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Why Diverse Teams Are Smarter

• Heidi Grant

Research shows they’re more successful in three important ways.

Striving to increase workplace diversity is not an empty slogan — it is a good business decision. A 2015 McKinsey  report  on 366 public companies found that those in the top quartile for ethnic and racial diversity in management were 35% more likely to have financial returns above their industry mean, and those in the top quartile for gender diversity were 15% more likely to have returns above the industry mean.

• DR David Rock is cofounder of the Neuroleadership Institute  and author of Your Brain at Work .
• Heidi Grant is a social psychologist who researches, writes, and speaks about the science of motivation. Her most recent book is Reinforcements: How to Get People to Help You . She’s also the author of Nine Things Successful People Do Differently and No One Understands You and What to Do About It .

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Building a Diverse Scientific Workforce

NIDCD is committed to building and sustaining a diverse research workforce. Explore training and funding opportunities, meet NIDCD Diversity Scholars, and read about diversity initiatives from NIDCD Director Debara L. Tucci, M.D., M.S., M.B.A.

Discover Research Training Opportunities

Find individual research opportunities at universities, medical centers, and other institutions.

Discover individual research training opportunities on the NIH campus in Bethesda, Maryland.

Explore training grants awarded to nonprofit, private, or public institutions in the U.S.

Explore Funding Announcements

Discover NIDCD's diversity-focused funding opportunities.

Find supplemental funding to promote diversity in health-related research.

Meet Our Scholars

In keeping with its goal of enhancing the diversity of the biomedical, behavioral, and clinical research workforce, NIDCD has established the NIDCD Diversity Scholars Program. NIDCD commends its scholars for their hard work and accomplishments.

Read Messages from the NIDCD Director

Highlighted NIDCD Initiatives

NIDCD’s 2023-2027 Strategic Plan: Commitment to Diversity Our current strategic plan underscores the importance of fostering a scientific environment that is diverse, respectful, and inclusive. We aim to ensure that all individuals feel valued and empowered to contribute their unique perspectives in support of NIDCD’s mission areas.

NDCD Advisory Council’s Diversity Working Group The National Deafness and Other Communication Disorders Advisory Council’s Diversity Working Group was commissioned in 2021 to provide recommendations to the institute to enhance its diversity, equity, inclusion, and accessibility efforts. The council’s Diversity Working Group worked with council members, NIDCD staff, and other stakeholders to produce a 2023 summary report, NIDCD’s Commitment to Scientific Workforce Diversity and Health Disparities Research . (PDF | 214 KB)

NIDCD Speakers Bureau In 2023, NIDCD launched a speakers bureau, an outreach program designed to inspire the next generation of scientists. Our scientists raise awareness at schools, universities, and community events about research on the normal and disordered processes of hearing and deafness, balance, voice, speech, and language. Speakers cover a variety of topics, including the basic biology of the inner ear sensory system, specific research directions, careers in science, and training programs at NIH.

Editorials on NIDCD's Commitment to Diversity

Leading professional journals have published editorials regarding NIDCD's efforts to build and sustain a diverse research workforce.

Expanding Workforce Diversity and Health Care Equity in Communication Disorders Research: An NIH Institute Director’s Perspective Journal of the National Black Association for Speech-Language and Hearing

Diversity Initiatives Across NIH

• Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities
• NIH UNITE Initiative to Address Structural Racism
• NIH Scientific Workforce Diversity Toolkit
• NIH Office of Intramural Training & Education (OITE) Well-Being Resources

The business case for diversity in the workplace is now overwhelming

More innovative, more profitable ... greater diversity isn't just a moral imperative. Image:  REUTERS/Jessica Rinaldi

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Stay up to date:, future of work.

We live in a complex, interconnected world where diversity, shaped by globalization and technological advance, forms the fabric of modern society. Notwithstanding this interconnectedness, there is also growing polarization – both in the physical and digital worlds – fuelled by identity politics and the resurgence of nationalist ideals.

Not surprisingly, our workplaces tend to mirror the sociocultural dynamics at play in our lives outside work. Having built and scaled a multinational enterprise over nearly two decades, I’ve learned that diversity in the workplace is an asset for both businesses and their employees, in its capacity to foster innovation, creativity and empathy in ways that homogeneous environments seldom do. Yet it takes careful nurturing and conscious orchestration to unleash the true potential of this invaluable asset.

In this era of globalization, diversity in the business environment is about more than gender, race and ethnicity. It now includes employees with diverse religious and political beliefs, education, socioeconomic backgrounds, sexual orientation, cultures and even disabilities. Companies are discovering that, by supporting and promoting a diverse and inclusive workplace, they are gaining benefits that go beyond the optics.

Business has the transformative power to change and contribute to a more open, diverse and inclusive society. We can only accomplish this by starting from within our organizations. Many of us know intuitively that diversity is good for business. The case for establishing a truly diverse workforce, at all organizational levels, grows more compelling each year. The moral argument is weighty enough, but the financial impact - as proven by multiple studies - makes this a no-brainer.

Have you read?

The future of jobs report 2023, how to follow the growth summit 2023, disruption and innovation.

The coming together of people of different ethnicities with different experiences in cities and societies is a key driver of innovation. The food that we eat every day is a result of this blending of cultures. The most successful musical genres, such as jazz, rock’n’roll or hip-hop, are the products of cultural amalgamation.

If we look at the most innovative, disruptive and prosperous urban centres in the world – New York, Dubai, London and Singapore – they all have one thing in common. They are all international melting pots with a high concentration of immigrants. Research shows that there is a direct correlation between high-skilled immigration and an increase in the level of innovation and economic performance in cities and regions.

Singapore makes a great case study. This tiny South-East Asian island nation, with a population of just over five million, is today one of the globe’s heavyweight financial centres. It scores highly in international rankings for areas as diverse as education and ease of doing business, and has been recognised as the world’s most technology-ready nation. Singapore is also highly multicultural, with an ethnic mix of people of Chinese, Malay and Indian descent, and large populations of different religious faith groups including Buddhists, Christians, Muslims and Hindus.

When Singapore achieved independence in 1965, its founding fathers instituted measures that would not leave racial harmony to chance . Singapore aggressively promoted racial and ethnic integration. One important measure was its housing policy, which ensured that every public housing complex followed a national quota of racial percentage. This forced people of different ethnicities to learn to live with each other, and broke up all the ethnic ghettos that were prevalent at the time of independence.

These seemingly autocratic measures have served the small island nation well in producing a well-integrated populace that values meritocracy more than race or religion. Singapore’s ethnic and religious diversity has proven to be an asset to the country, and the result is relative racial harmony – something the US would do well to learn from.

In neighbouring Malaysia, my home country, ethnic, cultural and religious diversity has always been promoted. By the time I was 18, I could speak five languages and had friends from the Chinese, Indian, Malay and Eurasian communities, who between them hailed from several religious backgrounds. Malaysia has one of the world’s most diverse cultural and ethnic mixes and has outperformed most of its regional partners, with a high annual GDP growth since its independence . The multilingual workforce has given us Malaysians an edge in the workplace.

Diversity and business performance

There is substantial research to show that diversity brings many advantages to an organization: increased profitability and creativity, stronger governance and better problem-solving abilities. Employees with diverse backgrounds bring to bear their own perspectives, ideas and experiences, helping to create organizations that are resilient and effective, and which outperform organisations that do not invest in diversity.

A Boston Consulting Group study found that companies with more diverse management teams have 19% higher revenues due to innovation. This finding is significant for tech companies, start-ups and industries where innovation is the key to growth. It shows that diversity is not just a metric to be strived for; it is actually an integral part of a successful revenue-generating business.

While most of these studies are conducted in the western world, Asian countries are engaging in the equality debate at their own pace. Cultural shifts over the last 40 years mean that South-East Asia currently has a female workforce participation rate of 42% – higher than the global average of 39%.

According to the 2018 Hays Asia Diversity and Inclusion report, improved company culture, leadership and greater innovation were the top three benefits of diversity identified by respondents. However, there was a perception among a significant proportion of participants that access to pay, jobs and career opportunities for those of equal ability could be hampered by factors such as age, disability, ethnicity, gender, family commitments, marital status, race, religion and sexuality.

More than ever, flexibility and versatility are becoming the key to success for individuals, companies and countries alike, and a culturally diverse environment is the best way to acquire these qualities. Assumptions need to be challenged, conversations need to be had and corporate culture needs to be updated so that the modern workplace can accurately reflect and support the population of the region.

The millennial quotient in business diversity

By the year 2025, 75% of the global workforce will be made up of millennials - which means this group will occupy the majority of leadership roles over the coming decade. They will be responsible for making important decisions that affect workplace cultures and people's lives. This group has a unique perspective on diversity. While older generations tend to view diversity through the lenses of race, demographics, equality and representation, millennials see diversity as a melding of varying experiences, different backgrounds and individual perspectives. They view the ideal workplace as a supportive environment that gives space to varying perspectives on a given issue.

The 2018 Deloitte Millennial Survey shows that 74% of these individuals believe their organization is more innovative when it has a culture of inclusion. If businesses are looking to hire and sustain a millennial workforce, diversity must be a key part of the company culture. This 2016 survey shows that 47% of millennials are actively looking for diversity in the workplace when sizing up potential employers.

Women in the workplace

Gender equality remains a major issue in the corporate world. Despite an abundance of research confirming that companies with more women in the C-Suite are more profitable , there is still a gender gap in the vast majority of companies . Women remain significantly underrepresented in the corporate pipeline, with fewer women than men hired at entry level, and representation declining further at every subsequent step.

Companies need a comprehensive plan for supporting and advancing women. This requires a paradigm shift in the corporate culture which will include investing in employee training and giving employees greater flexibility to fit work into their lives.

A survey conducted by Pew Research Centre lists several areas where women are stronger in key areas of both politics and business. Survey respondents noted that women are:

• 34% better at working out compromises
• 34% more likely to be honest and ethical
• 25% more likely to stand up for their beliefs
• 30% more likely to provide fair pay and benefits
• 25% better at mentoring

Forward-thinking companies should be looking for ways to employ and empower more women at work – not just as a moral obligation, but also as a sound business strategy. McKinsey’s most recent Delivering Through Diversity report found corporations that embrace gender diversity on their executive teams were more competitive and 21% more likely to experience above-average profitability. They also had a 27% likelihood of outperforming their peers on longer-term value creation. Different perspectives on customer needs, product improvements and company wellbeing fuel a better business.

It has been estimated that closing the gender gap would add $28 trillion to the value of the global economy by 2025 – a 26% increase. Put simply, companies and societies are more likely to grow and prosper when women gain greater financial independence.

Taking a stand for diversity in business

It is important for corporations to step up and advocate for diversity and tolerance on a public platform. A great example of this is Nike’s support of American football quarterback and rights campaigner Colin Kaepernick . More than a marketing exercise, it showed the world that one of America’s best-known corporations was willing to stand alongside one man in his battle against racial injustice and intolerance.

Procter & Gamble’s (P&G) ‘ We See Equal’ Campaign , which was designed to fight gender bias and work towards equality for all, depicted boys and girls defying gender stereotypes. The company has a history of promoting the issue, and also records 45% of its managers and a third of its board as women. P&G’s clear dedication to equality within its own workforce meant that the campaign came across as authentic and as a genuine push for change.

Why getting workplace diversity right isn't for the faint-hearted

Beyond diversity: how firms are cultivating a sense of belonging.

There is much to learn from leaders in diversity and inclusion, but it is important to remember that every company’s initiatives will look different. Diversity means different things to different people, and organizations must apply those definitions to their companies accordingly.

Diversity and inclusion cannot be a one-time campaign or a one-off initiative. Promoting them in the workplace is a constant work-in-progress, and should be maintained and nurtured to guarantee effectiveness. Empathetic leadership is key to this transformation. For real change to happen, every individual leader needs to buy into the value of belonging – both intellectually and emotionally.

The business world must come together and be more engaged and vocal than it has been to promote the message of a diverse and tolerant society. It is an uphill battle, but peace, prosperity and advancement depend on it.

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Research Workforce Diversity and Equity Program

The Research Workforce Diversity and Equity Program (RWDEP), located within the Office for Disparities Research and Workforce Diversity (ODWD), was created in 2018 to promote the research training and career advancement for emerging neuroscientists and mental health researchers in support of NIH’s Interest in Diversity  .

As part of the NIMH commitment to the biomedical research workforce, RWDEP supports highly talented students and investigators in the United States from disadvantaged and underrepresented groups  . This support encompasses a wide range of individuals, from high school students to faculty members, all of whom play a vital role in advancing our understanding and treatment of mental illnesses.

Training and mentoring opportunities span the entire spectrum of scientific research, from basic neuroscience to translational research and mental health services research.

RWDEP initiatives for enhancing the mental health research workforce

RWDEP is committed to promoting equity and enhancing training opportunities to help mental health investigators build independent research careers. Providing support for trainees and investigators is a fundamental part of building capacity and improving the future of mental health research. In addition, RWDEP sponsors workshops, activities, and programs that enhance research workforce diversity.

RWDEP uses a variety of mechanisms to help investigators gain and access:

• Research funding and training opportunities
• Mental health research mentors
• Mental health research networks
• Sustainable collaborative research activities

Funding opportunities that support diversity and career development

Learn about various funding opportunities designed to promote diversity, including awards for students, predoctoral candidates, postdoctoral researchers, and faculty members, all contributing to a more diverse and inclusive research workforce.

Funding Opportunities for Research Supplements to Support Candidates from High School Students Through Faculty ‌

• Research Supplements to Promote Diversity in Health-Related Research These are administrative supplements to active research grants to enhance the diversity of the research workforce by recruiting and supporting students, postdoctoral trainees, and eligible investigators from diverse backgrounds, including those from groups shown to be underrepresented in health-related research. More information about NIMH diversity and re-entry supplements is available on our frequently asked questions page.
• NIH BRAIN Initiative Research Supplements to Promote Diversity  These are administrative supplements to active BRAIN Initiative grants to enhance the diversity of the research workforce. Program directors/principal investigators of active grants are encouraged to identify eligible individuals throughout the continuum from high school to the faculty level for support and scientific mentorship.

Funding Opportunities for Predoctoral Candidates ‌

• Individual NRSA for Diverse Ph.D. Students (F31) These fellowships support the research training of predoctoral students from groups that have been shown to be underrepresented in the biomedical research workforce.
• Mental Health Dissertation Research Grant to Increase Diversity (R36) These grants are designed to facilitate the completion of the doctoral research project. Predoctoral students at the dissertation stage should have the skills, knowledge, and resources necessary to carry out the proposed research.
• NIH Blueprint D-SPAN Award (F99/K00)   This award supports a defined pathway across career stages for outstanding graduate students who are from diverse backgrounds, including those from groups that are underrepresented in neuroscience research. This two-phase award will facilitate completion of the doctoral dissertation and transition of talented graduate students to strong neuroscience research postdoctoral positions and will provide career development opportunities relevant to their long-term career goal of becoming independent neuroscience researchers.
• Research Supplements to Promote Re-Entry, Re-integration into, and Re-training in Health-Related Research Careers (Admin Supp - Clinical Trial Not Allowed) These are administrative supplements to provide full or part-time mentored research training experiences for individuals with high potential to re-enter, re-integrate into, or re-train in an active research career after an interruption for family responsibilities or other qualifying circumstances. More information about NIMH diversity and re-entry supplements is available on our frequently asked questions page.

Funding Opportunities for Postdoctoral Researchers ‌

• BRAIN Initiative Advanced Postdoctoral Career Transition Award to Promote Diversity (K99/R00)   This program is designed to facilitate a timely transition of outstanding postdoctoral researchers with a research and/or clinical doctorate from mentored postdoctoral research positions to independent, tenure-track, or equivalent faculty positions.
• Research Opportunities for New and “At-Risk” Investigators to Promote Workforce Diversity (R01 Clinical Trial Optional)  The overarching goal of this program is to enhance the diversity of New Investigators and At-Risk Investigators conducting research within the mission of the participating NIH Institutes and Centers.
• Maximizing Opportunities for Scientific and Academic Independent Careers (MOSAIC) Postdoctoral Career Transition Award to Promote Diversity  The objective of this award is to facilitate a timely transition of promising postdoctoral researchers from diverse backgrounds from mentored, postdoctoral research positions to independent, tenure-track or equivalent faculty positions at research-intensive institutions. This initiative includes Clinical Trial Not Allowed, Clinical Trial Required, and Basic Experimental Studies with Humans Required (BESH) opportunities.
• Administrative Supplements to Promote Research Continuity and Retention of NIH Mentored Career Development (K) Award Recipients and Scholars  The overarching goal of this program is to enhance the retention of investigators facing critical life events who are transitioning from mentored career development awards to research independence and to minimize departures from biomedical research workforce.

Funding Opportunities for Faculty Members ‌

• Research Opportunities for New and “At-Risk” Investigators to Promote Workforce Diversity (R01 Clinical Trial Optional)  The overarching goal of this program is to enhance the diversity of new investigators and at-risk investigators conducting research within the mission of the participating NIH institutes and centers.
• Administrative Supplement for Continuity of Biomedical and Behavioral Research Among First-Time Recipients of NIH Research Project Grant Awards   The overarching goal of this program is to enhance the retention of investigators facing critical life events who are transitioning to the first renewal of their first independent research project grant award or to a second new NIH research project grant award.

Funding Opportunities for Institutional Programs ‌

Explore awards for institutional programs supporting diversity and inclusion in neuroscience and mental health research. 

• NIH Neuroscience Development for Advancing the Careers of a Diverse Research Workforce (R25)  This research education program supports NIMH mission-relevant programs to increase the pool of Ph.D.-level neuroscience researchers from diverse backgrounds underrepresented in biomedical research.
• NIMH Support for Conference Grants to Promote Inclusion in the Research Workforce (R13) This opportunity supports conferences and workshops to promote inclusion within the neuroscience and mental health research workforce, with a particular focus on advancing the participation of women and individuals from underrepresented minority groups.
• Administrative Supplements to Promote Diversity in Research and Development of Small Businesses-SBIR/STTR  Administrative supplements to active NIH SBIR/STTR grants to enhance the diversity of the research workforce and increase the participation of women and socially and economically disadvantaged individuals in small businesses.
• NIH Blueprint and BRAIN Initiative Program for Enhancing Neuroscience Diversity Through Undergraduate Research Education Experiences (BP BRAIN-ENDURE) (R25 Clinical Trial Not Allowed)  This initiative will provide institutional awards to develop neuroscience research education programs comprised of collaborative partnerships integrated across different educational institution types.
• Instrumentation Grant Program for Resource-Limited Institutions (S10 - Clinical Trial Not Allowed)  This grant program supports the purchase of state-of-the-art scientific instruments to enhance the research and educational missions of resource-limited institutions. Requested instruments may support biomedical research and education.
• STrengthening Research Opportunities for NIH Grants (STRONG): Structured Institutional Needs Assessment and Action Plan Development for Resource Limited Institutions (UC2 - Clinical Trial Not Allowed  ) This program supports research capacity needs assessments by eligible Resource-Limited Institutions. The program will also support the recipient institutions to use the results of the assessments to develop action plans for how to meet the identified needs.
• NIH Science Education Partnership Award (SEPA) (R25 - Clinical Trial Not Allowed)  This program supports research education activities that complement other formal training programs in the mission areas of the NIH. The overarching goal of the NIGMS Science Education Partnership Award (SEPA) R25 program is to support educational activities that encourage pre-college students (pre-kindergarten to grade 12) from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies in science, technology, engineering, and mathematics (STEM).
• Assessment of Climate at Institutions (ACt) Award (RC2 - Clinical Trial Not Allowed)  Solicits applications to conduct institutional climate assessments using validated survey instruments and to develop action plans for positive change in the recruitment, hiring, retention, and advancement of faculty, including those from groups underrepresented in biomedical and behavioral research.

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Brittany Haynes, Ph.D. Program Director, Research Workforce Diversity and Equity Office for Disparities Research and Workforce Diversity 301-496-2767 [email protected]

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Ending structural racism, for nih extramural applicants and awardees, nih is committed to:.

1. Developing a diverse biomedical research workforce and improving the recruitment of underrepresented groups in science, science leadership, and science administration.

2. Implementing approaches to improve the success rate in NIH grant funding that support researchers from diverse backgrounds, including underrepresented racial and ethnic groups.

The NIH Office of Extramural Research (OER) supports and oversees the grants infrastructure by providing policy, guidance, systems, and other support to the grant recipient community as well as to the 24 NIH Institutes and Centers that award grants. OER guides institutions and researchers through the process of attaining grants funding and helps them understand and navigate federal policies and procedures.

NIH’s ability to help ensure that the nation remains a global leader in scientific discovery and innovation is dependent upon a pool of highly talented scientists from diverse backgrounds who will help to further NIH's mission. Scientists and trainees from diverse backgrounds and life experiences bring different perspectives, creativity, and individual enterprise to address complex scientific problems. There are many benefits that flow from a diverse NIH-supported scientific workforce, including: fostering scientific innovation, enhancing global competitiveness, contributing to robust learning environments, improving the quality of the research, advancing the likelihood that underserved or health disparity populations participate in and benefit from health research, and enhancing public trust.

“Having a diverse workforce is not only the right thing to do, it leads to better science and better health. We will be working in every way we can to identify and remove any impediments that promote structural racism to foster a more inclusive and diverse workforce.”

— Michael Lauer, M.D., NIH Deputy Director for Extramural Research

NIH has continuously collected self-designated demographic information on scientists listed as Principal Investigators (PIs) or Key Personnel and used this information to gain insight into the NIH-supported biomedical research workforce. The NIH Loan Repayment Programs (LRPs) are a set of programs established by Congress and created to recruit and retain highly qualified health professionals into the biomedical or biobehavioral research professions. 

You can learn more about the many NIH-supported programs to diversify the scientific workforce and address the funding gap for scientists of color on the Scientific Workforce Diversity website. Learn more about NIH’s extramural diversity efforts .

To improve racial equity in NIH grant funding, efforts under  UNITE  will seek to perform a broad systematic evaluation of NIH extramural policies and processes to identify and change practices and structures that may perpetuate a lack of inclusivity and diversity within the NIH-funded biomedical research ecosystem.

Concrete actions to achieve this goal include:

• Aggressively and immediately implement approaches to address the funding gap for Black/African American researchers and enhance portfolio diversity to appeal to scientists across the research spectrum, including researchers from underrepresented groups.
• Expand existing extramural grant funding data to include funding support by race and ethnicity.
• Develop a sustainable process to gather systematically the demographics of our extramural scientific staff, including program and review staff and make the information publicly available.
• Diversity, training, career development, and capacity building
• Peer review
• Equity of interactions between NIH staff and the community
• Limitations of NIH funding mechanisms and policies, pre-application processes, and application submission forms and systems
• Review diversity programs at other organizations, for example, the American Association for the Advancement of Science (AAAS) SEA Change and the National Science Foundation ADVANCE, to gather best practices.
• Seek input from extramural stakeholders through listening sessions and an online Request for Information to inform NIH strategies to enhance diversity and inclusion in the biomedical research workforce and develop a more robust portfolio of research to better understand and address inequities in our existing system.

This page last reviewed on June 9, 2022

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How to close the Black tech talent gap

While the number and variety of tech jobs have grown steadily over two decades, the technology workforce has not evolved to reflect the makeup of the American workforce. Organizations have worked to improve representation among Black employees and executives in technology-related jobs across industries, but there is more work to be done.

The Black technology workforce

Black people make up 12 percent of the US workforce but only 8 percent of employees in tech jobs. 1 State of the tech workforce , CompTIA, March 2022. That percentage is even smaller further up the corporate ladder; just 3 percent of technology executives in the C-suite are Black, according to a McKinsey analysis of Fortune 500 executives. 2 Based on an analysis of Fortune 500 tech executives in chief information officer or chief technology officer roles who identify as Black. That gap is likely to widen over the next decade. Across all industries, technology jobs—those in data science, engineering, cybersecurity, and software development—are expected to grow 14 percent by 2032. Black tech talent in those roles is expected to grow only 8 percent over the same period (Exhibit 1).

Developing inclusive technologies and bridging a gap worth billions

Black households stand to lose out on more than a cumulative $350 billion in tech job wages by 2030, an amount equal to one-tenth the total wealth held by those households, according to a McKinsey Institute for Black Economic Mobility analysis.

The wage gap in tech roles is expected to grow nearly 37 percent, from $37.5 billion in 2023 to $51.3 billion in annual lost wages by 2030, according to our analysis (Exhibit 2).

Increasing Black representation in technology jobs isn’t just about bridging wage gaps. It means improving the lives of those who are regularly othered, diminished, and discounted in workplaces where they may be the only Black person. It’s also about developing inclusive technologies  that have transformative potential for Black communities. For example, digital banking platforms designed to be inclusive of Black consumers provide financial services that can improve the living standards in communities underserved by traditional banks.

Businesses, nonprofit organizations, and public-sector agencies must take coordinated action to increase Black representation in tech jobs. Specifically, they should reexamine their approach at five critical junctures throughout the career journey for Black tech talent, by improving STEM education at the K–12 level, strengthening HBCU partnerships, expanding opportunities for alternatively skilled talent, replacing mentorship with sponsorship, and empowering Black leaders to thrive. Doing so will support the Black technology workforce for generations to come.

Meet STEM students where they are

Education programs focused on science, technology, engineering, and math (STEM) fields in K–12 schools have long been seen as potential feeders into the technology workforce. Programs focused on helping subsets of students began to proliferate from both the public sector and nonprofits in the 2010s; Girls Who Code and NASA’s Next Gen STEM are just two examples.

Such programs are a promising start, but there’s a lot of opportunity to do more. According to the Pew Research Center, Black students earned only 7 percent of STEM bachelor’s degrees in 2018, compared with 10 percent of all bachelor’s degrees. 3 Rick Fry, Cary Funk, and Brian Kennedy, “STEM jobs see uneven progress in increasing gender, racial and ethnic diversity,” Pew Research Center, April 1, 2021. The COVID-19 pandemic may have further shrunk the pipeline: Black and Hispanic students experienced sharper declines in fourth-grade math test scores during the pandemic compared with their White and Asian peers, wiping out decades of progress. 4 Sarah Mervosh and Ashley Wu, “Math scores fell in nearly every state, and reading dipped on national exam,” New York Times , October 24, 2022. Without intervention, it’s possible the lagging test scores will lead to a decrease in the number of Black students who eventually pursue STEM careers.

While much of the nonprofit sector’s work has increased diversity in STEM, there could be more targeted efforts from businesses specifically designed to encourage Black student participation. Only 20 percent of Fortune 100 companies have a K–12 STEM partnership focused on students in underserved communities, according to a McKinsey analysis.

Businesses can meet students where they are by underwriting technology courses or offering information sessions in predominantly Black communities. Numerous studies have documented the positive effect that a sense of belonging in education has on academic retention: K–12 students and first-year college students who feel a sense of belonging among their peers are likelier to participate in classroom discussions, believe they will succeed in a subject area, and are more motivated. 5 Lynley H. Anderman, Tierra M. Freeman, and Jane M. Jensen, “Sense of belonging in college freshmen at the classroom and campus levels,” Journal of Experimental Education , 2010, Volume 75, Number 3. STEM programs that target schools with a high population of Black students are likely to help plug future talent gaps in tech.

A Pew Research survey published in April 2022 found that the percentage of Black adults who say “Black people have reached the highest levels of success” in a range of careers was highest for professional athletes and musicians, at more than double the rate of engineers and scientists, indicating that survey respondents don’t perceive STEM fields to be welcoming to Black talent (Exhibit 3). For students who may not have a role model in tech, community-focused approaches help increase exposure to both companies and role models.

Nonprofits have often led the charge in bringing greater STEM awareness to Black communities. One example is MITRE, an organization that provides tech expertise to the US government. MITRE gives its employees 40 paid hours of “civic duty” to participate in in-classroom and after-school programs at K–12 schools in Black and Hispanic communities; it also reimburses employees for expenses (like travel and parking) related to their participation in these programs. MITRE’s initiatives have exposed thousands of students and their parents to opportunities in STEM.

Even as companies encourage employees to participate in volunteer programs, they should be mindful to not add to Black employees’ workload or to make participation a requirement for promotion. They should encourage employees of all races—not just Black employees—to engage in racial-equity efforts.

Create stronger corporate HBCU partnerships

Historically Black colleges and universities (HBCUs) are a significant driver of economic mobility for Black people and produce many of the country’s Black technologists. Companies have been working with HBCUs to provide resources and create a talent pipeline  for STEM students for more than two decades. Boeing, IBM, and Netflix are just three of the many companies that have partnered with HBCUs.

Still, there’s room to improve the effectiveness of these partnerships.

The experience of one technology company might provide useful lessons. The company launched a lauded program that relied on volunteer employees to mentor HBCU students and teach courses but did not provide employees with incentives to participate. The program created internships for HBCU students, but there was no follow-through when the internships ended (and many of the HBCU interns did not go on to work at the company upon graduation). Also, the company partnered with only a small fraction of HBCUs across the country. Finally, while the company helped develop technology courses for HBCUs, it did not underwrite the costs of those programs or offer scholarships to students, some of whom took out additional student loans to participate in the program.

Organizations with money to invest in their future workforce can direct funds toward HBCU curriculum development, career offices, and faculty training. For instance, Harvard University runs a free data science pedagogy workshop for educators at HBCUs and other minority-serving institutions, to broaden the pipeline of future graduate students in the field. IBM is partnering with 13 HBCUs to build a new Quantum Center that gives students access to IBM quantum computers , as well as educational support and research opportunities. Ideally, businesses would be able to underwrite the cost of internships or related programs so that they are free or affordable for Black students.

Not all businesses will be able to afford national HBCU outreach or cost-subsidized internship programs, however. But even those with less cash on hand can better work with HBCUs and their students: those with internship programs can offer more professional development during internships to increase the chances a student is hired after graduation and expand partnerships beyond the universe of well-known HBCUs. They should also increase partnerships with non-HBCUs that have high Black and Hispanic student populations.

Expand opportunities for alternatively skilled talent

People without college degrees are likely to be overlooked by employers that still hire according to traditional standards. Of the 17 million Black workers in the United States, 65 percent developed their skills through alternative routes —meaning they have a high school diploma and may have military or workforce experience but do not have a bachelor’s degree. 6 “Spotlight on Black STARs: Insights for employers to access the skilled and diverse talent they’ve been missing,” Opportunity at Work, November 2, 2022. By this measure, jobs that require a bachelor’s degree are out of reach for most Black workers.

By removing the requirement for a bachelor’s degree, businesses immediately expand the applicant pool. Additionally, they can partner with platforms that help train “ready to learn” talent—people who have experience in other fields with transferable skills  but may require additional development—to find qualified candidates with nontraditional backgrounds.

Some businesses are already investing in such programs. Nasdaq and Oracle partner with Kura Labs, an online academy that offers free training and job placement for engineers in underserved communities. The organization says its efforts have resulted in $12 million in new wages in less than 18 months. Meanwhile, other companies including Pandora and Twitch have partnered with the platform OnRamp Technology, which works with more than 100 boot camps, online communities, and education and training providers. Three out of four people hired through OnRamp are people of color.

About the research

The results of a new McKinsey Black Tech Talent Survey help illustrate where problems persist. In July 2022, McKinsey surveyed 82 Black professionals in the United States across entry-level, mid-level, and C-suite technology roles, both within and outside technology companies. The survey aimed to understand the impact of increasing Black representation in tech roles across industries and opportunities to elevate Black tech talent into executive roles. While the findings may not be definitive, they are directionally representative. This research builds upon previous “Race in the workplace” studies  as well as existing work from the McKinsey Institute for Black Economic Mobility , which seeks to provide independent research to offer guidance on how to improve racial inequities around the world.

But recruiting ready-to-learn talent helps improve representation only if a company also reexamines its interview processes. Résumés that indicate a candidate is Black—either because of the candidate’s name, school, or work history, for example—have been found to generate fewer interview requests than résumés reflecting characteristics of White candidates. 7 Marianne Bertrand and Sendhil Mullainathan, Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination , National Bureau of Economic Research, working paper, July 2003. In our survey of Black tech talent, respondents say their companies “do not do enough outreach” and “have not yet incorporated procedures like blind résumés” (stripping a résumé of any indicators of gender identity or race) to broaden talent pools (see sidebar, “About the research”).

Replace mentorship with sponsorship

Black tech professionals change companies every three and a half years on average, compared with every five or more years for their non-Black counterparts. This pattern continues over the course of a career: Black professionals with 21 years or more of tech experience have changed companies more than seven times on average, compared with six times for their non-Black peers. 8 Cecyl Hobbs, “Shaping the future of leadership for Black tech talent,” Russell Reynolds Associates, January 27, 2022. The higher attrition rate means Black talent is less likely to stay at a company long enough to be promoted.

In efforts to retain Black employees, some companies have created mentorship programs—but the programs aren’t always effective: across industries, only 13 percent of Black management-level employees and only 20 percent of Black entry-level employees strongly agree that their sponsors are effective at creating opportunities for them (Exhibit 4).

Mentorship programs may fail for a variety of reasons. A business may mandate mentor pairing for new hires, but often these relationships are transactional and lack the kind of connection that allows the relationship to last. (Employees who choose their mentees may do so according to familiar networks, like a shared school, or other factors that exclude Black employees.) Mentorship programs may also lack processes that guide mentors and mentees through the relationship and may only measure intangible or difficult-to-quantify metrics, like satisfaction in your mentor.

Ultimately, mentorship is not enough to keep Black tech employees from leaving companies. Sponsorship —the idea that senior leaders are tasked with creating apprenticeship and networking opportunities, as well as helping talent navigate transitions at work like a promotion—is more impactful. These relationships require both parties to create a development strategy with specific goals that are measurable.

Enabling Black leaders to thrive

When asked what they believe are the top three most important initiatives for advancing Black talent in tech, 83 percent of Black tech employees we surveyed said advancement opportunities were among the top three most important components of growth for Black tech talent, more than inclusion seminars or external advocacy and investment. More than a third said advancement opportunities were the most important factor. There are additional ways companies can support Black tech talent beyond advancement opportunities, particularly when it comes to fostering an inclusive workplace (Exhibit 5).

Even when Black employees in tech successfully complete corporate leadership and executive training programs, a promotion may remain elusive. This may happen for two reasons: an existing Black tech leader might be skilled in one area (for example, IT project management) but lack the skills required in another (for example, data science) to grow into a C-suite-level executive role. Upskilling these employees in tech’s fastest-growing areas is one way they can be supported.

Additionally, businesses that are too focused on training Black tech talent without adopting organizational change are setting those employees up for failure. Partnering with organizations that create leadership training programs for aspiring leaders as well as existing leaders creates two streams of parallel growth at a company. It’s also important that these organizations are specifically focused on elevating Black tech talent, as general executive leadership programs may overlook some of the nuances of the Black experience in technology that shape someone’s career journey.

The Information Technology Senior Management Forum (ITSMF), a charitable organization that counts Amazon Web Services and PepsiCo among its partners, serves as an example of how to do this successfully. ITSMF offers a leadership academy for future Black tech talent, in addition to a management academy tailored for existing executives. Businesses that partner with ITSMF also engage in unconscious bias or cultural intelligence workshops and cohost networking events for prospective executive talent. Up to 80 percent of ITSMF leadership academy graduates received promotions within 18 months of completing the program, according to the group.

Seizing these five opportunities—at the K–12 level, in higher education, with alternatively skilled talent, in sponsorship, and in leadership training—will help to close the Black tech talent gap. Many businesses today are undertaking resiliency measures to prepare for tough times ahead and help curb losses. It is during such times of economic uncertainty when it’s both easiest for businesses to cut critical investments in Black tech talent, and when it’s most important not to.

Jan Shelly Brown is a partner in McKinsey’s New Jersey office, where Chris Perkins is an associate partner; Matthew Finney is a consultant in the Bay Area office; and Mark McMillan is a senior partner in the Washington, DC, office.

The authors wish to thank Tanguy Catlin, Tiffany Chen, Rob Levin, Roger Roberts, and Sonia Shah for their contributions to this article.

This article was edited by Alexandra Mondalek, an editor in the New York office.

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The need for a diverse environmental justice workforce: Using applied research to understand the impacts of harmful environmental exposures in vulnerable and underserved communities

By James Michael Harrington , Stephanie Hawkins Anderson , Michelle Lang , Wanda Bodnar , Claudia Alberico, Leslimar Rios-Colon, Keith E. Levine , Reshan A. Fernando , Suryakant Niture, Tamara L. Terry, Deepak Kumar.

September 21, 2022 Open Access Peer Reviewed

DOI: 10.3768/rtipress.2022.op.0078.2209

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• Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public.
• Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized.
• It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases.
• Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers.

Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations.

Introduction

Recommendations to increase workforce diversity, concerted professional development programs to expand diversity in the environmental sciences and environmental health, conclusions, acknowledgments, the need for a diverse environmental justice workforce: using applied research to understand the impacts of harmful environmental exposures in vulnerable and underserved communities.

Marginalized individuals in the United States (Black, American Indian/Alaska Native, Latino, Asian, and other people of color) face problematic, historically deep-rooted institutional barriers that impact their quality of life. 1 – 3 These challenges are reflected in all facets of life, down to the language used to discuss race and ethnicity, which mirror cultural discriminators and power dynamics that can impact people’s perception of self and their social standing.

An essential aspect of social justice is the field of environmental justice (EJ). Although the field of EJ has been in existence for almost 50 years, it is still rapidly evolving; this evolution includes the very definition of EJ. The US Environmental Protection Agency (USEPA) defines EJ as “the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.” 4 Others have defined EJ more specifically as equitable exposure to environmental good and harm, with this definition focusing primarily on the environmental exposures and their effects rather than on policy, enforcement, and remediation of the issue. 5 Under the latter definition, EJ involves addressing the disproportionate impact of harmful environmental exposures on marginalized and minoritized individuals and communities and on inequitable policies and practices that resulted in these exposures (either intentionally or unintentionally). In the context of the following discussion, we will focus on the latter definition.

The earliest roots of the EJ movement may be traced back to efforts led by Cesar Chavez and the United Farm Workers to improve working conditions for Latino migrant workers, including concerns around exposure to pesticides. 6 The disparate impact of environmental exposures on low-income populations and communities of color became increasingly evident in the 1980s, gaining widespread attention with protests in Warren County, North Carolina, against the construction of a polychlorinated biphenyls (PCBs) landfill in a predominately Black community. 7 However, despite the high visibility of the Warren County protests and the subsequent movement for EJ, greater exposures of marginalized and minoritized communities to environmental toxins are still observed. In fact, research has suggested that the available data demonstrating these disproportionate environmental burdens likely vastly underestimate the problem. 8 In addition, exposure to environmental conditions including extreme heat and cold is increasingly being recognized as having an impact on health, indicating that climate change plays a role in exacerbating health inequities. 9 Identifying and assessing environmental exposure components is critical to mitigating hazards and promoting EJ.

Although researchers from various disciplines across the social and natural sciences have devoted significant attention and effort to addressing health outcomes of underserved populations over the past two decades, marginalized communities continue to experience a disproportionate burden of disease, disability, and even death. 10 The National Center for Health Statistics at the US Center for Disease Control and Prevention (CDC) has calculated provisional 2020 life expectancies for most Black Americans as approximately 5–6 years shorter than those of most White Americans. The mortality rates due to noncommunicable diseases that have been linked to environmental exposures (e.g., cardiovascular disease, cancer, asthma) are consistently higher for Black Americans. 11 The Center on Society and Health at Virginia Commonwealth University and the Robert Wood Johnson Foundation used targeted census and other health data from the CDC to explore life expectancy rates across the United States as part of their efforts to promote a Culture of Health. RTI International has developed Project RARITY, which uses machine learning and publicly available data on social determinants of health to predict health outcomes, including life expectancy. 12 These studies have found significant differences, sometimes as much as 25 years, in life expectancy between neighborhoods and census tracts in some cities. 13 – 15 These disparities increased significantly between 2019 and 2020, partly due to the COVID-19 pandemic, which placed additional burdens on low-income and minoritized individuals. 16 These marginalized communities of people have been underrepresented or intentionally excluded from efforts to address environmental health, sometimes resulting in stark differences in outcomes with populations in close proximity. 17

Increasingly, the scientific community is acknowledging the powerful relationship between structural racism and health that contributes to disparate health outcomes in a community. 18 These disparities result from numerous environmental and/or social factors including the built environment and point sources of contaminants. Although much research has been done to characterize specific environmental contaminants, exposure routes, sources, etc., that produce disparate health outcomes, the scientific research needed to detect and address these disparities is itself hampered by systemic racism. Notably, a significant proportion of EJ research has been explored through the lens of Black vs White demographics due to the historic prevalence of discriminatory practices directed at Black individuals and communities. So while many of the studies cited here and throughout the literature focus on this dynamic, addressing these concerns can have broader implications for quality of life of other groups by addressing the systemic racism that produced the problem.

Policy development is a critical aspect of EJ that can address exposure disparities, but the data underlying any policy decisions are based on robust scientific information that must be generated by a skilled professional workforce. In addition to critical social science disciplines, the field of EJ involves researchers from several science, technology, engineering, and mathematics (STEM) disciplines including toxicology, environmental analysis, exposure science, sociology, psychology, and civil and environmental engineering, working with a common goal of detecting and addressing environmental issues that differentially impact underresourced and marginalized communities. However, there is a growing awareness that the STEM disciplines that make up the environmental health sciences and related fields do not reflect the diversity of the general population, resulting in a disproportionately White workforce whose life experiences differ significantly from the impacted communities, often contributing to a lack of understanding of the problems or how to credibly address them. 19 , 20 According to the 2020 US Census, approximately 42 percent of the population of the United States identifies as a racial/ethnic minority group, with approximately 12 percent of the population identifying as Black and 18 percent identifying as Latino. However, the Pew Research Center found that the percentage of minority individuals in the STEM workforce was much lower, with only 9 percent identifying as Black and 7 percent identifying as Latino, highlighting the disparities in representation of these minorities. 21 This lack of work force diversity makes invisible the issues impacted communities are most interested in addressing and also produces a wariness within the communities that results in lower participation and insufficiently diverse study populations that do not account for all peoples’ life experiences and environments. 22

After risks have been assessed, communicating those risks and proposing solutions to residents in the community is essential. The most effective risk-communication strategies involve coordinated outreach to and engagement with residents, local officials, and policymakers. Depending on the nature of the environmental hazards, effective educational outreach efforts may include exposure mitigation approaches including observable indicators of environmental exposure (e.g., water discoloration, household structural indicators), household practices to decrease the risk of exposure, local resources to report exposure concerns, and individual activities that can improve resilience against environmental exposures.

Researchers should include a diverse group of individuals in the study design, conduct, and risk communication process, particularly those with ties to the participant communities. This last aspect is important because the impacted communities need to be included as partners in the research process rather than as research “subjects.” This practice can support transparency and develop trust within the community. Shared histories and experiences are more likely to allow for appropriate social framing of the environmental risks, promote the adoption of recommendations within the community, and empower the participant communities to impact policy changes that would support equity. 23 This observation underlines the importance of promoting diversity within the environmental science and health fields. Although the scientific community has recognized a need to update its approach to communicating research and findings with marginalized communities, developing effective strategies that are culturally appropriate and responsive to community needs and training researchers in these techniques rely on progress in all areas discussed here.

There has long been discussion about the basis for the disparities in representation in the sciences, and research has shown that it is not due to a lack of interest in the topic of environmental health. A 2018 study in the Proceedings of the National Academies of Science showed that reported concern about environmental issues was highest among Latino, Asian, and Black populations. 24 However, when the survey asked participants what ethnicity they associated with the term “environmentalist,” participants across all ethnic groups consistently associated “White” with the term more strongly than any other ethnic group, suggesting that issues surrounding identification and treatment of Black students and other students of color may be reflected in the lack of diverse representation.

Higher education serves as the entry point for almost all environmental health scientists, making it critical to provide a supportive environment at degree-granting institutions that encourages students from diverse groups and backgrounds to pursue environmental health careers. However, students from underrepresented groups are often reluctant to pursue advanced degrees in the environmental sciences due to a lack of representation in faculty and administration in the associated fields at primarily White institutions (PWIs). In these cases, marginalized students may be unable to envision themselves in faculty and research positions as they do not see themselves reflected in current faculty as role models or mentors. 25 Further, Black and other minoritized students can experience stigma and marginalization on campus at PWIs that produces significant stress potentially resulting in impaired academic performance or withdrawal from the college environment. 25 Black and other students of color at PWIs may also lack other opportunities while at school due to systemic barriers. For instance, students in underrepresented racial/ethnic groups struggle to continue to pursue their interests and further education when faced with a lack of institutional resources to support their professional development.

Historically Black Colleges and Universities (HBCUs) and other minority serving institutions (MSIs) have a proud history of supporting Black students and other students of color at all degree levels, and most, if not all, have educational programs with ties to some area of environmental health. The availability of these programs at MSIs may stem in part from the 1890 inclusion of HBCUs and the 1994 inclusion of tribal colleges and universities as part of the expanding Land Grant University system. 26 Although these programs provide an excellent opportunity for diversifying the STEM workforce, systemic barriers can dampen their effectiveness in producing large-scale change in workforce demographics. Research has shown that organizations offering fewer institutional resources to support research grant development, which has been linked to the success of funding proposals, are disproportionately where Black researchers work (e.g., HBCUs). 27

Black researchers and other researchers of color may also have less funding than White researchers in the same field due to bias in the funding process. Organizations like the National Institutes of Health (NIH) award funding for research through a peer review process designed to ensure rigor and validity in the conduct of research while excluding conflicts of interest as much as possible. However, systematic reviews of the grant proposal evaluation process at NIH from 2011 to 2015 and a follow-up study in 2019 showed significant racial disparities in funded proposals, particularly around the choice of topic to be researched. 28 , 29 Black applicants proposed community-level research projects more frequently, while researchers from other ethnicities proposed basic mechanistic research projects more frequently. Research proposals by Black researchers were almost half as likely to be funded as their White counterparts, demonstrating potential systemic biases (which are defined both in terms of overt and unintentional disparities as those seen here). This gap in research funding results in a lack of support for environmental research in underserved communities, although these communities are more likely to be impacted by environmental problems. This funding gap can also result in less high-end instrumentation and related infrastructure at HBCUs and other MSIs that would provide students with practical laboratory skills and experience in the environmental sciences and toxicology and give them a competitive advantage in the job market.

The challenge facing researchers devoting efforts to promoting health equity and addressing disparities is the pervasive confluence of factors that contribute to the disparities in the first place. Socioeconomic status, location, environmental exposures, and systemic racism significantly correlate to quality of health—or lack thereof. The necessary strategies to address the underlying causes of health disparities are often multidisciplinary, requiring significant buy-in from a broad coalition of stakeholders. To mitigate exposure to contaminants, reduce chronic disease, and improve the built environment in underserved communities, scholarly research must identify the causes of the observed health disparities and the link to environmental injustices. These efforts should result in concrete community-level solutions that improve the quality of life of the individuals in these communities despite underlying socioeconomic factors that exacerbate their situation. 30 , 31

Community-specific risk communication and intervention design are critical aspects of addressing these disparities, requiring significant community input and feedback. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. We offer several recommendations to address this critical need and help drive the EJ field forward.

Historical efforts to address racial and ethnic disparities in the environmental health workforce have been incremental and unsystematic, hindering efforts to provide the diverse workforce necessary to achieve environmental equity. The U.S. Department of Education’s Office of Planning, Evaluation and Policy Development reports that gaps in degree attainment are more pronounced at the postsecondary level. 32 Bachelor’s degree attainment for Hispanic, Black, and White adults has risen over time—yet the attainment gap has more than doubled between White and Black students and has increased significantly between those identifying as White and Hispanics over the period 1964–2014. In 2014, significant disparities were also observed in students completing advanced degrees (master’s and doctor’s degrees).

A concerted, intentional, multidisciplinary approach that supports the professional development of environmental health scientists from underserved communities is needed to effectively identify and address the issues of EJ and related disparities in health outcomes. 31 Partnering research institutions and industry organizations that have demonstrated a long-term commitment to improving conditions in marginalized communities with universities and academic leaders will be critical in establishing and sustaining initiatives that advance higher education and professional development in environmental sciences for marginalized student populations. Creating strong university-industry partnerships can help to create focused strategies to promote equity and diversity, which in turn can start to address racial disparities within our education system.

Beyond the critical steps of addressing potential biases in academia and industry, a recent editorial suggested several programmatic proposals to support and expand diversity in the sciences. Some proposed aspects of university-industry partnerships that can produce greater diversity include industry-funded science programs aimed at students from underrepresented groups; formal mentorship programs; formalized industry training in diversity, equity, and inclusion; and the elimination of unpaid or underpaid internships and entry-level positions. 33

EJ ensures that all are protected equally from harm due to factors beyond their control. Furthermore, it seeks equitable distribution of resources that contribute to healthier lifestyles. The success of EJ programs can only be achieved through the active engagement of those who are most impacted by these harms and inequalities. Beyond the basic science of identifying chemicals, measuring concentrations, and assessing risks, however, it is incumbent upon scientific professionals to develop a diverse workforce that reflects the experiences of the affected communities. Doing so will improve rapport between research teams and communities and give intervention efforts the optimal chance of success. Effective scientist-community partnerships in the research process will produce more tangible economic, educational, and community health benefits and will produce policy changes that can improve peoples’ lives. A recent analysis of career motivations of high-achieving Black and Hispanic STEM undergraduate students concluded that minority students are motivated by what the authors refer to as the “equity ethic,” rather than a big paycheck. 34 These students are seeking STEM careers that let them integrate their STEM expertise with “social justice, empathy, and equity matters.” It is possible that the most promising vehicle to improve the diversity of the scientific workforce to address EJ concerns is engaging diverse students in purposeful research and academic/industrial partnerships that include both basic research training and an educational focus on community engagement and applied research.

The authors would like to Mrs. Laurie Stella and Mrs. Teresa Craig for their help with developing the manuscript. This work was supported by strategic funds from the University Collaboration Office at RTI International and North Carolina Central University.

RTI Press Associate Editor: Ina Wallace

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Black workers’ views and experiences in the U.S. labor force stand out in key ways

There are more than 21 million Black Americans in the U.S. labor force today. Their workforce experiences are varied but stand out from people of other races and ethnicities on several important measures: They are more likely to be employed in certain postal work, transit, health care and security fields; report experiencing more racial discrimination on the job; and place a higher value on diversity, equity and inclusion efforts in the workplace.

For Labor Day, here are facts about Black workers’ labor force experiences and attitudes, drawn from federal data sources and recent Pew Research Center surveys.

Pew Research Center conducted this analysis to understand the views and experiences of Black workers in the United States and how they differ from those of people from other racial or ethnic backgrounds. Findings are based on data from the U.S. Bureau of Labor Statistics, the U.S. Census Bureau and Center surveys. Additional information about each survey and its methodology can be found in the links in the text of this post.

In the Center surveys, references to workers or employed adults include those who are employed part time or full time; are not self-employed; have only one job or have multiple jobs but consider one their primary job; and whose company or organization has 10 or more people.

References to White, Black and Asian adults include those who are not Hispanic and identify as only one race. Hispanics are of any race. Asian American respondents include only English speakers.  

Black Americans make up large shares of workers in certain transit, health and security occupations, according to Bureau of Labor Statistics (BLS) data from 2022, the most recent year available. Black workers account for about 13% of all U.S. workers, including those who work full time, part time and are self-employed. They make up especially large shares of employees in certain occupations, including postal service clerks (40.4%), transit and intercity bus drivers (36.6%), nursing assistants (36.0%), security guards and gambling surveillance officers (34.5%), and home health aides (32.5%).

Black workers make up much smaller shares of farmers, ranchers and other agricultural managers (1.5%). They also tend to be underrepresented in some science, engineering and technology occupations such as veterinarians (2.2%), mechanical engineers (3.6%) and electrical and electronics engineers (6.0%).

A 2021 Center survey found that Black adults see barriers for Black workers in STEM fields, including an unwelcoming professional environment and the need for more mentorship and representation for young people in science, technology, engineering and math.

Black workers generally earn less than U.S. workers overall, according to BLS data from 2022. Among full-time wage and salary workers, the median weekly earnings for Black workers ages 16 and older are $878, compared with $1,059 for all U.S. workers in the same age group. Among workers of other races and ethnicities in the same age group, the median weekly earnings are $823 for Hispanic workers, $1,085 for White workers and $1,401 for Asian workers. And the differences hold when accounting for education level – Black workers earn less than those in other groups even among workers with bachelor’s or advanced degrees.

Household income for Black Americans has lagged behind that for Americans of other races for several decades, according to U.S. Census Bureau data .

The unemployment rate for Black Americans is the highest of any racial or ethnic group and roughly double the rate for the U.S. overall, BLS data shows. In 2022, the unemployment rate for Americans ages 16 and older was 3.7% for men and 3.6% for women, according to BLS annual averages . Among Black Americans, the unemployment rate was 6.3% for men and 6.0% for women. This compared with around 3% each for White and Asian men and women and about 4% each for Hispanic men and women.

Monthly unemployment figures showed a record-low unemployment rate for Black Americans in April of this year, but it has begun to tick back up .

As with gaps in household income, Black Americans have experienced higher unemployment rates than their White counterparts for decades. Researchers have identified a variety of factors causing this trend , including racial discrimination and gaps in education, skills and work experience.

Black workers are the most likely to say they’ve experienced discrimination at work because of their race or ethnicity, according to a February 2023 Center survey of U.S. workers . About four-in-ten Black workers (41%) say they have experienced discrimination or been treated unfairly by an employer in hiring, pay or promotions because of their race or ethnicity. Much smaller shares of Asian (25%), Hispanic (20%) and White (8%) workers say the same.

Among Black workers, 48% of men and 36% of women say they’ve experienced discrimination or unfair treatment by an employer due to their race. There are no gender differences among White and Hispanic workers, and the sample size for Asian workers is too small to analyze men and women separately.

A quarter of U.S. workers say being Black makes it harder to succeed where they work, the February survey shows. Just 8% of U.S. workers say being Black makes it a little or a lot easier to be successful where they work, 50% say it makes it neither easier nor harder, and 17% aren’t sure.

Among Black workers, 51% say that being Black makes it harder to succeed where they work. By comparison, 41% of Asian, 23% of Hispanic and 18% of White workers view being Black as a disadvantage in their workplace. And about four-in-ten or fewer among Asian (39%), Hispanic (29%) and White (7%) workers say that being their own race or ethnicity makes it harder to be successful where they work.

Majorities of Black Americans see racial and ethnic bias as a major problem in hiring and performance evaluations generally, according to a separate Center survey of all U.S. adults conducted in December 2022 . Some 64% of Black adults say that, in hiring generally, bias and unfair treatment based on job applicants’ race or ethnicity is a major problem. This compares with 49% of Asian, 41% of Hispanic and 30% of White adults who view racial and ethnic bias in hiring as a major problem.

When it comes to performance evaluations, 56% of Black adults say that, in general, racial and ethnic bias is a major problem. About four-in-ten Asian or Hispanic adults and 23% of White adults say the same.

Black workers especially value diversity in their workplace, the February survey of workers found. Regardless of how diverse their workplace is, 53% of Black workers say it is extremely or very important to them to work somewhere with a mix of employees of different races and ethnicities. That percentage is larger than the shares of Hispanic, White and Asian workers who say this. And 42% of Black workers say they highly value a workplace with employees of different ages, compared with smaller shares of workers who are Hispanic (33%), Asian (30%) or White (24%).

There is a similar trend in views of workplace accessibility: 62% of Black workers say it is extremely or very important to them to work at a place that is accessible for people with physical disabilities, compared with 51% of Hispanic, 48% of White and 43% of Asian workers.

The vast majority of Black workers say that increasing diversity, equity and inclusion (DEI) at work is a good thing, but a sizable share give their employer low marks in this area, according to the February workers survey .

Around eight-in-ten Black workers (78%) say that focusing on increasing DEI at work is a good thing. Just 1% of Black workers say this is a bad thing, and 20% view it as neither good nor bad. While majorities of Asian (72%) and Hispanic (65%) workers also say that focusing on increasing DEI is a good thing, roughly half (47%) of White workers hold this view. In fact, 21% of White workers say it’s a bad thing.

But when it comes to their own employer’s DEI efforts, 28% of Black workers say their company or organization pays too little attention to increasing DEI – the largest share of any racial or ethnic group. Black workers are also the least likely to say that their company or organization pays too much attention to DEI. Just 3% hold this view, compared with one-in-ten or more among Hispanic (11%), White (16%) and Asian (18%) workers.

• Black Americans
• Business & Workplace
• Discrimination & Prejudice
• Economy & Work
• Racial Bias & Discrimination

Katherine Schaeffer is a research analyst at Pew Research Center

A look at Black-owned businesses in the U.S.

8 facts about black americans and the news, black americans’ views on success in the u.s., among black adults, those with higher incomes are most likely to say they are happy, fewer than half of black americans say the news often covers the issues that are important to them, most popular.

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• MyU : For Students, Faculty, and Staff

Onrí Jay Benally receives 2024 NSF Graduate Research Fellowship

Doctoral student Onrí Jay Benally is a 2024 recipient of the prestigious National Science Foundation Graduate Research Fellowship. Benally is currently pursuing his doctoral research under the guidance of Distinguished McKnight Professor and Robert F. Hartmann chair Jian-Ping Wang exploring the world of quantum computing and spintronic devices. 

A Navaho (Diné) tribesman and carpenter, Benally comes to us from the mountains of Red Valley and Oak Springs, Arizona. After graduating from tribal high school, he found himself building off-road electric vehicles at a Utah State University lab led by Professors Curtiz Frazier and Jared Barrett. Two years later, in 2017, he transferred to the University of Minnesota and accepted a Research Experiences for Undergraduates (REU) through the NSF-funded Materials Research Science and Engineering Center (MRSEC) at the University. During this time, he worked with Professor Vlad Pribiag (School of Physics and Astronomy) building nanoelectronic devices in the cleanroom for Majorana fermion research. The REU was Benally’s first brush with quantum technology exploration. He returned to the MRSEC REU in summer 2018 and this time he worked with Wang on micro and nanoscale magnetic tunnel junctions for classical computer memory and logic applications. He earned his bachelor’s degree in multidisciplinary studies from the University in 2021. 

While Benally was working on his undergraduate degree, he earned an IBM certificate in quantum computation using Qiskit, and began hypothesizing how metallic-based spintronics and new architectures could be used to support the expansion of quantum supercomputing worldwide. The initial hypothesis motivated him to enter ECE’s doctoral program in fall 2022. 

Reflecting on his interest in quantum technology and his skills as a carpenter, Benally says, "Carpentry was my livelihood on the tribe before completing my undergraduate degree. It is a big part of who I am and has indirectly led to my success as a nanofabricator of spintronics and quantum chips." Benally shares that one of his first toys as a kid was a toy hammer. 

Benally’s research interests revolve around the engineering of quantum computing hardware and spintronic devices. An interdisciplinary area, his research involves the nanofabrication of ultrafast nanoscale magnetic tunnel junctions, cryogenic magnetic random-access memory (cryo-MRAM), and hybrid spintronic quantum processing units (QPUs), systems that can form scalable, sustainable quantum hardware architectures. Under the guidance of Wang, Benally designs and fabricates these systems at the Minnesota Nano Center at the University. Benally addressed these new developments in his keynote speech at the Arizona State University-led Quantum Collaborative Summit this past fall in San Antonio, Texas. Over the upcoming summer, Benally will be a graduate intern with IBM Research in Yorktown Heights, New York. As a quantum hardware engineer, he will be working on cutting edge cryogenic electronics for large-scale superconducting quantum computers.

Benally has accepted the NSF Graduate Research Fellowship and feels honored to start delivering on his proposed ideas on supporting quantum supercomputing through spintronics and new architectures. 

The NSF Graduate Research Fellowship Program helps “ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States.” Learn about the program and eligibility requirements.

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Part 1. Overview Information

National Institutes of Health ( NIH )

National Institute on Alcohol Abuse and Alcoholism ( NIAAA )

R25 Education Projects

• January 11, 2024 - Notice of Change to Open Date for PAR-24-048. See Notice NOT-DA-23-051 .
• August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023. See Notice NOT-OD-22-198 .
• August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy. See Notice NOT-OD-22-189 .
• July 22, 2019 - Requirement for ORCID iDs for Individuals Supported by R esearch Training, Fellowship, Research Education, and Career Development Awards Beginning in FY 2020. See Notice NOT-OD-19-109 .

See Section III. 3. Additional Information on Eligibility .

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this R25 program is to support educational activities that encourage individuals from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies or careers in research.

To accomplish the stated over-arching goal, this NOFO will support educational activities with a primary focus on:

• Courses for Skills Development
• Research Experiences

30 days before application due date

All applications are due 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.

Not Applicable

It is critical that applicants follow the instructions in the Research (R) Instructions in the How to Apply - Application Guide , except where instructed to do otherwise (in this NOFO or in a Notice from NIH Guide for Grants and Contracts ).

Conformance to all requirements (both in the Application Guide and the NOFO) 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 may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

• Use the NIH ASSIST system to prepare, submit and track your application online.
• Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
• Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. 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 overarching goal of this R25 program is to support educational activities that encourage individuals from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies or careers in research.

Every facet of the United States scientific research enterprise, from basic laboratory research to clinical and translational research to policy formation, requires intellect, creativity, and a wide range of skill sets and viewpoints. NIH’s ability to help ensure that the nation remains a global leader in scientific discovery and innovation is dependent upon a pool of highly talented scientists from diverse backgrounds who will help to further NIH's mission.

Research shows that diverse teams working together and capitalizing on innovative ideas and distinct perspectives outperform homogenous teams. Scientists and trainees from diverse backgrounds and life experiences bring different perspectives, creativity, and individual enterprise to address complex scientific problems. There are many benefits that flow from a diverse NIH-supported scientific workforce, including: fostering scientific innovation, enhancing global competitiveness, contributing to robust learning environments, improving the quality of the research, advancing the likelihood that underserved or health disparity populations participate in, and benefit from health research, and enhancing public trust.

In spite of tremendous advancements in scientific research, information, education, and research opportunities are not equally available to all. NIH encourages institutions to diversify their student and faculty populations, through means consistent with applicable law, to enhance the participation of individuals from groups identified as underrepresented in the biomedical, clinical, behavioral and social sciences. For more information, see NOT-OD-20-031: Notice of NIH's Interest in Diversity

In addition, evidence suggests that there is a need to facilitate transitions along the pathway from early career scientist to independently-funded investigator and diversify STEM fields (see: Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine 2011 and Advancing the Nation’s Health Needs: NIH Research Training Programs; Table 3-4, https://ncses.nsf.gov/pubs/nsf23300/data-tables ). Moreover, students from certain racial and ethnic groups, including Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders currently comprise ~37 percent of the college age population (see Figure 7.4, NSFOverall S&E Degrees Earned by Underrepresented Minorities ), but earn only ~26 percent of science and engineering bachelor's degrees (see Figure 7.4, NSFOverall S&E Degrees Earned by Underrepresented Minorities ) and ~14.5 percent of the Ph.D.s in the biological and biomedical sciences (see Table 3-4, https://ncses.nsf.gov/pubs/nsf23300/data-tables) .

Need for the Program

This R25 Education Program will provide research experiences to prepare individuals from diverse backgrounds to successfully transition to the subsequent professional career stage. This NOFO invites established researchers with a record of NIH funding, who can demonstrate that they have successfully guided previous early career scientists to independent research careers and are able to direct an educational research capacity building program to work with their institutions to submit an application for support. This R25 program is designed to strengthen the pipeline of individuals in biomedical, behavioral, and clinical substance use and addiction research across various stages of the research pipeline to enhance the number of independently funded investigators and help promote diversity and inclusion throughout the research workforce.

It is expected that efforts and resources from this program will foster a greater understanding of the implications of substance use and addiction nationwide and contribute to the biomedical research workforce which will help to develop solutions to reduce the burden of substance use, addiction, and their health-related consequences across all populations. The specific NIH Institute and Center scientific areas supported through this NOFO include the following:

The National Institute on Drug Abuse (NIDA) encourages research experiences to include, but not limited to: cellular and molecular neuroscience, neuroimaging, genetics, medication and treatment development, development of new and improved strategies to prevent substance use and its consequences, pain and analgesia, neuroimmune signaling, neuropathology in brain systems, cognitive processes, population neuroscience, delivery of HIV and substance use prevention and treatment services, medication development, epidemiology of substance use, identifying the biological, environmental, behavioral, and social causes and consequences of substance use and addiction across the lifespan, and implementation science, including secondary data analysis. In addition, American Indians and Alaska Natives experience tremendous disparities in substance use and addiction, having the highest rates of substance use and addiction relative to other racial or ethnic groups, and experience high rates of negative consequences from substance use. Research addressing American Indian and Alaska Native substance use and addiction health related disparities is particularly encouraged.

The National Institute on Alcohol Abuse and Alcoholism (NIAAA) encourages research experiences across a broad spectrum of inquiry related to alcohol use and alcohol use disorder. The areas of interest include but are not limited to genetics/epigenetics, neuroscience, including cellular and molecular and clinical, neuroimaging, development of novel medications and behavioral treatments, psychiatric comorbidities, pain; basic and translational research on the health consequences of alcohol consumption; applied, translational, and methodological research on the epidemiology and prevention of hazardous alcohol consumption and related behaviors, alcohol use disorder, alcohol-related morbidity and mortality; health services, stigma, fetal alcohol exposure and fetal alcohol spectrum disorder, dissemination and implementation, and health disparities. NIAAA also encourages research aimed at reducing alcohol-related health disparities within American Indians and Alaska Native populations.

In addition to the above, proposed research education activities must reflect areas of science within the mission of NIDA and/or NIAAA. The mission of NIDA is to advance science on the causes and consequences of substance use and addiction and to apply that knowledge to improve individual and public health. NIAAA's mission is to generate and disseminate fundamental knowledge about the effects of alcohol on health and well-being, and apply that knowledge to improve diagnosis, prevention, and treatment of alcohol-related problems, including alcohol use disorder, across the lifespan. For further information, please consult with the current Strategic Plans for NIDA ( https://nida.nih.gov/about-nida/noras-blog/2022/09/nida-releases-its-2022-2026-strategic-plan ) and NIAAA ( https://www.niaaa.nih.gov/strategic-plan ).

This NOFO will support creative educational activities with a primary focus on:

Research Experiences: Activities include hands-on exposure and research experiences for undergraduate students, postbaccalaureate students, predoctoral students, postdoctoral fellows, and/or early-stage faculty. The nature of research experiences should be tailored to the needs and career level of participants. It is expected that mentoring will be provided in conjunction with planned research experiences. Research experiences must also be designed to address some area of NIDA and/or NIAAA extramurally supported research via research projects for the participants. Programs are also expected to include complementary activities that support the participants' scientific development, such as scientific writing and presentation skills and training in rigor and reproducibility. Programs should consider the needs of the intended participants and the likelihood of improving their knowledge and/or skills when designing the research program. Programs should have clear goals and objectives, including the educational level of the audience to be reached, the content to be conveyed, and the intended outcome(s) .

Courses for Skills Development: Providing innovative, state-of-the-art, evidence-based education that relates to the mission of NIDA and/or NIAAA, and is derived from biomedical, behavioral, or clinical research findings, e.g.,advanced courses in a specific discipline or research area, clinical procedures for research, specialized research techniques, or research methodology. The courses may include elements that promote research skills, career development skills, and/or transitioning to the next career stage. For example, short courses, boot camps, or seminars on NIH grant application development and submission, manuscript preparation and publication, survival skills for early-career scientists, and statistical methods. The format of the courses may involve a traditional in-person approach, online activities, a hybrid of both approaches, and/or other methods.

A milestone plan with concrete goals for participants, timelines for proposed research and professional development activities, and evaluation metrics is required for all applications. The milestone plan will be used to evaluate: participant research experiences, technical skill development opportunities; formal mentoring plans, professional career development activities, NIH application and manuscript submissions, plans, courses and seminars for skills development, participant feedback, and the successful graduation or transition of participants to the subsequent career stage.

Applicants can focus on a single career stage or encompass multiple career stages (undergraduate students, postbaccalaureate students, predoctoral students, postdoctoral fellows, and/or early-stage faculty) within their approach, but must include research experiences and courses for skills development to prepare participants to successfully transition to the subsequent professional career stage as key components of the program. Partnerships between institutions are allowed and encouraged. Institutions that have a documented historical mission or commitment to educating underrepresented students or have a record of providing clinical services to medically underserved communities are encouraged to apply.

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. Research education 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. Because the research education 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) are not allowable.

A goal of this initiative is to gather participants and program directors for an annual meeting to discuss best program practices, professional development activities, NIH funding opportunities, and to network with other participants and NIH Program Staff. Funds should be budgeted within the application to cover the costs associated for each participant and program director to attend the meeting.

Special Considerations

NIDA applicants are strongly encouraged to review the guidelines and adhere to the requirements applicable to their research listed in the Special Considerations for NIDA Funding Opportunities and Awards . Upon award, these considerations will be included in the Notice of Grant Award.

Applications not responsive to this NOFO

• Applications that do not include research experiences and/or courses for skills development.

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Grant: A financial assistance mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

The OER Glossary and the SF424 (R&R) Application Guide provide details on these application types. Only those application types listed here are allowed for this NOFO.

Not Allowed: Only accepting applications that do not propose clinical trial(s).

Need help determining whether you are doing a clinical trial?

The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

Although the size of the award may vary with the scope of the research education program proposed, budgets may not exceed $250,000 in direct costs per year and must reflect the actual needs of the proposed project.

The maximum project period is 5 years.

Other Award Budget Information

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 costs from grant funds).

Limited 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 specifically identified and justified. Salary support for the PD/PI/co-Investigators (or combination of multiple PDs/PIs/co-Investigators) is limited to up to 2.4 person months (i.e., 20% on a 12-month basis), depending on person months devoted to the administration of the program.

Program coordinators are allowed if their role is clearly defined and significantly different from the roles of the PDs/PIs. The duties and responsibilities of the program coordinators, with strong justification, must be included in the budget justification.

Limited costs associated with preceptors/mentors that are not normally provided by the applicant organization may be direct charges to the grant only when specifically identified and justified (e.g. research supplies for participants). However, costs may not exceed $3,000/mentor/year.

Participants may be compensated for participation in activities specifically required by the proposed research education program, if 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.

While generally not an allowable cost, with strong justification, participants in the research education program may receive per diem unless such costs are furnished as part of the registration fee. Participants may also receive funds to defray partial tuition and other education-related expenses.

Expenses for foreign travel must be exceptionally well justified.

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) are not allowable.

Consultant costs, equipment, 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 institution.

A goal of this initiative is to gather R25 participants and program directors for an annual meeting to discuss best program practices, professional development activities, NIH funding opportunities, and to network with other participants and NIH Program Staff. Funds should be budgeted within the application to cover the costs associated for each participant and program director to attend the meeting.

Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees, expenditures for equipment and consortium costs in excess of $25,000), rather than on the basis of a negotiated rate agreement.

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

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:

• Hispanic-serving Institutions
• Historically Black Colleges and Universities (HBCUs)
• Tribally Controlled Colleges and Universities (TCCUs)
• Alaska Native and Native Hawaiian Serving Institutions
• Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

• Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)
• Nonprofits without 501(c)(3) IRS Status (Other than Institutions of Higher Education)

For-Profit Organizations

• Small Businesses
• For-Profit Organizations (Other than Small Businesses)

Local Governments

• State Governments
• County Governments
• City or Township Governments
• Special District Governments
• Indian/Native American Tribal Governments (Federally Recognized)
• Indian/Native American Tribal
• Governments (Other than Federally Recognized)

Federal Governments

• U.S. Territory or Possession
• Independent School Districts
• Public Housing Authorities/Indian Housing Authorities
• Native American Tribal Organizations (other than Federally recognized tribal governments)
• Faith-based or Community-based Organizations
• Regional Organizations

The 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 the planned program.

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 Organizations) are not eligible to apply

Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.

Foreign components, as defined in the NIH Grants Policy Statement , are not allowed.

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the SF424 (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 possible. Failure to complete registrations in advance of a due date is not a valid reason for a late submission, please reference NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications for additional information.

• System for Award Management (SAM) 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.
• NATO Commercial and Government Entity (NCAGE) Code Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• Unique Entity Identifier (UEI) A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. 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 submit an application.
• Grants.gov Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program 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.

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 their organization to develop an application for support. Individuals from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities, NOT-OD-22-019 .

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.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement Section 1.2 Definition of Terms. .

3. Additional Information on Eligibility

Number of Applications

Applicant organizations may submit more than one application, provided that each application is scientifically distinct.

NIH will not accept duplicate or highly overlapping applications under review at the same time per NIH Grants Policy Statement Section 2.3.7.4 Submission of Resubmission Application . This means that the NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review (see NIH Grants Policy Statement 2.3.9.4 Similar, Essentially Identical, or Identical Applications ).
• Program Faculty

Researchers from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, 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.

Participants

Participants supported by this research education program should be U.S. citizens and permanent residents.

Participants may be undergraduates, postbaccalaureate students, predoctoral students, postdoctoral researchers, and/or early career faculties.

Section IV. Application and Submission Information

1. Requesting an Application Package

The application forms package specific to this opportunity must be accessed through ASSIST, Grants.gov Workspace or an institutional system-to-system solution. Links to apply using ASSIST or Grants.gov Workspace are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Research (R) Instructions in the How to Apply - Application Guide , except where instructed in this Notice of Funding Opportunity 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.

Letter of Intent

Although a letter of intent is not required, is not binding, and does not enter into the review of a subsequent application, the information that it contains allows IC staff to estimate the potential review workload and plan the review.

By the date listed in Part 1. Overview Information , prospective applicants are asked to submit a letter of intent that includes the following information:

• Descriptive title of proposed activity
• Name(s), address(es), and telephone number(s) of the PD(s)/PI(s)
• Names of other key personnel
• Participating institution(s)
• Number and title of this funding opportunity

The letter of intent should be sent to: [email protected] .

All page limitations described in the How to Apply - Application Guide and the Table of Page Limits must be followed.

The following section supplements the instructions found in the How to Apply - Application Guide and should be used for preparing an application to this NOFO.

Follow all instructions provided in the SF424 (R&R) Application Guide.

Follow all instructions provided in the SF424 (R&R) Application Guide with the following additional modifications:

Facilities & 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 and Pending Support. Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program.

Other Attachments

Enhancing Workforce Diversity Statement : Fostering workforce diversity is a key strategy to uphold the quality of scientific innovation and discovery. NIH encourages institutions to diversify their trainee and faculty workforce, through means consistent with applicable law, to enhance the participation of individuals from groups identified as underrepresented in the biomedical sciences (e.g., see the Notice of NIH's of Interest in Diversity ). For the purposes of this NOFO, the applicant must include an Enhancing Workforce Diversity Statement (page limit is two pages). The statement should include a description of the applicant’s commitment to workforce diversity in the biomedical sciences. In addition, applicants should include a description of past and present mentoring and outreach activities to enhance workforce diversity, including efforts focused on groups identified as underrepresented in the U.S. biomedical research enterprise. Describe ongoing and planned outreach, mentoring activities, and actionable milestones to enhance workforce diversity and inclusivity in the applicant’s laboratory, institution, and/or research program. Describe planned activities during the grant period designed to develop or enhance skills of talented scientists from a wide variety of backgrounds.

Advisory Committee : An Advisory Committee is not a required component of a Research Education program. However, if an Advisory Committee is intended, provide a plan for the appointment of an Advisory Committee to monitor progress of the research education program. The composition, roles, responsibilities, and desired expertise of committee members, frequency of committee meetings, and other relevant information should be included. Describe how the Advisory Committee will evaluate the overall effectiveness of the program. Proposed Advisory Committee members should be named in the application only if they have been invited to participate at the time the application is submitted . Renewal applications with Advisory Committees should include the names of all committee members during the past project period. Please name your file Advisory_Committee.pdf .

The filename provided for each Other Attachment will be the name used for the bookmark in the electronic application in eRA Commons.

• Include all personnel other than the PD(s)/PI(s) in the Other Personnel section, including clerical and administrative staff.

All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions:

Research Strategy

Research Strategy section must be used to upload the Research Education Program Plan , which must include the following components described below:

• Proposed Research Education Program
• Program Director/Principal Investigator
• Program Participants
• Institutional Environment and Commitment

Recruitment Plan to Enhance Diversity

• Plan for Instruction in the Responsible Conduct of Research
• Evaluation Plan
• Dissemination Plan

Research Education Program Plan

Proposed Research Education Program. 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. As a reminder, applicants may choose to address one or more of the activities listed in Section I. Funding Opportunity Description.

The description should include the educational and/or career stages(s) of the participants. It should also provide details on the proposed research areas of study and on courses or seminars for skills development. The application should also detail plans for providing strong mentoring. A milestone plan with a timeline is required for all applications, including for example, didactic courses, professional development workshops/seminars, research goals, and mentoring activities as well as mentoring activities (including mentoring activities would fully prepare participants for the NIH grant submission and review process). In addition, since the intent of this program is to assist in the transition of participants to the subsequent research career stage, plans to do so must be included in the application. The proposed research education program should include benchmarks and metrics used to meet the overall program goals. Provide support for the feasibility of the proposed activities and how they relate to the strengths of the institution. The description should also discuss any perceived impediments to implementing the proposed activities and alternative strategies to achieve the measurable objectives. Importantly, the description should detail how the progress of the participants and mentorship activities will be monitored and documented, and what steps will be in place for mediation should problems occur. As a component of the oversight of the participant's progress, it is highly encouraged that an individual development plan (IDP) ( NOT-OD-14-113 ) is developed with the PD/PI and/or their mentor. Describe innovative strategies that could serve as a model for other institutions.

Program Director/Principal Investigator. Describe arrangements for administration of the program. Provide evidence that the Program Director/Principal Investigator is actively engaged in research and/or teaching in an area related to the mission of NIH, and can organize, administer, monitor, and evaluate the research education program. For programs proposing multiple PDs/PIs, describe the complementary and integrated expertise of the PDs/PIs, their leadership approach, and governance appropriate for the planned project.

Provide evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's intended goal is accomplished.

The responsibilities of the PD(s)/PI(s) include recruitment, selection, placement, and retention of participants in research laboratories; managing mentor-mentee relationships, ensuring the research experience is advancing the skills and development of the participants, as well as coordination and implementation of developmental and mentoring activities. For example: preparing manuscripts for peer-reviewed publications, submitting NIH grant applications, participating in professional development workshops, attending scientific conferences to present research findings, and preparing participants to successfully transition to the subsequent career stage.

Program Faculty. Faculty with a track record of mentoring, advising, and guiding participants to the subsequent career stage should be included in the program faculty. Faculty should have experience needed to coordinate and implement the program. Researchers from diverse backgrounds, including individuals from underrepresented racial and ethnic groups , persons with disabilities, and women are encouraged to participate as program faculty. Faculty should have research and mentoring expertise and experience relevant to the proposed program and career stage and demonstrate a history of, or the potential for, their intended roles. It is essential that participants have exposure and access to a broad range of appropriate mentors. This includes senior faculty who have the benefit of long experience, and junior faculty who have more recent experience in transitioning to independent positions. Programs should describe efforts to achieve diverse representation, through means consistent with applicable law, in program leadership, participating faculty and mentors, and invited speakers. List the Program Faculty whose role is to develop, direct, mentor, and evaluate the proposed research experiences program as Key Personnel and provide their biographical sketches. Describe the experience of the participating faculty in mentoring students and/or investigators, as well as their ability to serve as good role models for the participants by virtue of their own scientific accomplishments. ?

Program Participants. Applications must describe the intended participants. They must also identify and justify the career levels for which the proposed program is planned. Participants may be from a single career stage, or programs may propose to bridge several career stages of participants. Describe the process for selection of the program-supported participants. Examples of accepted indicators include, but are not limited to, previous academic success, academic area of specialty, previous research experience, written statements that express interest and commitment to a long-term career in substance use, and addiction research. Include the candidate qualification process, final selection process, and mentor matching. Describe the retention strategies and follow-up activities across the program that would ensure participants remain engaged and are receiving high quality experiences, mentorship, and guidance within the program and assistance as they transition to the subsequent career stage.

Institutional Environment and Commitment. Describe any additional aspects of the Institutional Environment and Commitment not addressed under Facilities & Other Resources or the required Institutional Commitment Letter of Support, described below. Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program. This section should not duplicate information provided elsewhere.

The scientific environment and institutional commitment should clearly contribute to the probability of success for each supported participant. The institutional support, equipment, and other physical resources available to the participants should be clearly described and detailed relative to the implementation of quality research experiences for the participants. Research activities provided through the institution should foster career development for lead the participants to applying for independent grants.

The program environment (e.g., cohort structure, opportunities for interaction and engagement with both advanced and early career scholars, exposure to scientific or career development seminars) should help to foster career development and success of the participants, and provide enriching and novel research experiences for participants.

Where appropriate, describe any unique features of the scientific environment, subject populations, or collaborative arrangements that may be leveraged to the advantage of the proposed research experiences program. Describe efforts to enhance diversity and promote inclusion through an environment that promotes the success of individuals with a wide variety of backgrounds and perspectives (i.e. institutional and departmental environments in which scholars from all backgrounds feel integrated into and supported by the biomedical community).

Recruitment Plan to Enhance Diversity.

Applications should identify and address gaps, challenges, or other barriers in recruiting diverse groups in the substance use and addiction research workforce and propose a sustainable plan to address these challenges.

Plan for Instruction in the Responsible Conduct of Research. All applications must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). The plan must address the five, required instructional components outlined in the NIH policy: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the program faculty in the instruction; 4) Duration of Instruction - the number of contact hours of instruction, taking into consideration the duration of the program; and 5) Frequency of Instruction instruction must occur during each career stage and at least once every four years. See also NOT-OD-10-019 . The plan should be appropriate and reasonable for the nature and duration of the proposed program. Renewal (Type 2) applications must, in addition, describe any changes in formal instruction over the past project period and plans to address any weaknesses in the current instruction plan. All participating faculty who served as course directors, speakers, lecturers, and/or discussion leaders during the past project period must be named in the application.

Applications lacking a plan for instruction in RCR will not be reviewed.

Evaluation Plan. A milestone plan with timelines and metrics is required for all applications. The detailed milestone plan will be used to evaluate the application during peer review and in consideration of the awarded project for funding of non-competing award years. The milestone plan will be used to evaluate the research experiences and technical training of participants; formal mentoring plans and professional career development activities completed by participants; NIH application and manuscript submissions from participants; courses for skills development offered, participant participation, and feedback; and when appropriate, the successful graduation or transition of participants to the subsequent career stage. The evaluation plan should align with program goals and assess program effectiveness. Applications must include a plan for evaluating the milestone plan supported by the award. Wherever appropriate, applicants are encouraged to obtain feedback from participants to help identify weaknesses and to provide suggestions for improvements.

Dissemination Plan. A specific plan must be provided to disseminate nationally any findings resulting from or materials developed under the auspices of the research education program, e.g., sharing course curricula and related materials via web postings, presentations at scientific meetings, workshops. Also, there should be a plan for identifying successful and unsuccessful best practices.

Letters of Support

A letter of institutional commitment must be attached as part of Letters of Support (see section above: Institutional Environment and Commitment" ).

Resource Sharing Plan Note: Effective for due dates on or after January 25, 2023, a Data Management and Sharing Plan is not applicable for this NOFO.

Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the SF424 (R&R) Application Guide, with the following modification:

When relevant, applications are expected to include a software dissemination plan if support for development, maintenance, or enhancement of software is requested in the application. There is no prescribed single license for software produced. However, the software dissemination plan should address, as appropriate, the following goals:

• Software source code should be freely available to biomedical researchers and educators in the non-profit sector, such as institutions of education, research institutions, and government laboratories. Users should be permitted to modify the code and share their modifications with others.
• The terms of software availability should permit the commercialization of enhanced or customized versions of the software, or incorporation of the software or pieces of it into other software packages.
• To preserve utility to the community, the software should be transferable such that another individual or team can continue development in the event that the original investigators are unwilling or unable to do so.

Only limited Appendix materials are allowed. Follow the instructions for the Appendix as described in the SF424 (R&R) Application Guide.

PHS Human Subjects and Clinical Trials Information

When involving human subjects research, clinical research, and/or NIH-defined clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the SF424 (R&R) Application Guide, with the following additional instructions:

If you answered Yes to the question Are Human Subjects Involved? on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

All instructions in the SF424 (R&R) Application Guide must be followed.

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start). All instructions in the SF424 (R&R) Application Guide must be followed.

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 1. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I. Overview Information contains information about Key Dates and times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies). Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time. If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications .

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the How to Apply - Application Guide .

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review .

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement Section 7.9.1 Selected Items of Cost .

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the SF424 (R&R) Application Guide. Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII .

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the SF424 (R&R) Application Guide.

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review, NIH. Applications that are incomplete or non-compliant will not be reviewed.

Applicants are required to follow the instructions for post-submission materials, as described in the policy .

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process. Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

The goal of this R25 program is to support educational activities that will improve the knowledge and research skills of a diverse workforce to meet the nation’s biomedical, behavioral and clinical substance use and addiction research needs. Applicants can focus on a single career stage or encompass multiple career stages (undergraduate students, predoctoral students, postdoctoral researchers, and/or early-stage investigators) within their approach, but must provide comprehensive research experiences to prepare participants to successfully transition to the subsequent professional career stage as a key component of the program.

Reviewers will provide an overall impact score to reflect their assessment of the likelihood for the project to strongly advance research education by fulfilling the goal of this research education program, in consideration of the following review criteria and additional review criteria, as applicable for the project proposed.

Reviewers will consider each of the review criteria below in the determination of scientific merit and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.

Significance

Does the proposed program address a key audience and an important aspect or important need in research education? Is there convincing evidence in the application that the proposed program will significantly advance the stated goal of the program?

Investigator(s)

Is the PD/PI capable of providing both administrative and scientific leadership to the development and implementation of the proposed program? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's intended goal is accomplished? If applicable, is there evidence that the participating faculty have experience in mentoring students and teaching science? If applicable, are the faculty good role models for the participants by nature of their scientific accomplishments? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance, and organizational structure appropriate for the project?

Specific for this NOFO:

• How strong is the PD/PI's track record in mentoring early career scientists and preparing them to successfully transition to the next career stage?
• To what extent does the PD/PI have the experience needed to coordinate and implement the program including: selecting program participants, managing mentor-mentee relationships, and guiding early career scientists through the preparation of presentations for scientific conferences and manuscripts for peer-reviewed publications?
• To what extent does the PI have experience with the NIH grant application and review process?

Taking into consideration the nature of the proposed research education program, does the applicant make a strong case for this program effectively reaching an audience in need of the program’s offerings? Where appropriate, is the proposed program developing or utilizing innovative approaches and latest best practices to improve the knowledge and/or skills of the intended audience?

Does the proposed program clearly state its goals and objectives, including the educational level of the audience to be reached, the content to be conveyed, and the intended outcome? Is there evidence that the program is based on a sound rationale, as well as sound educational concepts and principles? Is the plan for evaluation sound and likely to provide information on the effectiveness of the program? If the proposed program will recruit participants, are the planned recruitment, retention, and follow-up (if applicable) activities adequate to ensure a highly qualified participant pool?

• To what extent is the proposed milestone plan well-detailed, including meaningfully and measurable benchmarks?
• As appropriate for the program, how does the approach fully prepare participants for the NIH grant submission and review process?
• To what extent does the plan for evaluation align with program goals and assess program effectiveness?
• Is there a plan for dissemination of best practices that identifies both successful and unsuccessful practices?

Environment

Will the scientific and educational environment of the proposed program contribute to its intended goals? Is there a plan to take advantage of this environment to enhance the educational value of the program? Is there tangible evidence of institutional commitment? Is there evidence that the faculty have sufficient institutional support to create a sound educational environment for the participants? Where appropriate, is there evidence of collaboration and buy-in among participating programs, departments, and institutions?

• How adequate are the institutional support, equipment and other physical resources available to the participants for the development, and implementation of quality research projects?
• How adequately does the applicant discuss how the program will benefit from unique features of the scientific environment or collaborative arrangements?
• How will the program environment (e.g., cohort structure, opportunities for interaction and engagement with both advanced and early career scholars, exposure to scientific or career development seminars) help to foster career development and success of the participants, and provide enriching and novel research experiences for participants?

In the Enhancing Workforce Diversity Statement:

• How adequately does the applicant describe a plan to enhance the participation of diverse groups in the biomedical sciences?
• How adequately does the applicant describe institutional support/commitment to workforce diversity in the biomedical sciences?
• How adequately does the applicant discuss how ongoing and planned outreach, mentoring activities and actionable milestones, will enhance workforce diversity and inclusivity in the applicant’s laboratory, institution, and/or research program?
• How adequately does the applicant describe past and present efforts to increase workforce diversity?
• How adequately does the applicant discuss how planned activities will enhance the skills and knowledge of participants from diverse backgrounds?

As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact score, but will not give separate scores for these items.

Enhancing Workforce Diversity . When the proposed project involves enhancing workforce diversity in the biomedical sciences, the committee will evaluate and assess how the proposed planned activities will encourage participants to pursue further studies or careers in research. The committee should also assess if the proposed scholar recruitment and retention plan to enhance the scientific biomedical workforce is justified and feasible. The committee should also consider whether the proposed plans and activities are appropriate for the proposed career stages that will be supported.

Protections for Human Subjects

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, 4) importance of the knowledge to be gained, and 5) data and safety monitoring for clinical trials.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

Inclusion of Women, Minorities, and Individuals Across the Lifespan

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

Vertebrate Animals

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following three points: (1) a complete description of all proposed procedures including the species, strains, ages, sex, and total numbers of animals to be used; (2) justifications that the species is appropriate for the proposed research and why the research goals cannot be accomplished using an alternative non-animal model; and (3) interventions including analgesia, anesthesia, sedation, palliative care, and humane endpoints that will be used to limit any unavoidable discomfort, distress, pain and injury in the conduct of scientifically valuable research. Methods of euthanasia and justification for selected methods, if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals, is also required but is found in a separate section of the application. For additional information on review of the Vertebrate Animals Section, please refer to the Worksheet for Review of the Vertebrate Animals Section.

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

Training in Methods for Enhancing Reproducibility

Does the Instruction in Methods for Enhancing Reproducibility plan describe how trainees will be instructed in principles important for enhancing research reproducibility including, at a minimum, evaluation of foundational research underlying a project (i.e., scientific premise), rigorous experimental design, consideration of relevant biological variables such as sex, authentication of key biological and/or chemical resources, data and material sharing, record keeping, and transparency in reporting? Are the rigor and transparency components sufficiently well integrated into the overall curriculum? Are they taught at multiple stages of trainee development and in a variety of formats and contexts? Does the teaching synergize with elements of the curriculum designed to enhance trainees' abilities to conduct responsible research? Is there evidence that all program faculty reiterate and augment key elements of methods for enhancing reproducibility when trainees are performing mentored research in their laboratories?

Resubmissions

For resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.

Not applicable

For renewals, the committee will consider the progress made in the last funding period in accomplishing the goals of the program. .

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Peer reviewers will separately evaluate the Recruitment plan to enhance diversity after the overall score has been determined. Reviewers will examine the strategies to be used in the recruitment of individuals from underrepresented groups. The review panel’s evaluation will be included in the summary statement. Plans will be rated as acceptable or unacceptable , and the summary statement will provide the consensus of the review committee.

Training in the Responsible Conduct of Research

Taking into account the specific characteristics of the proposed research education program, the level of participant experience, the reviewers will evaluate the adequacy of the proposed RCR training in relation to the following five required components: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the program faculty in the instruction; 4) Duration of Instruction - the number of contact hours of instruction, taking into consideration the duration of the program; and 5) Frequency of Instruction instruction must occur during each career stage and at least once every four years. See also: NOT-OD-10-019 . The review panel’s evaluation will be included in the summary statement. Plans will be rated as acceptable or unacceptable , and the summary statement will provide the consensus of the review committee.

Applications from Foreign Organizations

Select Agent Research

Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.

Resource Sharing Plans

Reviewers will comment on whether the Resource Sharing Plan(s) (e.g., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable. If support for development, maintenance, or enhancement of software is requested in the application, the reviewers will comment on the proposed software dissemination plan.

Budget and Period of Support

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s), convened by NIDA in accordance with NIH peer review policy and procedures , using the stated review criteria . Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications will receive a written critique.

• May undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications submitted in response to this NOFO. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board. The following will be considered in making funding decisions:

• Scientific and technical merit of the proposed project as determined by scientific peer review.
• Availability of funds.
• Relevance of the proposed project to program priorities.

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the NIH Grants Policy Statement Section 2.4.4 Disposition of Applications .

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the NIH Grants Policy Statement .

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient’s business official.

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions . Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Institutional Review Board or Independent Ethics Committee Approval: Recipient institutions must ensure that protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

2. Administrative and National Policy Requirements

All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities , including of note, but not limited to:

• Federalwide Standard Terms and Conditions for Research Grants
• Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
• Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions.

If a recipient receives an award, the recipient must follow all applicable nondiscrimination laws. The recipient agrees to this when registering in SAM.gov. The recipient must also submit an Assurance of Compliance ( HHS-690 ). To learn more, see the HHS Office for Civil Rights website .

HHS recognizes that NIH research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to the Federal Awardee Performance and Integrity Information System (FAPIIS) requirements. FAPIIS requires Federal award making officials to review and consider information about an applicant in the designated integrity and performance system (currently FAPIIS) prior to making an award. An applicant, at its option, may review information in the designated integrity and performance systems accessible through FAPIIS and comment on any information about itself that a federal agency previously entered and is currently in FAPIIS. The Federal awarding agency will consider any comments by the applicant, in addition to other information in FAPIIS, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 2 CFR Part 200.206 Federal awarding agency review of risk posed by applicants. This provision will apply to all NIH grants and cooperative agreements except fellowships.

3. Data Management and Sharing

Consistent with the 2023 NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

4. Reporting

NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 2 CFR 200.301.

The Federal Funding Accountability and Transparency Act of 2006 as amended (FFATA), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All recipients of applicable NIH grants and cooperative agreementsare required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over the threshold. See the NIH Grants Policy Statement for additional information on this reporting requirement.

Failure by the recipient institution to submit required forms in a timely, complete, and accurate manner may result in an expenditure disallowance or a delay in any continuation funding for the award.

In accordance with the regulatory requirements provided at 2 CFR Part 200.113 and Appendix XII to 2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM)about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period. The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (currently FAPIIS). This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313). As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available. Full reporting requirements and procedures are found in Appendix XII to 2 CFR Part 200 Award Term and Condition for Recipient Integrity and Performance Matters.

Other Reporting Requirements

• The institution must submit a completed Statement of Appointment ( PHS Form 2271 ) for each participant appointed full time for eight weeks or more or the equivalent. Grantees must submit the PHS 2271 data electronically using the xTrain system. More information on xTrain is available at xTrain (eRA Commons) . An appointment or reappointment may begin any time during the budget period, but not before the budget period start date of the grant year.
• Participant Termination Notice: Within 30 days of the end of the total support period for each participant, the institution must submit a Termination Notice ( PHS Form 416-7 ) via xTrain for each participant appointed full time for eight weeks or more, or the equivalent.

A final RPPR and the expenditure data portion of the Federal Financial Report are required for closeout of an award as described in the NIH Grants Policy Statement .

5. Evaluation

In carrying out its stewardship of human resource-related programs, the NIH or its Institutes and Centers will periodically evaluate their R25 research education programs, employing the measures identified below. In assessing the effectiveness of its research education investments, NIH may request information from databases, PD/PIs, and from participants themselves. Where necessary, PD/PIs and participants may be contacted after the completion of a research education experience for periodic updates on participants subsequent educational or employment history and professional activities.

Upon the completion of a program evaluation, NIH and its ICs will determine whether to (a) continue a program as currently configured, (b) continue a program with modifications, or (c) discontinue a program.

In evaluating this research education program NIDA expects to use the following evaluation measures:

For Research Experience and Mentoring Programs Involving the Following Groups:

Undergraduate Students:

• Aggregate number and demographic characteristics of participants
• Subsequent educational/career progress, including:

Successful completion of an undergraduate degree in a STEM field Enrollment in an advanced degree program in a STEM field

Postbaccalaureates:

• Successful transition to an advanced degree program in a STEM field
• Hands on exposure and research experience/training in a biomedical laboratory

Graduate Students:

• Subsequent educational/career progress of participants, including:

Successful completion of a STEM graduate program Subsequent participation in a formal research training or career development program in a STEM field Subsequent participation in research Subsequent employment in a research or research-related field Subsequent authorship of scientific publications in a STEM field Subsequent independent research grant support from NIH or another source

Postdoctorates and Early Career Faculty:

Subsequent participation in research Subsequent employment in a research or research-related field Subsequent authorship of scientific publications in a STEM field Subsequent independent research grant support from NIH or another source

Formal participant feedback on their research experience while supported by the Research Education Program.

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten submission by the due date, and post-submission issues)

Finding Help Online: https://www.era.nih.gov/need-help (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application instructions, application processes, and NIH grant resources) Email: [email protected] (preferred method of contact) Telephone: 301-480-7075

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email: [email protected]

SBA Company Registry (Questions regarding required registration at the SBA Company Registry and for technical questions or issues) Website to Email: http://sbir.gov/feedback?type=reg

Yohansa Fernandez, Ph.D. National Institute on Drug Abuse (NIDA) Phone: 301-480-6906 Email: [email protected]

Laura E. Kwako, Ph.D. National Institute on Alcohol Abuse and Alcoholism (NIAAA) Phone: 301-451-8507 Email: [email protected]

Dharmendar Rathore, PhD National Institute on Drug Abuse (NIDA) Phone: 301-402-6965 Email: [email protected] .

Ranga Srinivas, Ph.D. National Institute of Alcohol Abuse and Alcoholism (NIAAA) Phone: 301-451-2067 Email: [email protected]

Ericka Wells National Institute on Drug Abuse (NIDA) Phone: 301- 827-6705 Email: [email protected]

Judy Fox National Institute on Alcohol Abuse and Alcoholism (NIAAA) Phone: 301-443-4704 Email: [email protected]

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 45 CFR Part 75.

Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files .

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NIH Extramural Nexus

Increases for National Research Service Award Stipends and Childcare Subsidies

We are committed to sustaining the vitality of the future biomedical research workforce, including providing appropriate support and addressing the many challenges faced by postdoctoral scholars in biomedicine. As part of this commitment, we are pleased to announce stipend and childcare subsidy increases for the over 17,000 early career scholars supported on NIH Kirschstein National Research Service Awards (NRSAs) ( NOT-OD-24-104 ). Stipends will be raised by 4% for predoctoral trainees and by 8% for postdoctoral scholars in fiscal year (FY) 2024 compared to last year), the most substantial year over year increase since FY 2017. Additionally, the childcare subsidy will be increased by an additional $500 (from $2500 to $3000) in FY24.

Appropriate support for early career researchers is something we take seriously. The Advisory Committee to the NIH director (ACD) , following thoughtful deliberations on re-envisioning the NIH-supported postdoctoral experience, reiterated that financial concerns were a topmost challenge for postdoctoral scholars. Echoing sentiments made in their final report from last December (see recommendation 1.1), lack of appropriate support dissuades some individuals to pursue a research career because of the negative effects on financial security.

The new stipend levels begin at $61,008 and are upwardly adjusted based on years of experience. In addition to higher stipend levels, there is also a modest $200 increase in training-related expenses and institutional allowances . Tuition and Fees for all educational levels remain unchanged from last year.

This is a significant step given a relatively flat NIH budget (see this recent blog about the interplay between budgets and success rates). The approach allows for an immediate stipend increase without drastic cuts to the number of available awards. As appropriations and budget realities allow, our goal is to reach the ACD recommended stipend levels (around $70,000 per year for postdoctoral scholars) in the coming years.

As we move toward that goal, institutions should note that:

• As noted in the NIH Grants Policy Statement (e.g., 11.2.10.1), “Kirschstein-NRSA fellows receive  stipends  to defray living expenses.  Stipends  may be supplemented by an institution from non-Federal funds provided this supplementation is without any additional obligation for the fellow.”
• Recipient institutions are reminded that they are not prohibited from hiring NRSA trainees and fellows as employees or provide them with benefits consistent with what the institution provides others at similar career stages.

Raising NRSA stipends and childcare subsidies are only two ways we are committed to fostering a strong and robust future workforce. We will continue to assess our policies and procedures. We anticipate releasing a request for information (RFI) in the near future to seek input on specific recommendations from the ACD.

Read the NIH press release for more.

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Chief Medical Research Officer

Job summary.

The National Heart, Lung, and Blood Institute (NHLBI), a component of the National Institutes of Health (NIH) at the Department of Health and Human Services (DHHS), is seeking exceptional candidates for the position of Chief Medical Research Officer (CMRO), Division of Cardiovascular Sciences (DCVS). The CMRO offers an exciting opportunity to provide high level leadership, strategic planning, and detailed oversight and management for the entire extramural DCVS clinical portfolio in research on the causes, prevention, and treatment cardiovascular disease. DCVS assumes a major responsibility in supporting research to advance understanding of and interventions for promoting heart and vascular health across the lifespan. It also supports research aimed at preventing and treating pediatric and adult cardiovascular diseases, including heart attack, heart failure, arrhythmia, and congenital heart disease.

The clinical trials research program in cardiovascular diseases has grown substantially. This mission-critical research area requires a special level of knowledge and active involvement of an experienced clinician with field knowledge of clinical research that involves patients receiving care and participating in research in outpatient, hospital, and critical care environments. This position requires exceptionally high levels of experience and skill regarding risk management and mitigations, as well as experience in the clinical care of those with cardiovascular disease.

The CMRO will be responsible for providing global oversight over clinical trials research management in the Division and contribute to the development of NHLBI-wide clinical research policies and processes with the NHLBI Office of Clinical Research and will have institute-wide leadership responsibility as a member of the NHLBI's clinical trials optimization and coordination team. 

Specific skills, education and experiences candidates must possess include:

• M.D. with background in cardiovascular disease (cardiology, or primary care or related field with clinical experience in caring for individuals with cardiovascular disease)
• Actively engaging in clinical research including the conduct of clinical trials and managing the regulatory, safety and data issues involved in those clinical trials 
• Experience in applying quantitative and qualitative approaches or processes to programs to understand program success and threats (e.g. experience developing processes to program or systems of care to improve efficiency and ensure success/safety or with quality improvement at a health care institution)
• Significant experience with regulatory requirements in research including experience in research ethics and compliance requirements involved in human subjects research (e.g., Institutional Review Boards, Data and Safety Monitoring Boards, and FDA regulations and polices including the Investigational New Drug application process)
• High levels of experience and skill regarding clinical trials risk management and mitigations, as well as experience in the clinical care of those with cardiovascular diseases 
• Experience in working with practitioners, patients and professional societies/advocacy groups in cardiovascular science communities
• Managing/supervising faculty or staff clinically and in research programs
• Speaking at or chairing major national or international meetings, committee, initiatives or symposia

If you are a current Federal title 5 employee, you must have one year of equivalent experience at the GS-14 level or above.  The successful candidate for this position will be appointed at a salary commensurate with experience and accomplishments , and full Federal benefits, including leave, health and life insurance, retirement and savings plan (401K equivalent) will be provided.

Required Qualifications

To be eligible for this position, candidates must be a U.S. citizen, or U.S. National. Foreign nationals or legal permanent residents are not eligible for consideration. Candidates must indicate their U.S. citizenship status on their CV or within their email application submission.

In order to qualify for this position, candidates must possess either a doctoral-level degree in biomedicine or a biological related field, or a master's level or higher degree in:

• engineering
• bioinformatics
• or an emerging or related scientific field.

In addition, candidates must have at least one year of experience related to the position, including achievements in one or more of the following areas to demonstrate the individual has received recognition as an expert in the field:

• Has significant experience dealing with complex, precedent-setting evaluation issues, including those arising during product development that involved significant scientific controversy, had far reaching implications for clinical research or resulted in a widespread economic effect in the health-care delivery system
• Has taken an active role in the development of significant scientific or regulatory guidelines for clinical research evaluation
• Received invitations to speak at or to chair major national or international meetings and symposia or
• Meets other criteria demonstrating sufficient rigor or accomplishment in a relevant or closely related field that is necessary to the accomplishment of NIH's mission.

If you are a current Federal Title 5 employee, you must have one year of equivalent experience at the GS-14 level or above.

A career with the U.S. Government provides employees with a comprehensive benefits package. As a federal employee, you and your family will have access to a range of benefits that are designed to make your federal career very rewarding. Learn more about federal benefits .

Review our benefits

Equal Employment Opportunity

The United States Government does not discriminate in employment on the basis of race, color, religion, sex (including pregnancy and gender identity), national origin, political affiliation, sexual orientation, marital status, disability, genetic information, age, membership in an employee organization, retaliation, parental status, military service, or other non-merit factor. Equal Employment Opportunity (EEO) for federal employees & job applicants .

Standards of Conduct/Financial Disclosure

If selected, you will be required to complete a Confidential Financial Disclosure Report, OGE Form 450 to determine if a conflict or an appearance of a conflict exists between your financial interest and your prospective position with the agency.

Foreign Education

This position has an education requirement. You are strongly encouraged to submit a copy of your transcripts (or a list of your courses including titles, credit hours completed and grades). Unofficial transcripts will be accepted in the application package. Official transcripts will be required from all selectees prior to receiving an official offer. Learn more about Foreign Education .

Reasonable Accommodation

You can request a reasonable accommodation at any time during the application or hiring process or while on the job. Requests are considered on a case-by-case basis.

Job Details

• Open Date Tue, 04/23/24 Close Date Thu, 05/23/24 IC NHLBI (National Heart, Lung, and Blood Institute) Division of Cardiovascular Sciences Location Bethesda, MD Pay Commensurate with qualifications and experience Vacancy Contact Joanna Bare

How to Apply

Applicants must submit the following documents to [email protected] by May 23, 2024 for consideration:

Cover letter (not to exceed three pages) addressing:

• Your education, experiences and specific skills that align with the requirements necessary for the role of CMRO.
• The manner in which you are actively engaged in clinical research that is considered outstanding by peers in the field of clinical research evaluation
• Your experience leading others
• A Vision Statement of how you would approach this role
• How you have promoted diversity, equity, and inclusion principles in your current and prior roles. Please also describe your mentoring and outreach activities, especially those involving women and persons from racial/ethnic or other groups that are underrepresented in biomedical research

CV/Resume – To be eligible for this position, candidates must be a U.S. citizen or U.S. national and indicate U.S. citizenship status on their resume

Contact us to ask a question, provide feedback, or report a problem.

More From Forbes

Inclusion drives innovation: the power of diverse perspectives.

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Karen Greenbaum is President and CEO of the global Association of Executive Search and Leadership Consultants (AESC).

Innovation thrives when diverse perspectives come together. When decision-makers bring the same perspectives, information, thought processes and ideologies to the table, they look at situations through a narrow lens. This limits the chance for novel ideas to emerge and diminishes a team’s ability to turn challenges into opportunities.

It's the infusion of diverse cultural backgrounds, education and unique life experiences that brings about fresh ideas. Only then can teams look at a situation—whether it's creating a new product or service, entering a new market or pitching a new client—through a new, broader lens. And it's a lens that encapsulates varied lived experiences and sparks creativity and problem-solving.

Inclusive Innovation In Action

Over the last decade, research has proven that inclusion is the catalyst for innovation. In 2020, the World Economic Forum reported that when companies foster inclusive cultures, they can see up to higher rates of innovation by around 20% and a near-equivalent increase in revenue. Many organizations have illuminated this positive effect through action. Here are three examples of products and services that arose from innovation.

• OXO Good Grips: This line of accessible kitchen tools was created through the collaboration of OXO founder Sam Farber and his wife, Betsey, who suffered from arthritis. The couple wanted to make everyday life easier for people of all abilities. Having Betsey's perspective and lived experience using kitchen tools led to the line's innovative design and opened the door to new markets.

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Tupac shakur s estate challenges drake over ai vocals in kendrick lamar diss song, as russian troops broke through ukrainian lines panicky ukrainian commanders had no choice but to deploy one of their least prepared brigades.

• Women’s Health Access Matters (WHAM): Founded by Carolee Lee in 2018, WHAM works to address the lack of research on the economic costs, benefits and social impacts of attention to sex- and gender-related health. With a commitment to funding women’s health research, this organization helps show that greater investment could generate billions of dollars for the economy and save many lives.

• IKEA's ThisAble Campaign: In 2019, Swedish retail company IKEA developed 13 open-source 3D-printed furniture add-ons to solve accessibility issues. This democratized the company's popular home furniture, allowing it to tap into new markets.

These are just a few examples. As you look around, you’ll find that nearly every invention was designed by someone or a team of individuals with a new perspective.

How To Create A Truly Inclusive Environment

For my organization’s latest research on diversity, equity and inclusion, we conducted interviews with 52 leaders committed to creating long-lasting inclusion. Here are some of the most effective ways they identified to build an environment that harnesses inclusion for the benefit of the business.

• Representation In Leadership Matters: It's vital that professionals with diverse backgrounds see themselves represented in an organization's high-level roles. Ensure your recruitment processes are inclusive to reduce bias. For example, you can actively put together diverse hiring committees and interview panels.

• Accountability Motivates: Identify internal and external accountability measures, and incentivize employees to prioritize and attain DEI goals.

• Engagement Must Come From All Directions: Everyone, whether they're in executive or junior roles, needs to be involved in DEI efforts. Harness the power of a multifaceted approach to engage your entire workforce.

• The Proof Is In The Policies: Ensure your organization has strong, accessible antidiscrimination policies that are strongly enforced.

• Metrics Are A Must-Have: Set benchmarks and track key DEI metrics, such as employee engagement or applicant demographics. This can help ensure your organization is directing its efforts toward the strategies that prove most impactful.

• There Are No Easy Solutions: Understand the barriers your organization will face as it attempts to build an inclusive environment. Be prepared to address them through clear and inclusive processes, programs, training and policies.

When you embed DEI in how your company operates and create accountability, you can drive improvements inside and beyond your walls.

Creating A Competitive Advantage And Unlocking Potential

The journey toward innovation begins with recognizing the importance of diverse lived experiences and actively creating spaces where everyone feels they belong and have a voice. By fostering environments where diverse perspectives are both represented and valued, organizations can unlock a wealth of creative potential.

Innovation creates a competitive advantage that can lead to financial growth, new markets, enhanced performance and overall success. You must strive to access the power of diversity and inclusivity to unleash your organization's full potential.

Forbes Human Resources Council is an invitation-only organization for HR executives across all industries. Do I qualify?

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11% of Cybersecurity Teams Have Zero Women

Beth Maundrill

Editor , Infosecurity Magazine

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Just 4% of cybersecurity teams have a majority of women on them, with 11% completely lacking any female representation at all, according to new research by ISC2. 

The overall global average suggests that 23% of teams are comprised of women.

The research by ISC2 on the state of diversity in cybersecurity was gathered from the 2400 women that took part in its ISC2 Cybersecurity Workforce Study , just 17% of the total 14,865 people who took part globally.

Of the 11% of participants who said there were no women within their security teams, half worked in the US.

In terms of job titles, more than half (57%) of women participants hold formal security titles like Security Consultant, Security Analyst and Security Engineer, while 43% hold informal titles (e.g., IT Manager, IT Director, VP IT). Men who participated in the study hold formal security job titles at a higher rate, at 63%.

Cybersecurity’s Ethnicity Problem

The ISC2 research also explored the average cybersecurity salary in the US by gender and ethnicity.

The average global salary of women participants in ISC2's 2023 study was $109,609 compared to $115,003 for the men who participated, a difference of $5,400.

These pay disparities grow for US participants of color and the average salary of men of color respondents was $143,610, while the average for women of color respondents was $135,630 – a difference of nearly $8,000.

In addition, 29% of women felt that they were discriminated against in the workplace, compared to 19% of men.

Overall, women of Black or African descent in Canada, the UK and Ireland reported the highest levels of discrimination, with 53% feeling discriminated against, while white and Black/African American (US) men reported the lowest levels (14% each).

Women’s Role in Filling the Cybersecurity Workforce Gap

The profession needs to grow by almost 75% to close the current cybersecurity workforce gap, according to ISC2, which stands at 4 million people.

The number of women working in cybersecurity has remained consistent year-to-year, ISC2 has found. It is estimated that the industry is made up of between 20-25% women.

ISC2 expects this percentage to rise as more young people enter the profession.

The data showed a higher representation of women within the respondent pool, starting with the age range 39–44 (16%), and the percentage increased as the age decreases (26% in the under 30 age category).

“It’s great to see incremental progress of younger women entering cybersecurity, however, it’s not enough and more needs to be done. We must continue to build a culture for all women that creates a sense of belonging that results in the retention of women in cybersecurity careers,” said ISC2 CEO Clar Rosso.

“Research reveals that the most engaged women in cybersecurity work at organizations that invest time and resources into diversity, equity and inclusion (DEI) initiatives such as offering competitive pay, hosting mentorship programs and establishing an inclusive culture that fosters professional development opportunities.”

Overall, 69% of women respondents said DEI will continue to become more important for their security teams over the next five years compared to 55% of men.

Other Stats from the ISC2 Research

• Cloud Services, Automotive, and Construction are the industries with the highest percentage (28%) of women on security teams, while Military and Utilities had the lowest (20%)
• 66% of women say diversity has contributed to their security team’s success and 78% of women believe an inclusive environment is essential for the team’s success.
• Women reported lower cybersecurity staffing shortages at their organizations than male participants (62% vs. 68%), with their organizations sourcing talent from other departments, implementing job rotations and hiring those without cyber experience at higher rates.
• Women reported higher rates of pursuing cybersecurity in school (14%) compared with men (10%). 
• Women want to work in a constantly evolving field (21%) and one where they can help people and society (16%) at higher rates than men (18% and 14%, respectively).

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New modification of Russian VVER-440 fuel loaded at Paks NPP in Hungary

DECEMBER 14, 2020 — After the recent refueling at power unit 3 of the Hungarian Paks NPP, its VVER-440 reactor has been loaded with a batch of fresh fuel including 18 fuel bundles of the new modification. The new fuel will be introduced at all four operating power units of the Paks NPP, and the amount of new-modification bundles in each refueling will be increased gradually.

Development of the new VVER-440 fuel modification was completed in 2020 under the contract between TVEL JSC and MVM Paks NPP Ltd. Its introduction would optimize the hydro-uranium ratio in the reactor core, enabling to increase the efficiency of fuel usage and advance the economic performance of the power plant operation. All VVER-440 fuel modifications are manufactured at the Elemash Machine-Building Plant, a facility of TVEL Fuel Company in Elektrostal, Moscow Region.

“Introduction of a new fuel is an option to improve technical and economic performance of a nuclear power plant without substantial investment. We are actively engaged in development of new models and modifications of VVER-440 fuel for power plants in Europe. The projects of the new fuels for Loviisa NPP in Finland, Dukovany NPP in the Czech Republic, Mochovce and Bohunice NPPs in Slovakia, are currently at various stages of implementation. Despite the same reactor model, these projects are quite different technically and conceptually, since we take into account the individual needs and requirements of our customers,” commented Natalia Nikipelova, President of TVEL JSC.

For reference:

The project of development and validation of the new fuel has been accomplished with participation of a number of Russian nuclear industry enterprises, such as OKB Gidropress (a part of Rosatom machine-building division Atomenergomash), Bochvar Institute (material science research facility of TVEL Fuel Company), Elemash Machine-building plant and Kurchatov Institute national research center. At the site of OKB Gidropress research and experiment facility, the new fuel passed a range of hydraulic, longevity and vibration tests.

Paks NPP is the only functioning nuclear power plant in Hungary with total installed capacity 2000 MWe. It operates four similar units powered by VVER-440 reactors and commissioned one by one in 1982-1987. Currently, Paks NPP is the only VVER-440 plant in the world operating in extended 15-monthes fuel cycle. The power plant produces about 15 bln kWh annually, about a half of electric power generation in Hungary. In 2018, the project of increasing the duration of Paks NPP fuel cycle won the European competition Quality Innovation Award in the nomination “Innovations of large enterprises”. Russian engineers from TVEL JSC, Kurchatov Institute, OKB Gidropress, Bochvar Institute and Elemash Machine-building plant provided assistance to the Hungarian colleagues in accomplishment of the project.

  TVEL Fuel Company of Rosatom incorporates enterprises for the fabrication of nuclear fuel, conversion and enrichment of uranium, production of gas centrifuges, as well as research and design organizations. It is the only supplier of nuclear fuel for Russian nuclear power plants. TVEL Fuel Company of Rosatom provides nuclear fuel for 73 power reactors in 13 countries worldwide, research reactors in eight countries, as well as transport reactors of the Russian nuclear fleet. Every sixth power reactor in the world operates on fuel manufactured by TVEL.  www.tvel.ru