NIMHD Initiative for Maximizing Student Development (IMSD) (R25)

NIMHD Initiative for Maximizing Student Development (IMSD) (R25) is a grant from the National Institute on Minority Health and Health Disparities (NIMHD) and NIH that funds educational programs to increase the diversity of the biomedical, behavioral, and clinical research workforce.

Institutions support undergraduate and graduate students from underrepresented backgrounds through research experiences, mentorship, and career development activities. Eligible applicants include Historically Black Colleges and Universities (HBCUs), tribal colleges, and other institutions with high proportions of students from underrepresented groups. Awards range from $250,000 to $400,000 per year, with a deadline of September 9, 2026.

Expired PAR-14-121: Initiative for Maximizing Student Development (IMSD) (R25) This notice has expired. Check the NIH Guide for active opportunities and notices. 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 Initiative for Maximizing Student October 31, 2016 - This PAR has been reissued as PAR-17-040 . December 15, 2014 - Update to Budget Instructions for PAR-14-121. See Notice NOT-GM-14-141 .

October 15, 2014 - See Notice NOT-GM-14-132 . Notice to Clarify Underrepresented Groups for PAR-14-121 "Initiative for Maximizing Student Development (IMSD) (R25)" supersedes instructions in Section III. 3 regarding applications that are essentially the same.

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 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 focuses on research experiences, courses for skills development and mentoring activities. Open Date (Earliest Submission Date) Letter of Intent Due Date(s) May 1, 2014; January 26, 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.

AIDS Application Due Date(s) June/July, 2014; June/July, 2015; June/July, 2016 October, 2014; October, 2015; October, 2016 December, 2014; December, 2015; December, 2016 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 goal of this National Institute of General Medical Sciences (NIGMS) Initiative for Maximizing Student Development (IMSD) 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 academic developmental activities and research experiences at research intensive institutions to enhance the ability of students to complete the Ph. D. and engage in biomedical and behavioral research, especially members of groups underrepresented in the current workforce.

Several reports from the National Science Foundation (NSF) as well as from the National Academies reveal the national need for a well-trained workforce in biomedical and behavioral sciences and the continuing importance of developing and maintaining a strong, vital scientific workforce whose diversity reflects that of our nation.

Studies also show that African Americans, Hispanic Americans, American Indians and Natives of US Pacific Islands continue to be underrepresented in the biomedical and behavioral sciences (National Academy of Sciences. 2011. Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads.

Washington, D. C. The National Academies Press; National Research Council.

2011. Research Training in the Biomedical, Behavioral and Clinical Research Sciences. Washington, D.

C. The National Academies Press; National Science Foundation, National Center for Science and Engineering Statistics. 2013.

Women, Minorities, and Persons with Disabilities in Science and Engineering. 2013. Special Report NSF 13-304.

Arlington, VA). The IMSD program provides opportunities to develop new or expand existing effective institutional developmental programs designed to prepare a diverse group of students in the biomedical and behavioral sciences for competitive research careers and leadership positions in these fields.

These grants are awards to institutions that confer the baccalaureate and/or doctoral degree in biomedical and/or behavioral science fields, have a demonstrated commitment to encourage and assist students from backgrounds underrepresented in biomedical and behavioral sciences, and have a research-intensive environment.

The IMSD Program is sponsored by the Undergraduate and Predoctoral Training Branch of the Division of Training, Workforce Development and Diversity (TWD) of the NIGMS. At the institutional level, the IMSD program should: Increase the pool of students from underrepresented backgrounds that complete a Ph. D.

and continue biomedical research careers Contribute to ongoing student and faculty efforts to reduce the gap in the completion of Ph. D.

degrees between underrepresented students and those from other backgrounds in participating departments Increase institutional involvement in outreach efforts toward To accomplish these objectives, the design of the proposed institutional programs should be derived from an institutional self-assessment Demographics of students enrolled in biomedical or behavioral Number of students that complete the baccalaureate and/or Ph. D.

Challenges/impediments that the students encounter in completing the baccalaureate and/or Ph. D. degree As a result of the self-assessment, each applicant must establish the program's goals and specific measurable objectives.

Various strategies may be utilized to attain the objective of increasing the pool of underrepresented researchers via the IMSD program. These may include but are not limited to the initiation of new academic developmental activities as well as the expansion, enhancement and/or improvement of existing activities.

Some institutions may opt 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.

Each IMSD program is strongly encouraged to develop a partnership with NIH-funded T32 training program(s) ( http://projectreporter. nih. gov/reporter.

cfm ) at the applicant institution or another institution in order to facilitate the networking and transition of IMSD students to T32 training programs as well as to identify the institutional impact of the program. Program directors are expected to characterize intended and actualized improvements to training experiences for the general student population that originate in or are inspired by the implementation of the IMSD Program.

The duration of the proposed IMSD program should be defined. A two-year undergraduate and/or a two-year graduate IMSD program is typical.

The IMSD program can provide support for student academic development activities that are designed to improve scientific critical thinking and quantitative skills, communication skills, time management, group learning opportunities, independent library or bench research skills, interdisciplinary or advanced research-based courses and opportunities to meet and discuss career choices with appropriate role models.

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. 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 total amount to be awarded is approximately $5 million (total costs) per year. Awards issued under this FOA are contingent upon the availability of funds and the submission of a sufficient number of meritorious applications.

Because the nature and scope of the proposed research education program will vary from application to application, it is anticipated that the size and duration of each award will also vary. The total amount awarded and the number of awards will depend upon the quality, duration and costs of the applications received.

Although the size of award may vary with the scope of the research education program proposed and there are no specific budget limitations, the requested direct costs must be reasonable, well documented, fully justified and commensurate with the scope of the proposed program. All awards are subject to the availability of funds.

The total project period for an application submitted in response to this funding opportunity 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 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.

When specifically identified and justified, these expenses must be itemized in Sections A and B, as appropriate, of the R&R Budget. Salary support for the PD/PI (or combination of multiple PDs/PIs) is limited to up to 1. 8 person months (i.e., 15% on a 12-month basis), depending on person months devoted to the administration of the program.

The total salary support for a Program Administrator 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. Participants may be paid if specifically required for the proposed research education program and sufficiently justified.

Participant costs must be itemized in the proposed budget Allowable participant costs depend on the educational level/career status of the individuals to be selected to participate in the program.

Individuals supported by NIH training and career development mechanisms (K, T, or F awards) may receive, and indeed are encouraged to receive, educational experiences supported by an R25 program, as participants, but may not receive salary or stipend supplementation from a research education program.

Because the R25 program is not intended as a substitute for an NRSA institutional training program (e.g.,T32), costs to support full-time participants (supported for 40 hours/week for a continuous, 12-month period) Other Program-Related Expenses Consultant costs, 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 Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees), rather than on the basis of a negotiated rate agreement.

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

Higher Education Institutions Public/State Controlled Institutions of Higher Education Private Institutions of Higher Education The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education: Black Colleges and Universities (HBCUs) Controlled Colleges and Universities (TCCUs) Native and Native Hawaiian Serving Institutions American Native American Pacific Islander Serving Institutions (AANAPISIs) The applicant institution must award the baccalaureate and/or doctoral degree in biomedical and/or behavioral science fields.

In addition, applicant institutions must have significant numbers of potential mentors with NIH R01 or equivalent extramural research support. An institution should have sufficient mentors to enable assignment of no more than two participants to one mentor. Applicants should consider their proposed participant pool to determine an appropriate number of potential mentors.

Institutions supported by the TWD Support of Competitive Research (SCORE) or Research Initiative for Scientific Enhancement (RISE) programs are not eligible to apply for or receive IMSD grants. 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. 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 investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required. This FOA does not require cost sharing as defined in the NIH Grants Policy Statement .

3.

Additional Information on Eligibility Applicant organizations may not submit more than one NIH will not accept any application that is essentially the same as one already reviewed within the past thirty-seven months (as described 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.

Applications must describe the intended participants, and the selection criteria and/or educational prerequisites that are essential for participation in the proposed research education program. Identify the career levels essential for participation in the planned program. The program-supported participants are selected by the applicant institution.

To receive salary support from the IMSD program, students must be U.S. citizens or non-citizen nationals or permanent residents and must be matriculated full-time in baccalaureate or doctoral degree programs in biomedical or behavioral science fields at the applicant institution.

A non-citizen national is a person who, although not a citizen of the United States, owes permanent allegiance to the U.S. This is generally a person born in a land that is not a state, but that is under U.S. sovereignty, jurisdiction or administration (e.g., American Samoa). An individual lawfully admitted for permanent residence must possess an alien registration receipt card (I-551) prior to appointment on the grant.

Individuals on temporary visas, those seeking asylum or refugees are not eligible for support from the IMSD Program. The purpose of the IMSD program is to enhance the ability of students to complete the Ph. D.

and engage in biomedical and behavioral research, especially members of groups underrepresented in the current workforce. Underrepresented groups include those reported by the National Science Foundation (NSF) as well as the National Academies to be underrepresented in biomedical and behavioral sciences (i.e., African Americans, Hispanic Americans, American Indians, Natives of US Pacific Islands and people with disabilities).

Applicants may include and identify any other categories that institutional policies have determined to be underrepresented in biomedical and behavioral research fields with a strong rationale, appropriate references and official validated documentation.

Selection of program-supported participants should take into consideration whether the students' participation would help achieve the overall goals/objectives of the proposed institutional program and the IMSD goals. It is the responsibility of the applicant institution to establish the qualifications of students prior to their selection for the IMSD program.

Unless strongly justified on the basis of exceptional relevance to NIH, research education programs should be used primarily for the education of U.S. citizens and permanent residents. Individuals supported by NRSA and/or K awards are not eligible to participate in this R25 program.

and Submission Information Applicants must download the SF424 (R&R) application package associated with this funding opportunity using the Apply for Grant Electronically button in this FOA or following the directions provided at Grants. gov . 2.

Content and Form of Application Submission It is critical that applicants follow the instructions in (R&R) Application Guide , except where instructed in this funding opportunity announcement to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions 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. Required and Optional Components 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.

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) 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 Advisory Committee .

(Uploaded via the Other An institutional IMSD Advisory Committee may be included as a component of the program. Describe its role and how it will provide counsel to the PD/PI and to the chief executive of the institution in meeting the goals of the IMSD program and the institution.

The composition of the committee must reflect the institutional approach and support for the proposed program and may include representatives of the administration, faculty, investigators, mentors, collaborators, PD/PIs of other T32 training and student development programs at the institution and current and former student participants. Describe the composition and functions of the advisory committee.

The filename provided for each Other Attachment will be the name used for the bookmark in the electronic application in eRA SF424(R&R) Senior/Key Person Profile Expanded Follow all instructions provided in the SF424 (R&R) 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 IMSD applications must present an integrated set of student development activities and therefore a single consolidated budget is required. Each item in the budget must be clearly justified. IMSD grant awards include some restrictions as to how the funds may be used.

The following account summarizes the non-allowable costs under the IMSD Program. Non-allowable Costs include: Faculty research mentors' time or effort compensation. Undergraduate student tuition, housing, food, foreign travel, or Graduate student housing, food, or recruitment expenses.

Undergraduate or graduate student support in the form of a stipend (note: stipend differs technically from salary/wages described above, Support for either graduate or undergraduate students not matriculated at the applicant institution. Costs for textbooks, incentives (including laptop computers), memberships, or subscriptions to Internet services or journals. Support for faculty research or purchase of research equipment.

A summer stand-alone program for students not matriculated as full-time students at the applicant/grantee institution. Costs of workshops or courses with a limited focus of preparation for a specific test, including GRE and MCAT. Alterations and renovations.

Consortium/contractual arrangements. Other costs prohibited by OMB Circular A-21. See: http://www.

whitehouse. gov/omb/circulars/a021/a021. html .

Follow all instructions provided in the SF424 (R&R) PHS 398 Research Plan Component 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: Research Education Program Director/Principal Investigator Environment and Commitment Recruitment and Retention Plan Instruction in the Responsible Conduct of Research Research Education Program Plan While the proposed research education program may complement ongoing research training and education occurring at the applicant institution, the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support.

When research training programs are on-going in the same department, the applicant organization should clearly 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.

The Research Education Program Plan component of the IMSD application should be organized to reflect the institutional scope of the proposed program, and it should be presented as an integrated set of student developmental activities that enhance academic excellence and promote timely progression of students to the next academic/career step.

Table 1 (below) should be inserted into the body of the text and is included in the 25 page limit. Use the appendix to include other tables, figures, diagrams, charts and evaluation instruments. Make clear and precise statements to refer to their location in the body of the Research Education Program Plan.

Details are presented below for the information required to be included in an IMSD grant application in each of these sections in the Research Education Program Plan.

The Proposed Research Education Program should include the following specific items: 1) Institutional Setting and Current Status of the Undergraduate and/or Graduate Biomedical Science-Related Academic Programs: Provide evidence of the institution's commitment to diversify the student demographics in the biomedical and/or behavioral sciences.

Briefly describe the current diversity programs and counseling/mentoring services (funded by the institution and by sponsoring entities) and their success in preparing and graduating underrepresented students as well as all other students in the 2) Institutional Student and Faculty Profile: For the last fifteen years or since program inception (for existing awardees), provide the numbers and trends of number and ratio of underrepresented/non-underrepresented students that completed B.

S. /B. A.

degrees in biomedical/behavioral-related disciplines at the institution and completed Ph. D. degrees in biomedical and/or behavioral sciences at institutions with research-intensive environments number and percent of students that have completed Ph.

D. degrees in biomedical and/or behavioral sciences at the institution. Applications must include data for underrepresented groups as well as data for non-underrepresented groups.

Applicants are encouraged to provide data using the suggested table format (Table 1), below. Table 1.

Cumulative Summary of Institutional Baseline Reporting Period: __________________ Total number and percent of student enrollment at Total number and percent of undergraduate students enrolled in biomedical/behavioral-related departments Total number and percent of graduate students enrolled in biomedical/behavioral-related departments Total number of students who completed B. S. /B.

A. degrees in biomedical/behavioral-related departments Total number of students who completed Ph. D.

degrees in biomedical/behavioral-related departments Number of alumni from biomedical/behavioral-related departments who went on to obtain Ph. D. degrees in sciences in the past 10 years.

(This information can be obtained from WebCaspar, an NSF database.) List of departments included in this table: *See further down in Section IV.

2 for definition of Underrepresentation including A, B and C classes of 3) Vision and Anticipated Value of the Proposed IMSD Program to the Institution: Describe the institution's vision of the IMSD program and how it will be integrated into any of the existing academic programs and how it will partner with or complement other externally funded and institutionally funded educational research training programs, including NIH T32 training programs and other undergraduate/graduate student training programs.

Describe options available to the institution for embracing and incorporating, beyond the scope of the grant, any particularly effective curricular, training, programmatic elements, etc., that may be developed within the institution's IMSD program. 4) Activities and Objectives: Provide programmatic detail on the special activities proposed (e.g., courses, curricula, seminars, workshops).

Describe what makes the IMSD experience unique to participants. Include description of activities (if any) that will be available only to IMSD participants. Provide detailed information on plans to improve the academic and research competitiveness of underrepresented students at the undergraduate and/or graduate levels and to increase their graduation from Ph.

D. programs. Provide a coordinated development plan that describes overall goals and specific measurable objectives of the proposed program.

Provide information on the selection process for the participants in the IMSD program. Explain the plan for monitoring student progress and roles of the faculty/personnel involved. Describe how each proposed specific academic development activity will contribute toward realization of the measurable objectives.

Describe the milestones (i.e., anticipated intermediate steps toward the objectives). Give a brief account of the proposed schedule of the activities and whether these activities will be available to all students. Discuss any perceived impediments to implementing the proposed activities and alternative strategies to achieve the measurable objectives.

Proposed student development activities may include but are not limited to the following: activities to improve scientific critical thinking, written/oral communication, and problem-solving skills; time-management and group learning opportunities; supplemental instruction [see for example, Byars-Winston, A. et al.

(2011), CBE-Life Sciences Education (10), 357-567]; independent library and/or bench research; interdisciplinary or advanced courses with focus on critical thinking and use of quantitative skills to address biomedical/behavioral problems; opportunities to meet and discuss career choices with appropriate role models; research-oriented technical training courses or workshops for graduate students; research proposal development and grant-writing workshops for graduate students; research and other training experiences; and any other training that could facilitate entry into careers in biomedical or behavioral research for persons trained in mathematics, computer sciences and other quantitative sciences.

These activities may be offered to full-time matriculated students during the academic year and/or in special summer sessions. Activities may also expand the scope of ongoing institutional efforts to diversify the pool of engaged in biomedical and behavioral research and broadening the opportunities for their participation in biomedical and behavioral research.

The IMSD Program seeks to improve participation of underrepresented students while sponsoring enhancements to the training experience for all, thereby promoting long-lasting and positive institutional change. Describe the impact and/or value of IMSD program activities on the enrollment numbers, profile, academic environment and graduation rates of underrepresented students and