trained scientists available to address the nation’s research needs.

NIGMS seeks to increase the number of individuals from groups underrepresented in the biomedical workforce by providing training opportunities during multiple training and career stages at varied institutions and educational settings across the country.

By increasing the number of students from underrepresented groups pursuing advanced training in the biomedical sciences, NIGMS strives to ensure that the future generation of researchers draws from the entire pool of talented individuals, bringing different aptitudes, perspectives, creativity, and experiences to address complex scientific problems.

Training and retaining a diverse workforce ensures that the nation remains a competitive global leader in discovery and innovation Underrepresentation of certain groups in science, technology and engineering fields increases throughout the training stages.

For example, students from certain racial and ethnic groups including, Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders, currently comprise ~39% of the college age population ( Census Bureau ), but earn only ~17% of bachelor’s degrees and ~7% of the Ph. D. ’s in the biological sciences ( NSF, 2015 ).

Active interventions are required to prevent the loss of talent at each level of educational advancement.

For example, a report from the President’s Council of Advisors on Science and Technology recommended support of programs to retain underrepresented undergraduate science, technology, engineering and math students as a means to effectively build a diverse and competitive scientific NIGMS provides leadership in supporting interventions at important stages throughout the educational process, including the RISE program.

The RISE program provides institutions the resources to support and train underrepresented, STEM-oriented students, who upon completion of their undergraduate degree are likely to successfully complete a Ph. D. program in a biomedical science field relevant to the NIH.

The PCAST report provided evidence that financial concerns and a deficit of peers from similar backgrounds can erode self-confidence and the will to remain in STEM majors ( PCAST Report, 2012 ).

Supported students in the RISE program form a cohort of research-oriented students and are provided with programmatic activities, including authentic research experiences, academic enhancements, skills development, and mentoring - activities proven to increase persistence in STEM fields (cited in PCAST Experiences.

The aim of the RISE program is to encourage and support research education and training in the biomedical sciences that will prepare students for research careers.. The RISE Program supports the initiation of new academic developmental activities as well as the expansion, enhancement, and/or improvement of existing activities.

Some institutions may choose to offer programs to improve preparation of undergraduate students for admission to research doctoral degree programs, others may concentrate on training graduate students to obtain their doctoral degrees and prepare for successful research careers, and still others may concentrate on both. The RISE Program recognizes and values the heterogeneity in institutional settings and institutional missions.

Within the context of the program and its specified activities, RISE applications must reflect the plans and priorities of participating institutions. Each application must conduct a comprehensive institutional self-assessment relative to its capacity to support students in their efforts to attain undergraduate and/or graduate degrees in the biomedical sciences.

To that end, the self-assessment must provide baseline institutional data with respect to the number of students retained and graduating in the sciences relevant to biomedical research.

In addition, the self-assessment must contain information pertaining to institutional mission and core themes, current institutional resources and capacity, and indicators of institutional effectiveness toward achieving its mission as it relates to the biomedical science disciplines. Programs supported by a RISE grant must have a comprehensive research education plan; within the context of the program and its specified activities.

While the format and design are up to the PD/PI, every application must include all of the activities specified at the start of the FOA. For example, the research experiences and courses for skills development may take a variety of forms, including technical skills workshops and supplemental instruction.

Programs should provide students with outstanding mentoring and training in scientific skills such as written and oral presentation, as well as quantitative skills needed for the conduct of cutting-edge biomedical research.

for Skills Development It is critical that students obtain a thorough understanding of experimental design, including the principles of experimental rigor through formal research education and training activities (see http://www. ninds. nih.

gov/funding/transparency_in_reporting_guidance. pdf , http://www. nature.

com/news/policy-nih-plans-to-enhance-reproducibility-1. 14586 , http://www. nih.

gov/science/reproducibility/index. htm ). Programs should provide students with broad exposure to experimental methodologies, as success in future biomedical science research is likely to depend upon a working knowledge of multiple methodological approaches to answering scientific questions.

Programs are strongly encouraged to engage students in quantitative approaches to research, which may include quantitative problem-solving, an introduction to programming, exercises in quantitative analysis of experimental research, and/or other didactic or hands-on activities that will enhance student understanding of the value of quantitative approaches to answering scientific questions.

It is expected that the RISE Program will undergo regular evaluation, in order to promote innovation and progress, as well as to bring attention to any deficiencies that arise.

Although students may eventually decide that their interests lie in a non-research or research-related career, the PD/PI should limit appointments to individuals who, at this stage, are committed to a career in research as well as who are committed to obtaining a Ph. D. degree.

Moreover, to the extent possible, and in the context of supporting the best students in the program, appointments should be consistent with student interest in the mission of NIGMS. In order to improve retentention, programs are encouraged to provide students guidance regarding what is necessary to succeed as independent scientists, and discuss milestones, achievements and activities that promote success as independent scientists.

The overarching goal of the program is to significantly increase the number of students from underrepresented groups who successfully complete baccalaureate and Ph. D. biomedical degrees.

In doing so, the overarching expectation is that through its support of new and ongoing institutionally-designed student and faculty developmental programs, the RISE Program will help reduce the gap in the completion of Ph. D. degrees between UR and non-UR students in the biomedical sciences at the national level.

At the institutional level, programs will provide educational experiences that enhance diversity in the context of their specific environment. It t is expected that the following objectives will be achieved: An increase in the overall number of UR students that complete a Ph. D.

and continue biomedical research careers; At least 50% of undergraduate (UG) and 75% of master s RISE-supported students will enter into a Ph. D. program within three years At least 80% of RISE-supported Ph.

D. students will complete the 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. Information for award authorities and regulations. Section II.

Award Information Grant: A support mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity. Application Types Allowed Glossary and the SF424 (R&R) Application Guide provide details on Funds Available and Anticipated Number of Awards The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

Application budgets are not limited but need to reflect the actual needs of the proposed project. The maximum project period is five 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 Limited program-related administrative and clerical salary costs associated distinctly with the program that are not normally provided by the applicant organization may be direct charges to the grant only when they are in accordance with applicable cost principles.

Salary support for the PD/PI and collaborators (or combination of multiple PDs/PIs collaborators) is limited to up to 3. 6 person months (i.e., 30% on a 12-month basis), depending on person months devoted to the administration of the program, and depending on size and scope of the The total salary support for other administrative personnel (e.g., program administrator/program coordinator and/or program assistant) is limited to up to 6.

0 person months (i.e., 50% on a 12-month basis), depending on person months devoted to the administration of the program, and depending on size and scope of the program. Participants are those individuals who benefit from the proposed activities and experiences involved in the research education program. Participant costs may be paid if specifically required for the proposed research education program and sufficiently justified.

Participant costs must be itemized in the proposed budget. Allowable participant costs depend on the educational level/career status of the individuals to be selected to participate in the program. Support is allowed for undergraduate (UG) (A.

D. /B. S.

/B. A.) and graduate (M.

S. /Ph. D.)

students in the form of salary and wages. Stipends are not allowable for the RISE Program. Salary support is allowed for UG students active participation in student-development and research experiences supported by the program, as long as there is an employee-employer relationship between the student and the institution.

The total compensation must be reasonable and commensurate with the institution’s support scale for the work performed provided the following criteria are met: (a) it is the institution’s practice to provide compensation for all students in similar circumstances regardless of the source of support for the activity, (b) the UG student is not supported for more than 15 hours per week during the academic year and not more than 40 hours/week during the summer, and (c) student participation in the specific developmental activity is not a curriculum requirement for graduation.

A justification must be provided if the requested support for UG is more than $12 per hour. Support for students is not provided for time spent by the students passively participating in RISE-sponsored, non-research activities, i.e., group-learning activities, attendance at conferences, etc. Graduate students may be supported on RISE funding usually up to two years if preparing for a M. S.

degree and a total of five years (including any RISE funding for a M. S. degree) if preparing for a Ph.

D. degree provided their progress towards the degree is satisfactory. Graduate students (both M.

S. and Ph. D.)

are allowed tuition remission as part of a M. S. students may receive salary support for up to 20 hours a week during the academic year and while they are fulfilling their course requirements, and 40 hours a week during the summer if no courses are being taken.

Ph. D. students are allowed a salary compensation package that includes salary, fringe benefits, tuition and fees up to the maximum NIH-permitted annual graduate student support, which is NRSA level #0 for postdoctoral trainees, as indicated in the Graduate Student Compensation policy, located at: http://grants.

nih. gov/grants/guide/notice-files/NOT-OD-02-017. html .

(See NIH webpage for current figure http://grants. nih. gov/training/nrsa.

htm .) It is an expectation of NIGMS that those students who are enrolled in Ph. D.

programs as part of the RISE program will be trained to compete successfully for support from other departmental, federal or non-federal graduate-training sources for which they are eligible, in order to complete their programs.

Program-supported students may not concurrently hold another federally sponsored stipend or fellowship, other federal award that duplicates RISE support, or supplemental salary support, e.g., from a mentor’s federal research grant. However, concurrent with RISE support, students may make use of federal educational loan funds and assistance under the Veterans Readjustment Benefits Act (G. I.

Bill) or may receive funds from a Pell Grant, based on financial need. Such funds are not considered supplementation or compensation. Other Program-Related Expenses For new applications, institutions may request up to a maximum of $12,500/student participant for Other Program-Related Expenses.

For renewal applications, institutions may request up to a maximum of $10,500/student participant for Other Program-Related Expenses. Consultant costs, equipment, supplies, travel for key persons, and other program-related expenses may be included in the proposed budget. These expenses must be justified as specifically required by the proposed program and must not duplicate items generally available at the applicant institution.

Costs of student academic skills development workshops (e.g., problem-solving, communication, time management, and grant-writing) are allowed, but these costs must be reasonable and well justified. Costs of research supplies and participant travel to training or national scientific meetings are allowed.

Travel expenses are also allowed for the program staff [program director(s) and program coordinator(s)] to attend one training or national scientific meeting per year and should be In addition, limited program evaluation costs are allowed up to a maximum of $3,000 for the 5 year project period.

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. Grants Policy Statement will apply to the applications submitted and awards made in response to this FOA.

Higher Education Institutions Public/State Controlled Institutions of Higher Education Private Institutions of Higher Education The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education: Black Colleges and Universities (HBCUs) Controlled Colleges and Universities (TCCUs) Native and Native Hawaiian Serving Institutions Native American Pacific Islander Serving Institutions (AANAPISIs) This funding opportunity announcement is open to all institutions of higher learning that: 1) award science degrees to undergraduate (B.

S. or B. A.)

and/or graduate students (M. S. /Ph.

D.) ; 2) have a historical mission statement that explicitly states that the institution was founded to educate students from any of the populations that have been identified as underrepresented in biomedical research as defined by the National Science Foundation NSF, see http://www. nsf.

gov/statistics/wmpd/ ) (i.e., African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, U.S. Pacific Islanders, and persons with disabilities), or 3)have a documented track record of recruiting, retaining, training, and graduating underrepresented students as defined by NSF (see above), which has resulted in the demonstrable outcome of increasing the institution's contribution to the national pool of graduates from underrepresented backgrounds who pursue biomedical research careers.

Applicant institutions must be located in the United States of America or its territories including Puerto Rico, Virgin Islands, Guam, and American 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 Institutions with existing Ruth L.

Kirschstein National Research Service Award (NRSA) institutional training grants (e.g., T32) or other Federally funded training programs may apply for a research education grant provided that the proposed educational experiences are distinct from those training programs receiving federal support.

In many cases, it is anticipated that the proposed research education program will complement ongoing research training occurring at the applicant institution. Non-domestic (non-U.S.) Entities (Foreign Institutions) are Non-domestic (non-U.S.) components of U.S. Organizations are not eligible Foreign components, as defined in the NIH Grants Policy Statement , are not allowed.

Applicant organizations must complete and maintain the following registrations as described in the SF 424 (R&R) Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted.

Registration can take 6 weeks or more, so applicants should begin the registration process as soon as Policy on Late Submission of Grant Applications states that failure to complete registrations in advance of a due date is not a valid reason for a 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. 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.

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 must have an active DUNS number and SAM registration in order to complete the Directors/Principal Investigators (PD(s)/PI(s)) All PD(s)/PI(s) must have an eRA Commons account.

PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. 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.

Eligible Individuals (Program Director/Principal 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 full-time faculty member with a strong record in research, training, and teaching and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required.

This FOA does not require cost sharing as defined in the NIH Grants Policy Statement . 3. Additional Information on Eligibility Only one application per institution (normally identified by having a unique DUNS number or NIH IPF number) is allowed for the RISE Program.

The NIH will not accept duplicate or highly overlapping applications under review at the same time. This means that the NIH will A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.

An application that has substantial overlap with another application pending appeal of initial peer review (see NOT-OD-11-101 ). 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 may be faculty members at the applicant institution or external faculty who participate in the proposed program. All mentors must be committed to continue their involvement throughout the total period of the mentee’s participation in this award. The purpose of the RISE Program is to achieve greater participation in the biomedical and behavioral research enterprise of this country of students from UR groups.

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 report 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: Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other B.

Individuals with disabilities, who are defined as those with a physical or mental impairment that substantially limits one or more major life activities, as described in the Americans with Disabilities Act of 1990, as amended. See NSF data at http://www. nsf.

gov/statistics/wmpd/2013/pdf/tab7-5_updated_2014_10. pdf . C.

Individuals from disadvantaged backgrounds, 1. Individuals who come from a family with an annual income below established low-income thresholds. These thresholds are based on family size, published by the U.S. Bureau of the Census; adjusted annually for changes in the Consumer Price Index; and adjusted by the Secretary for use in all health professions programs.

The Secretary periodically publishes these income levels at http://aspe. hhs. gov/poverty/index.

shtml . 2. Individuals who come from an educational environment such as that found in certain rural or inner-city environments that has demonstrably and directly inhibited the individual from obtaining the knowledge, skills, and abilities necessary to develop and participate in a The disadvantaged background category (C1 and C2) is applicable to programs focused on high school and undergraduate candidates.

Literature shows that women from the above backgrounds (categories A, B, and C) face particular challenges at the graduate level and beyond in scientific fields. (See, e.g., Inside the Double Bind, A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics http://her. hepg.

org/content/t022245n7x4752v2/fulltext. pdf ). It is the responsibility of the applicant institution to establish the qualifications of students prior to their selection for the RISE program.

To receive salary support from the RISE program, students must be a citizen or a noncitizen national of the United States or have been lawfully admitted for permanent residence at the time of appointment. RISE participants must matriculate full-time at the applicant institution in sciences relevant to biomedicine. RISE participants are expected to be appointed to at least one consecutive 12-month appointment.

On an annual basis, appointments for less than 12 months require prior written approval by NIGMS. and Submission Information Applicants must obtain the SF424 (R&R) application package associated with this funding opportunity using the Apply for Grant Electronically button in this FOA or following the directions provided at Grants. gov .

2. Content and Form of Application Submission It is critical that applicants follow the instructions in (R&R) Application Guide , including Supplemental Grant Application Instructions except where instructed in this funding opportunity announcement to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced.

Applications that are out of compliance with these instructions will not be reviewed. For information on Application Submission and Receipt, visit Frequently Asked Questions Application Guide, Electronic Submission of Grant All page limitations described in the SF424 (R&R) Application Guide and the Table of Page Limits must be followed.

for Application Submission The following section supplements the instructions found in the SF424 (R&R) Application Guide and should be used for preparing an Follow all instructions provided in the SF424 (R&R) SF424(R&R) Project/Performance Site Locations Follow all instructions provided in the SF424 (R&R) Application Guide. Include collaborating sites, if appropriate.

If multiple sites are involved in the research education program, the applicant institution must be one of these sites for the program. SF424 (R&R) Other Project Information Component Follow all instructions provided in the SF424 (R&R) Application Guide with the following additional modifications: & 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 Summary/Abstract. Provide an abstract of the entire application.

Include the objectives, rationale and design of the research education program, as well as key activities in the proposed plan. Indicate the planned duration of appointments, the projected number