New Sample NRSA Tables

Important Definitions and Instructions that Apply to All Tables

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Table 1. Membership of Participating Departments/Programs
(Alphabetically)

Instructions: In a table (Table 1), provide the total number of current faculty members, predoctoral trainees, and postdoctoral trainees, in each department/program. Indicate how many of these faculty members are participating in this training grant application, the numbers of predoctoral and postdoctoral trainees with the participating faculty, the number of these trainees who are Kirschstein-NRSA training grant eligible (TGE), and the number of the TGE students who were underrepresented minorities (URM). For competing continuation applications, include the number of trainees currently supported by the training grant. Faculty members may be counted as part of both their primary department and an interdepartmental program(s). Pre- and post-doctoral trainees should be counted only once and associated with a single department or program.

Rationale: This table provides insight into the environment in which training will take place. It allows reviewers to assess whether the program has the "critical mass" (trainees, faculty and other research personnel, and representation/distribution of scientific disciplines) to be successful.

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Table 2. Participating Faculty Members
(Alphabetically by Faculty Member)

Instructions: In a table (Table 2), list each training faculty member with his/her degree(s), academic rank, primary departmental affiliation and secondary appointments, role in the proposed training grant program, and research interests that are relevant to this program.

Rationale: This information allows reviewers to assess the distribution of junior versus senior faculty and clinical versus basic scientists participating in the training program, as well as their distribution by department. The data concisely summarize the scientific areas of the training faculty.

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Table 3. Institutional Training Grant Support Available to Participating Faculty Members, Departments, or Programs

Instructions: In a table (Table 3), list all current and pending training support available to the participating faculty members and department(s)/programs(s). For each grant, include the title of the training grant; funding source and complete identifying number; status (active or pending) and dates of the entire project period; name of the program director and department; number(s) of training positions (predoctoral and postdoctoral), number of participating faculty members; and list overlapping participating faculty members, who are also named in this application.

Rationale: This table will permit an evaluation of the level of support for training available to each of the participating departments/programs and the extent to which the proposed training grant overlaps with or duplicates available training grant support. It is useful in determining the number of training positions to be awarded.

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Table 4. Grant and Contract Support of the Participating Faculty Members
(Alphabetically by Faculty Member)

Instructions: In a table (Table 4), for each participating faculty member, list active and pending research grant and contract support from all sources (including Federal, non-Federal, and institutional research grant and contract support) that will provide the context for research training experiences, but excluding research training grants. If none, state "None." Include the source of support and grant number; title; status (active or pending) and dates of the entire project period; and the current year annual direct costs. If part of a larger project, identify the principal investigator, the role of the faculty member in the grant, and provide the above data for that portion of the project available to the faculty member. For grants with major budget changes in future years such as clinical trials, include data for all budget years.

Rationale: This table provides evidence of the strength of the research environment, the availability of funds to support research conducted by the trainees, and the appropriateness of the participating faculty members in terms of their active research support.

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Table 5. Pre- and Postdoctoral Trainees of Participating Faculty Members
(Alphabetically by Faculty Member for the Past Ten Years)

Instructions: In a table (Table 5), for each participating faculty member, list in groups all past and current pre- and postdoctoral trainees for whom the faculty member was/is the thesis advisor or sponsor (past 10 years only). Indicate in parentheses under the trainee name where the pre- or postdoctoral training with the faculty member occurred, if at a different institution. Exclude medical interns and residents unless they are heavily engaged in laboratory research. For each trainee indicate: whether predoctoral or postdoctoral; the training period; previous institution, degree, and year awarded prior to entry into training; title of the research project; and for past students, their current positions or for current students, their source of support. In competing continuation applications, denote trainees who were or are supported by this training grant with a double asterisk (**).

Rationale: The data in this table permit an evaluation of the success of the proposed faculty in facilitating the progression of students in their research careers, the ability of the faculty to commit appropriate time to mentoring additional trainees, and the institutions from which their trainees are selected.

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Table 6. Publications of Research Completed by Trainees (or Potential Trainees)
(List Pre/Postdoctoral and Past/Current Trainees Separately and Alphabetically in Each Group)

Predoctoral Trainees:

Past Trainees:

Current Trainees:

Postdoctoral Trainees:

Past Trainees:

Current Trainees:

Instructions: In a table (Table 6), list ALL publications of pre- and (or) postdoctoral trainees resulting from their period of training in the faculty member’s laboratory or in association with the training program for the past 10 years. List abstracts only if a more complete publication has not appeared and label these clearly as abstracts. Boldface the trainee’s name in the author list. For Competing Continuation applications list ALL trainees currently or previously supported by the training grant [and representative trainees who are clearly associated with the training program] for the past 10 years. For New Applications, for representative potential trainees, list ALL publications resulting from their period of training with the participating faculty mentors or the training program. Designate Kirschstein-NSRA training grant eligible trainees (TGE) by an asterisk (*). Designate those supported by this training grant with a double asterisk (**). Group predoctoral trainees separately from postdoctoral trainees. Group past trainees separately from current trainees. Sort entries within each group by year of entry and indicate in parenthesis years in program. Indicate the trainee’s current mentor(s), then list trainee publications, followed by abstracts in chronological order.

Rationale: This information provides an indicator of trainee productivity, research quality, and priority of authorship; and the success of faculty members in facilitating trainee publication.

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Table 7A. Admissions and Completion Records for the Participating Departments and Programs During the Past Five Years
(Predoctoral Applicants)

Instructions: In a table (Table 7A) list for each participating department/program for each of the past 5 years, the following information: number(s) of individuals who have formally applied for training; have been accepted for admission; enrolled; are still in the program; completed the program; and left the program. Indicate the number of these students in each group who were Kirschstein-NRSA training grant eligible (TGE) and the number of the TGE students who were underrepresented minorities (URM). Do not include students admitted solely to obtain master’s degrees. For those who left the program without completing their training, include the reason for leaving the program. Sort applicants by department/program and then by year.

Rationale: These data permit evaluation of the participating departments/programs abilities to recruit and retain predoctoral students through the completion of their PhD requirements. The data permit separate analyses for TGE, URM, and non TGE applicants. These data are useful in determining the selectivity of the admissions process, the success of recruitment and retention of URM students, and the appropriate number of training positions to be awarded.

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Table 7B. Admissions and Completion Records for the Participating Departments and Programs During the Past Five Years
(Postdoctoral Applicants)

Instructions: In a table (Table 7B), list for each participating department/program for each of the past 5 years, the following information: number (s) of individuals who have applied for training; have been accepted for admission; entered program; are still in the program; completed the program; and left the program. Indicate the number of these students in each group who were Kirschstein-NRSA training grant eligible (TGE) and the number of the TGE students who were underrepresented minorities (URM). For those who left the program without completing their training, include the reason for leaving the program. Sort applicants by department/program, year of application, and type of degree.

Programs that select postdoctoral trainees exclusively from candidates who are recruited to academic department(s) or programs (e.g., Department of Hematology or Interdepartmental Program in Cancer Therapeutics) rather than into individual laboratories, should provide data for each participating department/program. Include only those postdoctoral applicants who could be considered candidates for the proposed training program. Programs that select trainees exclusively from candidates who are recruited directly to the laboratories of the proposed faculty mentors should list only those candidates who were actually in the laboratories of the faculty mentors and considered for the program. Please indicate in a footnote which system of recruitment is used by this program.

Rationale: These data permit evaluation of the abilities of the participating departments/programs to recruit and retain postdoctoral trainees through the completion of their training. The data permit separate analyses for TGE, URM, and non-TGE applicants. These data are useful in determining the selectivity of the admissions process, the success of recruitment and retention of URM trainees, and the appropriate number of training positions to be awarded.

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Table 8A. Qualifications of Recent Predoctoral Applicants

Instructions: In a table (Table 8A), list the qualifications and application outcomes of predoctoral applicants to each participating department/program for the most recent year. Applicants should be listed anonymously and identified by a number in sequence, rather than by name, to safeguard privacy. Indicate applicants who were Kirschstein-NRSA training grant eligible (TGE) with an asterisk (*). Indicate TGE applicants who are under-represented minorities (URM) with a double dagger (‡). For each applicant, provide: previous institution(s) attended, degree(s) and year awarded; GRE scores (and/or percentiles) or MCAT scores; and GPA normalized to a 4.0 scale. Indicate which applicants were or were not interviewed; accepted; and enrolled. For those who declined an offer of admission, indicate the institution in which they enrolled, if this is known. For Competing Continuation applications, indicate those applicants who have been or are currently supported by this grant. Sort applicants by department/program and then in the following order: 1) those who enrolled; 2) those who were accepted, but did not enroll; 3) those who were interviewed, but not offered admission; and 4) any additional applicants that you would have seriously considered for admission, if sufficient funds were available.

At the bottom of the table include summary statistics: average GRE and/or MCAT scores and average GPAs of all applicants listed; and total numbers of students interviewed, offered admission, and enrolled. Indicate the numbers in each group who were TGE. Average GRE and/or MCAT scores and average GPAs for students who were accepted, and for those who enrolled, would also be useful to include.

Rationale: The data provided in this table will permit an evaluation of the quality and depth of the applicant pool. The data permit separate analyses for TGE, URM, and non-TGE applicants. These data are useful in determining the selectivity of the admissions process, the competitiveness of the program, the success of the recruitment of URM trainees, and the appropriate number of training positions to be awarded.

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Table 8B. Qualifications of Recent Postdoctoral Applicants

Instructions: In a table (Table 8B), list the qualifications and application outcomes of recent postdoctoral applicants to each participating department/program. Applicants should be listed anonymously and identified by a number in sequence, rather than by name, to safeguard privacy. Indicate applicants who were Kirschstein-NRSA training grant eligible (TGE) with an asterisk (*). Indicate TGE applicants who are under-represented minorities (URM) with a double dagger (‡). For each applicant, provide: previous institutions(s) attended, degree(s) and year awarded; thesis research topic or other research topic (if relevant) and research advisor; and residency training (when appropriate), including area of specialization, institution, and PGY. Indicate whether applicants were or were not offered admission and whether they entered the program. For Competing Continuation applications, indicate those applicants who have been or are currently supported by this grant. Sort applicants by department/program, year of application, and then list those who entered followed by those who did not enter.

Programs that select postdoctoral trainees exclusively from candidates who are recruited to academic department(s) or programs (e.g., Department of Hematology or Interdepartmental Program in Cancer Therapeutics) rather than into individual laboratories, should provide data for each participating department/program. Include only those postdoctoral applicants who could be considered candidates for the proposed training program. Programs that select trainees exclusively from candidates who are recruited directly to the laboratories of the proposed faculty mentors should list only those candidates who are in the laboratories of the faculty mentors and considered for the program. Please indicate in a footnote which system of recruitment is used by this program.

Rationale: The data provided in this table will permit an evaluation of the quality and depth of the applicant pool. The data permit separate analyses for TGE, URM, and non-TGE applicants. These data are useful in determining the selectivity of the admissions process, the competitiveness of the program, the success of the recruitment of URM trainees, and the appropriate number of training positions to be awarded.

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Table 9A. Qualifications of the Current Predoctoral Trainees Clearly Associated with the Training Program

Instructions: In a table (Table 9A), list the qualifications of ALL predoctoral trainees currently participating in the activities of the program (including trainees who have not yet chosen a mentor), regardless of source of support or year of training. Trainees should be listed anonymously and identified by a number in sequence, rather than by name, to safeguard privacy. Indicate applicants who were Kirschstein-NRSA training grant eligible (TGE) with an asterisk (*). Indicate TGE applicants who are under-represented minorities (URM) with a double dagger (‡). For Competing Continuation applications, include all trainees supported by the training grant in any year of their studies and include equivalent trainees from the same training cohort. For New Applications, include trainees whose training experience is similar to that for the proposed training grant program. For each trainee, list: department/program of entry; previous institutions(s), degree(s) and year awarded; GRE scores (and/or percentiles) and/or MCAT scores; undergraduate GPA; current research mentor; and years in the training program. For Competing Continuations, list years of support for those appointed to the training grant. Sort trainees by year of admission into the program, then by department/program through which they were recruited. Group Kirschstein-NRSA training grant eligible (TGE) trainees first, followed by non-TGE trainees.

At the bottom of the table, include summary statistics: average GRE and/or MCAT scores and average GPAs of all trainees and summary totals for all trainees, TGE trainees, and URM trainees.

Rationale: These data are useful in determining the number and quality of all trainees currently enrolled in the program, and their distribution by department and mentor. For competing continuation applications, these data highlight the selectivity of appointments to the training grant over time. These data are useful in determining the appropriate number of training positions to be awarded.

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Table 9B. Qualifications of the Current Postdoctoral Trainees Clearly Associated with the Training Program

Instructions: In a table (Table 9B), list the qualifications of ALL postdoctoral trainees currently participating in the activities of the program (including trainees who have not yet chosen a mentor), regardless of source of support or year of training. Trainees should be listed anonymously and identified by a number in sequence, rather than by name, to safeguard privacy. Indicate applicants who were Kirschstein-NRSA training grant eligible (TGE) with an asterisk (*). Indicate TGE applicants who are under-represented minorities (URM) with a double dagger (‡). For Competing Continuation applications, include all trainees supported by the training grant in any year of their studies and include equivalent trainees from the same training cohort. For New Applications, include trainees whose training experience is similar to that for the proposed training grant program. For each trainee, list: department/program of entry; previous institution(s), degree(s) and year awarded; thesis research topic or other previous research experience (if relevant) and research advisor; current research mentor; and years in the program. For Competing Continuations, list years of support for those appointed to the training grant. Sort trainees by year of admission into the program, then by department/program through which they were recruited. Group Kirschstein-NRSA training grant eligible (TGE) trainees first, followed by non-TGE trainees.

At the bottom of the table, include summary totals for all trainees, TGE trainees, and URM trainees.

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Table 10: Admissions and Completion Records for Underrepresented Minority Trainees Clearly Associated with the Training Program

Instructions: In a table (Table 10), list anonymously by number all underrepresented minority trainees who have been or are currently clearly associated with the training program for the past 5 years, regardless of their source of support. Indicate their year of entry, entering department/program, and all sources of support during their training with the program (bold grant number if for this training grant). Indicate their current status (i.e., in training, completed training, or left without completing training). For those who have left the program or completed training, include information about their subsequent career development or employment. Indicate Kirschstein-NRSA training grant eligible (TGE) trainees with an asterisk (*). For mixed training grant programs, list predoctoral trainees and postdoctoral trainees separately.

Rationale: The data provided in this table will permit evaluation of the success of the program in recruiting and retaining URM trainees, and analysis of their support.

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Table 11. Appointments to the Training Grant For Each Year of the Past Award (Competing Continuations Only)

¹ One trainee left after 6 months and a second trainee was appointed for the remainder of the year.
² One position was not filled.
³ A fourth trainee was appointed, but fell ill and dropped out after 2 months. It was then too late to recruit a replacement trainee.

The sample data is for Institutes that allow trainees to be appointed for less than 12 months in a given budget year. Institute policies may vary. Check with the relevant IC specific program announcements and instructions. LINK to IC picklist on OER website.

Instructions: In a table (Table 11), for each year of the grant since the last competing application, list the following: 1) total number of positions awarded in each training category; 2) number of predoctoral trainees appointed and months of support used; and 3) number of postdoctoral trainees appointed, with entering degrees, and number of months used. Delete rows that are not relevant to the type of training support awarded. For both types of training position, indicate the number of underrepresented minority trainees appointed and the months of support used. If any trainee positions were not filled, explain the reason in a footnote.

Rationale: For competing continuation applications, the data provided in this table permits evaluation of the utilization of awarded training positions.

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Table 12A. Predoctoral Trainees Supported by this Training Grant (Competing Continuations Only)

Predoctoral (and MSTP) Trainees (Listed sequentially by Entering Class):

Instructions: In a table (Table 12A), list sequentially, by entering year, all trainees who were, or are, supported by this training grant (past 10 years only, if applicable). For each student provide: 1) name; 2) year of entry into the training program; 3) prior institution and degree at entry; 4) source of support during each year of training, e.g., this training grant, another training grant (specify), research grant, university fellowship, individual fellowship (specify), etc.; 5) name of research mentor; 6) research topic; 7) degree and year awarded, and 8) for trainees who have completed the program, their current positions, rank and/or title and institutional affiliations, and (optionally) grants obtained. Enter all trainees who received support from this grant including those who did not complete the training program for any reason.

Explain coding of source of support in a footnote. For example: TG = this training grant, RG = research grant, UF = university funds, TA= teaching assistantships, TG2 = another training grant (Neuroscience training), F = individual fellowships (e.g. university fellow, NRSA, NSF, foundations, etc.).

Rationale: For competing continuation applications, this table provides detailed information about how predoctoral training positions are used (i.e., distribution by mentor, year in program, years of support per trainee). The data also permit an evaluation of the success of the program in achieving the training objectives of the prior award period(s) for up to 10 years.

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Table 12B. Postdoctoral Trainees Supported by this Training Grant (Competing Continuations Only)

Postdoctoral Trainees (Listed Sequentially by Year of Entry)

Instructions: In a table (Table 12B), list sequentially, by entering year, all trainees who were, or are, supported by this training grant (past 10 years only, if applicable). For each student provide: 1) name; 2) year of entry into the training program; 3) prior institution and degree at entry; 4) source of support during each year of training, e.g., this training grant, another training grant (specify), research grant, university fellowship, individual fellowship (specify), etc.; 5) name of research mentor; 6) research topic; 7) degree or certifications or other relevant outcomes completed during training and year awarded, and 8) for trainees who have completed the program, their current positions, rank and/or title and institutional affiliations, and (optionally) grants obtained. Enter all trainees who received support from this grant including those who did not complete the training program for any reason.

Explain coding of source of support in a footnote. For example: TG = this training grant, RG = research grant, UF = university funds, TG2 = another training grant (Neuroscience training), PGYn = postgraduate year (n) of internship or residence; F = individual fellowships (e.g. university fellow, NRSA, NSF, foundations, etc.); CCF = cancer clinical fellowship.

Rationale: For competing continuation applications, this table provides detailed information about how postdoctoral training positions are used (i.e., distribution by mentor, year in program, years of support per trainee). The data also permit an evaluation of the success of the program in achieving the training objectives of the prior award period(s) for up to 10 years.

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Important Definitions and Instructions that Apply to All Tables:

Certain terms need to be defined and then used uniformly by applicants, reviewers, and NIH staff. Chief among these are the words program, trainee, eligible, and underrepresented minority.

Training Program: The "training program" to be supported by the T32 training grant is to be defined in the text by the program director. It should consist of a clearly distinguishable set of activities (courses, seminars, exams, retreats, etc.) that will be undertaken by ALL participants in “the T32 training grant program". The training grant program may or may not include individuals who are not supported by the T32 training grant. The T32 training grant program may be a subset of a broader institutionally defined program. Alternatively, participants in the T32 training grant program may be drawn from multiple institutionally defined departments and interdepartmental training programs (departments/programs).

Trainee: Trainee is used generically to refer to both predoctoral and postdoctoral individuals regardless of their source of support. Thus, Table 5 should include information about ALL previous trainees of the participating faculty members over the past ten years. Trainee is also used more specifically to refer to individuals associated with a particular training program. It is important to distinguish trainees associated with institutionally defined departments/programs (i.e., as used in Tables 1 and 5) from the cadre of trainees "clearly associated with the training program" (i.e., as used in Tables 9 and 10). NIH staff considers any individual appointed to a training grant to be "clearly associated with the training program" through the completion of their predoctoral or postdoctoral training (unless they explicitly leave the program). NIH staff considers individuals who have a training experience similar to those appointed to the training grant also to be clearly associated with the training program [i.e., they could be (or could have been) appointed to the training grant, if sufficient training positions were awarded and they were eligible]. First year students in feeder departments/programs who have expressed a strong interest in the training program (in cases where program affiliation is not formally declared until the 2nd year) are also considered to be clearly associated with the training program. Thus, Table 9 should provide a measure of the total size of the training program, including trainees in all years of training regardless of their source of support.

Training grant eligible (TGE) trainees: Several tables request data on Kirschstein-NSRA training grant eligible (TGE) trainees. U.S citizens and permanent residents, only, are eligible for Kirschstein-NRSA support. A more restrictive definition of eligibility may be applied by the training program (e.g., based on GPA, GRE scores, cumulative exams); however, data must be reported using the NRSA definition. In tables that list data anonymously for individuals, please indicate those who are TGE by an asterisk (*). The recommended tables enable capture of the data on both types of trainees.

Previously supported trainees: For competing continuation applications, trainees who have been appointed to the training grant should be distinguished by a double asterisk (**), unless a separate column heading is provided to capture this data.

Underrepresented Minority (URM) trainees: Several tables request data on Underrepresented Minority trainees. These data should reflect the subset of Kirschstein-NRSA training grant eligible (TGE) trainees who match the NIH definition of Underrepresented Minority trainees. The following groups have been identified as underrepresented in biomedical and behavioral research nationally: African Americans, Hispanic Americans, Native Americans, Alaskan Natives, and Pacific Islanders. In tables that list data for individuals anonymously, please indicate these Underrepresented Minority trainees with a double dagger(‡) The inclusion of this data in Tables 7, 8, 9, 10, and 11 allows cross-checking between individuals and totals, and places information on URM trainees in the context of data on all trainees.

For NIH policy statement on Recruitment of Underrepresented Minorities into Institutional National Research Service Award Programs, see: http://grants.nih.gov/grants/guide/notice-files/not93-188.html

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Last updated: September 26, 2005