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Resources for Addressing Grant Applications Requiring Mentoring

Introduction

One of the key objectives of external funding for research is the development of the next generation of scientists. Many grant programs are directly related to this objective. Other funding programs, both federal and non-federal, include developing young scientists as one goal amongst the specific goals of a particular project. Funding announcements often require that Principal Investigators or trainees describe both the environment and specific goals that will serve to develop graduate students, postdoctoral fellows and junior into both effective and responsible scientists. Below are suggested resources that assist in developing grant applications.

In developing grant applications, we suggest that faculty, postdoctoral researchers and/or graduate students work collaboratively to develop plans for mentoring. These plans should be tailored to the specific needs of the individual and research program. To assist in this process, OSP is providing the list of possible resources that may or may not be applicable to a specific situation. The list is not exhaustive and we appreciate receiving information on any other resources that you find of value:

Examples of Specific Sponsor Requirements for Mentoring Plans

National Resources

  • NIH: Since July 1990, the National Institutes of Health has required all applications for Institutional National Research Service Award (NRSA) Research Training Grants to include a description of a program to provide instruction in responsible conduct of research. All NRSA supported trainees must be provided an opportunity for training in the responsible conduct of research. For more information on these requirements, please visit this link.
  • NSF: The revised National Science Foundation's NSF Proposal and Award Policies and Procedures Guide includes a requirement for a mentoring plan for postdocs. The requirement is effective for proposals received on or after January 5, 2009.

    One significant change is that NSF has added a new requirement to the Proposal Preparation Instructions regarding mentoring for postdoctoral fellows. Proposals that request funding to support postdoctoral researchers that do not include a separate section on mentoring activities will be returned without review.
    The revised NSF instructions state that: Each proposal28 that requests funding to support postdoctoral researchers must include, as a supplementary document, a description of the mentoring activities that will be provided for such individuals. In no more than one page, the mentoring plan must describe the mentoring that will be provided to all postdoctoral researchers supported by the project, irrespective of whether they reside at the submitting organization, any sub-awardee organization, or at any organization participating in a simultaneously submitted collaborative project. Proposers are advised that the mentoring plan may not be used to circumvent the 15-page project description limitation.

    Examples of mentoring activities include, but are not limited to: career counseling; training in preparation of grant proposals, publications and presentations; guidance on ways to improve teaching and mentoring skills; guidance on how to effectively collaborate with researchers from diverse backgrounds and disciplinary areas; and training in responsible professional practices. The proposed mentoring activities will be evaluated as part of the merit review process under the Foundation's broader impacts merit review criterion. Proposals that include funding to support postdoctoral researchers, and, do not include the requisite mentoring plan will be returned without review (see GPG Chapter IV.B.)
  • Office of Research Integrity RCR Resources: The federal Office of Research Integrity (ORI) website contains numerous education resources and products. Visit this site periodically as more universities contribute to the inventory.
  • National Institutes of Health's Bioethics Resources: This site provides links for those interested in bioethics education, research involving human participants and animals, medical and health care ethics, and the implication of applied genetics and biotechnology. a link to Responsible Conduct of Research is included.
  • Scientific Management for Postdocs and New Faculty: Making the Right Moves: A Practical Guide to Scientific management for Postdocs and New Faculty is an instruction manual for investigators preparing to establish their own laboratories. It is a comprehensive document with 13 chapters including how to secure a faculty position, staffing and operating a laboratory, mentoring, time and project management, funding opportunities, publications and intellectual property. The Guide was developed by the Howard Hughes Medical Institute an Burroughs Wellcome Fund for an intensive training course. UCI has been given approval to provide this to our faculty and postdocs for non-commercial use.
  • A Guide to Training and Mentoring from NIH follow this link to access "guide."
  • AAS Science Careers: >Science Careers is dedicated to being the world leader in matching qualified scientists with jobs in industry, academia, and government. We are committed to providing all the necessary career resources for scientists as well as effective recruiting solutions for employers. Our mission supports the American Association for the Advancement of Science's (AAAS's) commitment to furthering careers in science and technology, with an emphasis on fostering greater diversity among the scientific community.
  • National Post Doc Association follow this link to access NPDA.
  • Collaborative Institutional Training Initiative: The CITI public access course in the Responsible Conduct of Research is available without charge to the research community. Discipline specific (Biomedical, Social & Behavioral Research, Physical Sciences, Humanities) courses are available here.
  • Federation of American Societies for Experimental Biology (FASEB)Provides a selection of Teaching/Advocacy Material, including sample mentoring plans.

Dartmouth Resources

Subject AreaProgram NameDescription
Broader Impacts
(Outreach)
Dartmouth Outreach Office Dartmouth's Office of Outreach, established in 2007, helps research faculty develop the broader impacts (outreach) components of their grant proposals. The Outreach Office also works to prepare future faculty for integrating research with broader impacts activities through professional development workshops offered jointly with DCAL and the GSCO Office (eg Communicating Research for Broad Audiences). The Outreach Office helps graduate students gain experience teaching and explaining their research in local schools, science museums and community settings.
Communicating Research Dartmouth Outreach Office,
The Graduate Office & Dartmouth Center
for the Advancement of Learning
The Office of Outreach, in collaboration with DCAL and the Graduate Office, offers workshops in Communicating Research for Broad Audiences. The ability to communicate about research effectively in a wide range of settings is important for academic researchers. This skill contributes to better funding success and interdisciplinary in academic communities, broader dissemination to policy makers and the general public and better accuracy in media accounts. Clear communication is also essential for obtaining non-academic jobs. The goal of this workshop is to help academic researchers write and briefly present their research in a way that is broadly accessible.
Professional Development Dartmouth Postdoc Association The purpose of the DCPDA is to give each and every postdoc an opportunity to succeed according to their individual wants and needs, whether it is to increase their network, participate in social activities, or benefit from the training/career enhancement seminars the association will plan and/or sponsor. Equipping postdocs with the tools needed to find and obtain satisfying and fulfilling careers within or outside of academia is one of the goals of the DCPDA.

By fostering institutional recognition of 1) postdocs as a group associated with the College and 2) of our individual training and professional development needs, we hope to create a centralized resource for postdocs to find job information and career resources needed to succeed within and outside of academia.

Professional Development Graduate Office Mentoring Program In collaboration with the Dartmouth College Graduate Office, Professors Roger Sloboda and Jon Kull run a seminar on mentoring every other year for faculty and postdocs.
Professional Development Women in Science Project WISP's mission is to collaborate in creating a learning environment where women can thrive in science, engineering and mathematics.
This broad goal is achieved by enhancing the experiences of Dartmouth women, particularly in their first year, through a comprehensive set of proven intervention strategies, including:
Mentoring, Early hands-on research experience, Role models, Access to information Building a community in the sciences. WISP invites women post docs and graduate women to participate in some of its programs and has developed some programs specifically for these groups.
Professional Development Howard Hughes Medical Institute
(HHMI) Fellowship Program
The HHMI grant also provides an opportunity for graduate and undergraduate students to gain teaching experience as Science Mentors, through an afternoon Science Camp offered in local schools for six weeks in Winter term. This HHMI-sponsored outreach is a collaboration between the Outreach Office and the Montshire Museum of Science. The Howard Hughes Medical Institute (HHMI) is the largest private supporter of science education. Dartmouth College is one of 50 institutions in the United States selected for the prestigious Undergraduate Science Education Program Grant. The purpose of the grant is to strengthen and enrich undergraduate science teaching at research universities. One component of Dartmouth's program is the establishment of HHMI Fellows, undergraduates who are given the opportunity to work on a research project in close collaboration with a Dartmouth faculty mentor.
Professional Development DCAL The Dartmouth Center for the Advancement of Learning (DCAL), offers workshops and services to support graduate students and postdocs with current and future teaching and career goals. DCAL workshops include a teacher training series focusing on principles of learning, lesson design, collaborative learning, critical moments and diversity, and practice teaching with peer feedback; a series on syllabus design; and workshops on topics such as teaching statements, teaching with technology, teaching students research, status and stereotypes, community based teaching, grading and assessments, and critical thinking. DCAL’s associate director for professional development programs is available to for one-on-one or small group consultations.

Last Updated: 2/11/14