Rationale

This information allows reviewers to assess the distribution of participating faculty by rank (junior vs. senior), by research interests, and by department or interdepartmental program. In addition, data on the mentoring records of faculty permit an evaluation of the experience of participating faculty in facilitating the progression of predoctorates and postdoctorates in their careers. The data concisely summarize information about the training faculty.

Instructions

List participating faculty in alphabetical order by last name. For each participating faculty member, provide:

1. Name. Include the full name in the format Last Name, First Name and Middle Initial.
2. Degree(s). Provide the faculty member’s terminal degree(s).
3. Rank. Provide the academic rank held by each faculty (e.g., Asst. Prof. for Assistant Professor, Assoc. Prof. for Associate Professor, Prof. for Professor, Res. Asst. Prof. for Research Assistant Professor, Instructor). For training grant faculty holding non-academic positions, such as those in government or in the private sector, report “Other,” followed by their title.
4. Primary Department or Program. List the primary affiliation (department, interdepartmental program, or other academic unit).
5. Research Interest. Provide the faculty member’s research interest relevant to the proposed training program.
6. Training Role. Provide up to three role(s) for each faculty in the proposed training program, selected from the following options: PD/PI, Preceptor, Executive Committee member (Exec. Comm.), Other Committee member (Other Comm.), Other.

Mentoring Record (Items 7-12). For the last 10 years, provide the record for mentoring predoctorates and postdoctorates who have been or are currently engaged in research training under the faculty member’s primary supervision. Exclude predoctorates doing research rotations, and clinical interns and residents unless they have been or are currently engaged in full-time, mentored research training in the faculty member’s research group.

7. Predoctorates in Training. Provide the number of predoctorates who are currently in training.
8. Predoctorates Graduated. Provide the number of predoctorates who were awarded their doctoral degree during the last 10 years.
9. Predoctorates Continued in Research or Related Careers. Provide the number of predoctorates who were awarded their doctoral degree during the last 10 years and who currently are engaged in a research-intensive or research-related career. Research-related positions generally require a doctoral degree, and may include activities such as teaching, administering research or higher education programs, science policy, and technology transfer.
10. Postdoctorates in Training. Provide the number of postdoctorates who are currently in training in the faculty member’s laboratory.
11. Postdoctorates Completed Training. Provide the number of postdoctorates who completed postdoctoral training in the faculty member’s laboratory during the last 10 years.
12. Postdoctorates Continued in Research or Related Careers. Provide the number of postdoctorates who completed postdoctoral training during the last 10 years and who currently are engaged in a research-intensive or research-related career.

Summarize these data in the Research Training Program Plan, within the Background Section and the Program Faculty Section of the Program Plan. Use the narrative to describe the distribution of participating faculty by academic rank, department or interdepartmental program, areas of research emphasis, and the rationale for the faculty selected to participate in the training grant. Analyze the data in terms of the overall experience of the faculty in training predoctorates and/or postdoctorates. Comment on the inclusion of faculty whose mentoring records may suggest limited, recent training experience at either training level (predoctoral or postdoctoral).

Table 2: Medical School Guidance

PI will determine list of participating mentors. When detailing the table with trainees in the last 6 columns include first initial and last name in the relevant boxes until the very end and then convert to numbers. This ensures trainees are not double counted and allows you to cross reference that everyone is included on the affiliated tables. See Lisa Jones line below for an example of the near final table detail. Some PI’s prefer not to detail out the tables to this level and when that’s the case, you can contact participating mentors to update their table info with numbers only.

Sample Table 2

Participating Faculty Members