Mentoring & Training Plans for Biomedical Researchers
Other
Training the Next Generation of Biomedical Researchers
Details will be added as sponsors' requirements become available.
Useful Links
National Postdoctoral Association (NPA)
Mentoring Resources (Columbia)
Making the Right Moves: Practical Guide to Scientific Management for Postdocs and New Faculty (HHMI)
Entering Mentoring (from the Wisconsin Program for Scientific Teaching, Sponsored by HHMI)
The American Physiological Society
Center for AIDS Research (CFAR) at UCSF Mentoring Program
Gladstone Institute at UCSF Mentoring Standards
MentorNet
Advice for Developing an Individualized Mentoring Plan (Harvard)
Enhancing Research in Academic Radiology Departments
Individual Development Plan for Postdoctoral Fellows (FASEB)
Our boilerplates and sample text for selected application sections may be used as a starting point for your applications, and should be modified to meet sponsor's requirements and to align with your proposed plan. (i.e. to fit your target trainees' academic background and aspirations).
Depending on the sponsor and funding program, sponsored research applications may have a requirement to include a separate section outlining the training of the pre- and post- doctoral researchers on the project.
The NSF requires a Mentoring Plan in grant proposals supporting postdoctoral researchers for submissions. More>> (GPG, Chap. II, Section J.)
The NIH requires "additional educational information" on predoctoral fellowship applications as a separate attachment. A separate attachment on additional education information is no longer required for postdoctoral applications, but applicants are encouraged to provide any information on postdoctoral resources that are available in the Facilities and Other Resources document. Additionally, the NIH encourages institutions to implement Individual Development Plans (IDPs) for NIH-supported trainees (pre- and post-doctoral). More>>
Depending on the sponsor and funding program, sponsored research applications may have a requirement to include a separate section outlining the training of the pre- and post- doctoral researchers on the project.
The NSF requires a Mentoring Plan in grant proposals supporting postdoctoral researchers for submissions. More>> (GPG, Chap. II, Section J.)
The NIH requires "additional educational information" on predoctoral fellowship applications as a separate attachment. A separate attachment on additional education information is no longer required for postdoctoral applications, but applicants are encouraged to provide any information on postdoctoral resources that are available in the Facilities and Other Resources document. Additionally, the NIH encourages institutions to implement Individual Development Plans (IDPs) for NIH-supported trainees (pre- and post-doctoral). More>>
The American Heart Association (AHA) requires an Individual Development Plan (IDP) for fellowship and Fellow to Faculty Transition applications beginning July, 2014. More>>
The following may be adapted to meet requirements across sponsors, depending on applicants' determination of what would be applicable and relevant.
Mentoring and Training Template
This boilerplate responds to requirements for a Mentoring/Training/Education Plan. It refers to the applicant and the mentor in 3rd person and can be easily converted to 1st person if needed per sponsor's requirements.
[Applicant Name]'s proposed work will be carried out in a rich environment that features unparalleled educational opportunities. The resources available to [Applicant Name] range from [laboratory name] through shared Resource Centers, to area facilities and more as outlined below.
Mentoring and Training Template
This boilerplate responds to requirements for a Mentoring/Training/Education Plan. It refers to the applicant and the mentor in 3rd person and can be easily converted to 1st person if needed per sponsor's requirements.
[Applicant Name]'s proposed work will be carried out in a rich environment that features unparalleled educational opportunities. The resources available to [Applicant Name] range from [laboratory name] through shared Resource Centers, to area facilities and more as outlined below.
Applicant's Background and Goals
The applicant's work centers on [describe general science area and specific interests of the applicant] and his/her career goals are to [outline major career goals]. The project the applicant is pursuing is exceptionally challenging intellectually and it demands multiple resources the University can provide. This is an important area of study that is aligned with the University's priorities and could open up new exciting research paths.
The applicant's work centers on [describe general science area and specific interests of the applicant] and his/her career goals are to [outline major career goals]. The project the applicant is pursuing is exceptionally challenging intellectually and it demands multiple resources the University can provide. This is an important area of study that is aligned with the University's priorities and could open up new exciting research paths.
Environment
[Applicant Name] works in a laboratory that is a critical part of the _______ research theme at The Rockefeller University (RU), offering a stimulating environment, rich with interdisciplinary interactions between accomplished researchers in diverse fields. With teams led by _______, ________, and ______ the laboratory attracts remarkable young scientists who receive outstanding training. In addition, RU supports robust educational programs and a wide variety of academic lectures and special events. These serve as forums where trainees can build collaborative relationships with junior as well as senior faculty, graduate students, and Tri-Institutional faculty from Memorial Sloan Kettering (MSK) and Weill Cornell Medical College (WCMC). This loosely defined educational framework gives young and talented researchers the opportunity to network, meet established scientists, shape and customize their individual research experience, and actively participate in diverse venues with seminars such as Bridges to Better Medicine and The Harvey Society Lecture Series, classes taught by resident and visiting faculty, and more. The RU culture of collegiality and camaraderie further sustains an unmatched training setting. More>>
[Applicant Name] works in a laboratory that is a critical part of the _______ research theme at The Rockefeller University (RU), offering a stimulating environment, rich with interdisciplinary interactions between accomplished researchers in diverse fields. With teams led by _______, ________, and ______ the laboratory attracts remarkable young scientists who receive outstanding training. In addition, RU supports robust educational programs and a wide variety of academic lectures and special events. These serve as forums where trainees can build collaborative relationships with junior as well as senior faculty, graduate students, and Tri-Institutional faculty from Memorial Sloan Kettering (MSK) and Weill Cornell Medical College (WCMC). This loosely defined educational framework gives young and talented researchers the opportunity to network, meet established scientists, shape and customize their individual research experience, and actively participate in diverse venues with seminars such as Bridges to Better Medicine and The Harvey Society Lecture Series, classes taught by resident and visiting faculty, and more. The RU culture of collegiality and camaraderie further sustains an unmatched training setting. More>>
Mentor
The [PI/mentor]'s laboratory is near other research groups/cores such as _______, _______, and ______ and this physical and conceptual proximity supports extensive joint multi-laboratory training efforts. Over the years [name of PI/mentor] has mentored trainees interested in _________; these young scientists strengthen the research enterprise on campus by forging direct and fruitful connections and communication with other laboratories (_____, ______, _______ and _______ specify HOL names and names of their laboratories).
The [PI/mentor]'s laboratory is near other research groups/cores such as _______, _______, and ______ and this physical and conceptual proximity supports extensive joint multi-laboratory training efforts. Over the years [name of PI/mentor] has mentored trainees interested in _________; these young scientists strengthen the research enterprise on campus by forging direct and fruitful connections and communication with other laboratories (_____, ______, _______ and _______ specify HOL names and names of their laboratories).
Approach
Goal setting, specific milestones and weekly meetings with [applicant name] are important elements in the training process. Ideas will be examined and shared during the laboratory's weekly meetings. [name of HOL/mentor] will meet with [applicant name] regularly on a one-on-one basis to go over specific data and decide together on an appropriate timetable for preparing reports, manuscripts, and new funding applications, as RU trainees are encouraged to develop grant writing skills in preparing for their future careers. Other senior laboratory members [names] will guide [applicant name] on a daily basis, supporting, teaching and training her/him in new techniques and methods. Trainees will grow professionally through active participation in laboratory efforts, on- and off-campus meetings, presentations of findings, and co-authorship of papers. Individual meetings between [name of HOL/mentor] and [name of trainee] will be used to formally assess the trainee's progress and performance on the aims outlined in this application, to evaluate data, and to suggest alternative approaches and experiments. [name of HOL/mentor] will provide feedback on the trainee's performance on a quarterly basis.
Goal setting, specific milestones and weekly meetings with [applicant name] are important elements in the training process. Ideas will be examined and shared during the laboratory's weekly meetings. [name of HOL/mentor] will meet with [applicant name] regularly on a one-on-one basis to go over specific data and decide together on an appropriate timetable for preparing reports, manuscripts, and new funding applications, as RU trainees are encouraged to develop grant writing skills in preparing for their future careers. Other senior laboratory members [names] will guide [applicant name] on a daily basis, supporting, teaching and training her/him in new techniques and methods. Trainees will grow professionally through active participation in laboratory efforts, on- and off-campus meetings, presentations of findings, and co-authorship of papers. Individual meetings between [name of HOL/mentor] and [name of trainee] will be used to formally assess the trainee's progress and performance on the aims outlined in this application, to evaluate data, and to suggest alternative approaches and experiments. [name of HOL/mentor] will provide feedback on the trainee's performance on a quarterly basis.
Conduct
The applicant will be trained in Responsible Conduct of Research (RCR) in order to promote integrity and ethical conduct in all aspects of his/her research according to University and sponsor's policies. More>>
For NIH and Other Postdoctoral Applicants as Applicable RU has a strong commitment to the full involvement of postdoctoral trainees in all aspects of the scientific, educational and cultural activities of the community. Each year 350 postdoctoral trainees participate in the research of the more than 70 University laboratories. RU has a Postdoctoral Association (PDA) which serves all Postdoctoral Fellows at RU. The PDA provides social and career development resources for its membership body and it represents the interests of this group directly to the faculty and administration. The PDA holds an annual postdoc retreat and student/postdoc seminar series, meets annually with the President of the University, and more frequently with the Dean of Student and Postdoctoral Affairs to discuss issues that affect the postdoctoral population. The University and the PDA offer workshops and seminars throughout the year in career-related topics. Additionally, all Rockefeller postdocs are members of the National Postdoctoral Association which offers invaluable career resources on their website. All postdoctoral researchers at The Rockefeller University are also given a free membership to the New York Academy of Sciences’ Science Alliance in their first year. The Science Alliance provides excellent career and professional development mentoring for students and postdocs in the sciences and engineering, through a series of live events and a dedicated web portal. In addition, the Science Alliance gives postdocs the opportunity to network with their peers across institutions and with key leaders in both industry and academia. Overall, the PDA is an exceptionally strong organization of postdoctoral trainees that not only provides many of the career and intellectual opportunities mentioned above, but also provides a unique framework to nurture postdoctoral campus experiences.
For NIH and Other Predoctoral Programs as Applicable In addition to the above, describe the graduate program in which the applicant is enrolled, e.g. the structure of the program, required milestones and their usual timing (number of courses, any teaching commitments, qualifying exams, etc.), and the average time to degree over the past 10 years (contact Associate Dean for details). Describe the progress/status of the applicant in relation to the program’s time line. Describe the frequency and method by which the program formally monitors and evaluates a student’s progress. This information is typically provided by the Dean of Student and Postdoctoral Affairs or their HOL.
A 4/1/14 NIH FAQ provides more details on the Additional Educational Information requirements.
For dual-degree applicants, the sequence of the applicant's graduate and medical (or other health professional) school years should also be described. Describe the progress/status of the applicant in relation to the program's time line, indicating when the applicant matriculated into the program and, if applicable, when the applicant is likely to transition to clinical years of the dual-degree program. Describe the frequency and method by which the program formally monitors and evaluates a student's progress. This information is typically provided by the director of the graduate program or the applicant's HOL.
[Mentor's information may be provided by you HOL or the Dean of Student and Postdoctoral Affairs. Specify the official's name at the end of the description and have your Routing Form signed by him/her in the VP and/or HOL field.]
Boilerplate for the The David Rockefeller Graduate Program.
NIH
NIH Individual Development Plans
Re-engineering the Clinical Research Enterprise
Biomedical Workforce Task Force
Boilerplate for the The David Rockefeller Graduate Program.
NIH
NIH Individual Development Plans
Re-engineering the Clinical Research Enterprise
Biomedical Workforce Task Force
Other
Training the Next Generation of Biomedical Researchers
Details will be added as sponsors' requirements become available.
Useful Links
National Postdoctoral Association (NPA)
Mentoring Resources (Columbia)
Making the Right Moves: Practical Guide to Scientific Management for Postdocs and New Faculty (HHMI)
Entering Mentoring (from the Wisconsin Program for Scientific Teaching, Sponsored by HHMI)
The American Physiological Society
Center for AIDS Research (CFAR) at UCSF Mentoring Program
Gladstone Institute at UCSF Mentoring Standards
MentorNet
Advice for Developing an Individualized Mentoring Plan (Harvard)
Enhancing Research in Academic Radiology Departments
Individual Development Plan for Postdoctoral Fellows (FASEB)
