Empty school buses as a representation of student lives lost

The NRA Children’s Museum from Change the Ref is a mile-long convoy of empty school buses in memory of lives lost to guns:

Since 2020, firearms have overtaken car accidents to become the leading cause of death in children, taking over 4368 lives.

With the advent of this horrific moment, we’ve built a mobile museum made of 52 empty school buses representing 4368 victims. Some of the buses feature an exhibit of artifacts, photos, videos, audio recordings, and personal memories of these children who have lost their lives to guns.

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Gatekeeper training at UC Davis focused on student mental health and illness and everything in between

I went to a really useful training yesterday at UC Davis focusing on mental health and illness off students.  I posted a bunch to Twitter during it.  See the tweet below and the thread linked to it.


Also see this Twitter moment I made: https://twitter.com/i/moments/1154119660377239552?s=13.




High school statistics class builds election prediction model

High school seniors, in the Political Statistics class at Montgomery Blair High School in Silver Spring, Maryland, built a prediction model for the upcoming elections:

Under the guidance of Mr. David Stein, this model (which we named the Overall Results of an Analytical Consideration of the Looming Elections a.k.a. ORACLE of Blair) was developed by a group of around 70 high school seniors, working diligently since the start of September. Apart from the youth and enthusiasm that went into making it, the advantage our model has over professionally developed models is transparency. Unlike professionals, we need not have any secrets in regards to how our predictions are generated. In fact, the sections that follow attempt to detail exactly how we come up with all of the numbers involved in our model.

I’m so glad this exists and that young people are learning how to make things like this. My high school self is jealous, because the only statistics he got to learn was punched into a TI-83 calculator.

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How to be a conference pro!

CRZcJlrUsAE8522Academic conferences are the annual meeting places for scientific communities to network, present their latest research, and celebrate the year’s achievements. Conferences like these are a bit different from, say, a science fiction convention or

Upcoming Deadlines for DEB Supplements and other Summer Opportunities

It’s that time of year again when we remind our active grantees about the education and broadening participation supplements available to DEB awards.

Additional details on the components to include in each type of supplement request and information on budgets can be found on-line at http://www.nsf.gov/bio/deb/suppopp.jsp

Deadline:

Requests for this set of DEB supplements should be submitted by Tuesday December 1st, 2015 and the first Tuesday in December annually thereafter. DEB treats our December date as a deadline in the sense that later requests are considered only if there are remaining funds and sufficient time to process the request before the intended start date. All requests must be submitted through FastLane.

Supplement Types:

  • Research Experiences for Teachers (RET)
  • Research Assistantships for High School Students (RAHSS)
  • Research Opportunity Awards (ROA)
  • Research Experiences for Undergraduates (REU)

Additional REU Options for Dimensions of Biodiversity PIs only:

  • Dimensions Broadening Participation Research Experiences for Undergraduates (D-BP-REU)

NOTE: The US-Brazil International Research Experiences for Undergraduates (IREU) opportunity is no longer available.

Other types of supplement requests should be discussed with your program officer. If you have any additional questions, please contact the relevant DEB Program (check the DEB staff listings on the NSF website).

Eligibility:

Supplements are only available to PIs and co-PIs with active DEB awards. Please note that some of the special programs accept supplement requests, and others do not. If your program is not listed here, and/or if you have questions about supplement eligibility for your current award, please contact your cognizant Program Officer.

Program RET RAHSS ROA REU D-BP-REU
Core DEB Y Y Y Y N
EEID Y Y Y Y N
Dimensions of Biodiversity N N N N Y
Genealogy of Life Y Y Y Y N

Before submitting a supplement request, here are a few things to keep in mind:

  • no supplements can be awarded if there are any overdue project reports associated with anyone on the award including co-PIs and all members of a collaborative project
  • supplemental funds must be expended by the expiration date of the original award
  • the IRB/IACUC documentation must be up-to-date and include the time frame of the supplement
  • if the award budget already included Participant Support funds to support students or teachers, you must clearly explain the extenuating circumstances leading to the request for more such funding
  • as budgets allow, DEB typically provides funds for one REU student per year, but will consider supporting two REU students if the PI can demonstrate a unique opportunity for broadening participation from traditionally underrepresented groups in the biological sciences.

Supplement Descriptions:

Additional details on the components to include in each type of supplement request and information on budgets can be found on-line at http://www.nsf.gov/bio/deb/suppopp.jsp

  • RET – The Dear Colleague Letter: “Research Experience for Teachers (RET): Funding Opportunity in the Biological Sciences” (NSF 12-075) describes how NSF awardees can provide integrated research and education experience for K-12 teachers by including the active participation of these teachers in funded research projects. The Division of Environmental Biology (DEB) enthusiastically supports these supplemental awards. The intent of this endeavor is to facilitate professional development of K-12 science teachers through research experience at the cutting edge of science.
  • RAHSS – The Dear Colleague Letter: “Research Assistantships for High School Students (RAHSS): Funding to Broaden Participation in the Biological Sciences” (NSF 12-078) describes how NSF awardees can foster interest in the pursuit of studies in the Biological Sciences; and broaden participation of high school students, particularly those who are underrepresented minorities, persons with disabilities, and women in sub-disciplines where they are underrepresented. The Division of Environmental Biology (DEB) enthusiastically supports these supplemental awards.
  • ROA – The goal of a “Research Opportunity Award (ROA)” (NSF 14-579) opportunities is to enhance the research productivity and professional development of science faculty at primarily undergraduate institutions (including community colleges) through research activities that enable them to explore the emerging frontiers of science. Such research not only contributes to basic knowledge in science but also provides an opportunity to integrate research and undergraduate education. The Division of Environmental Biology (DEB) enthusiastically supports this activity.
  • REU – The “Research Experiences for Undergraduates (REU)” supplements (NSF 13-542) support NSF awardees in providing integrated research experiences for undergraduates. The intent of the REU supplement is to help undergraduates participate fully in a research enterprise, from inception and design of the project, to completion and dissemination of results. REU projects should involve students in meaningful ways in research projects, and provide opportunities for high-quality interaction of students with faculty and/or other research mentors, and access to appropriate facilities and professional development opportunities. Hence, the request should emphasize expected student involvement and mentoring.
  • D-BP-REU – The Dimensions of Biodiversity (DoB) Program encourages requests for supplemental funding to broaden participation in the biodiversity—related workforce. These supplements are funded through the “Research Experiences for Undergraduates (REU)” solicitation (NSF 13-542) and are intended to support students from underrepresented groups and enhance cooperative efforts between PIs with active Dimensions of Biodiversity research awards and faculty at Primarily Undergraduate Institutions (PUIs) or Minority Serving Institutions (MSIs). This two-mentor model allows the REU student the opportunity to work with a DoB investigator and provides continued mentorship from the faculty member at the PUI or MSI after the student’s research experience with the DoB investigator is completed. The BP-REU is only available as a supplement to Dimensions of Biodiversity awards.

 

Beyond the DEB Supplements…

there’s also this opportunity from the NSF International office (note: these follow a separate schedule and procedure from the DEB supplements mentioned above):

The National Science Foundation (NSF) East Asia and Pacific Summer Institutes (EAPSI) Fellowship Program provides U.S. graduate students in science and engineering with an opportunity to spend 8 weeks (10 weeks for Japan) during the summer conducting research at one of the seven host locations in East Asia and Pacific: Australia, China, Japan, Korea, New Zealand, Singapore, and Taiwan. The program is a collaboration between NSF and counterpart agencies in each host location.

EAPSI is open to graduate students who are U.S. citizens or permanent residents and are enrolled in a research-oriented Masters or Ph.D. program in science or engineering. Applicants must propose a research project in a field of science, engineering or STEM education supported by NSF, including Engineering; Computer and Information Science and Engineering; Mathematical and Physical Sciences (Mathematics, Physics, Astronomy, Chemistry, Materials Science); Biological Sciences; Geosciences; Social, Behavioral, and Economic Sciences; Education (STEM); and Multidisciplinary Research in these fields. Applicants identify and contact host researchers on their own, prior to submitting their EAPSI proposal; lists of prospective host institutions are available at the end of each Handbook.

NSF provides EAPSI Fellows with a $5,000 stipend and roundtrip airplane ticket to the host location. Our foreign counterparts provide in-country living expenses and accommodations (arrangements vary by host location). Please see www.nsf.gov/eapsi for additional information for the Program Solicitation (NSF 13-593); host location-specific Handbooks; How to Apply Guide; and Helpful Tips for Applicants.

In 2015, approximately 214 EAPSI Fellows travel to seven locations in the East Asia and Pacific:

  • Australia – 26
  • China – 40
  • Japan – 65
  • Korea – 25
  • New Zealand – 15
  • Singapore – 15
  • Taiwan – 25

The application submission deadline for the Summer 2016 is November 12, 2015.

EAPSI Informational Webinars will be conducted on Tue, Oct. 6, and Fri, Oct. 23 at 2:00 pm ET. Log-in instructions are available at www.nsf.gov/eapsi

 


Upcoming Deadlines for DEB Supplements and other Summer Opportunities

It’s that time of year again when we remind our active grantees about the education and broadening participation supplements available to DEB awards.

Additional details on the components to include in each type of supplement request and information on budgets can be found on-line at http://www.nsf.gov/bio/deb/suppopp.jsp

Deadline:

Requests for this set of DEB supplements should be submitted by Tuesday December 1st, 2015 and the first Tuesday in December annually thereafter. DEB treats our December date as a deadline in the sense that later requests are considered only if there are remaining funds and sufficient time to process the request before the intended start date. All requests must be submitted through FastLane.

Supplement Types:

  • Research Experiences for Teachers (RET)
  • Research Assistantships for High School Students (RAHSS)
  • Research Opportunity Awards (ROA)
  • Research Experiences for Undergraduates (REU)

Additional REU Options for Dimensions of Biodiversity PIs only:

  • Dimensions Broadening Participation Research Experiences for Undergraduates (D-BP-REU)

NOTE: The US-Brazil International Research Experiences for Undergraduates (IREU) opportunity is no longer available.

Other types of supplement requests should be discussed with your program officer. If you have any additional questions, please contact the relevant DEB Program (check the DEB staff listings on the NSF website).

Eligibility:

Supplements are only available to PIs and co-PIs with active DEB awards. Please note that some of the special programs accept supplement requests, and others do not. If your program is not listed here, and/or if you have questions about supplement eligibility for your current award, please contact your cognizant Program Officer.

Program RET RAHSS ROA REU D-BP-REU
Core DEB Y Y Y Y N
EEID Y Y Y Y N
Dimensions of Biodiversity N N N N Y
Genealogy of Life Y Y Y Y N

Before submitting a supplement request, here are a few things to keep in mind:

  • no supplements can be awarded if there are any overdue project reports associated with anyone on the award including co-PIs and all members of a collaborative project
  • supplemental funds must be expended by the expiration date of the original award
  • the IRB/IACUC documentation must be up-to-date and include the time frame of the supplement
  • if the award budget already included Participant Support funds to support students or teachers, you must clearly explain the extenuating circumstances leading to the request for more such funding
  • as budgets allow, DEB typically provides funds for one REU student per year, but will consider supporting two REU students if the PI can demonstrate a unique opportunity for broadening participation from traditionally underrepresented groups in the biological sciences.

Supplement Descriptions:

Additional details on the components to include in each type of supplement request and information on budgets can be found on-line at http://www.nsf.gov/bio/deb/suppopp.jsp

  • RET – The Dear Colleague Letter: “Research Experience for Teachers (RET): Funding Opportunity in the Biological Sciences” (NSF 12-075) describes how NSF awardees can provide integrated research and education experience for K-12 teachers by including the active participation of these teachers in funded research projects. The Division of Environmental Biology (DEB) enthusiastically supports these supplemental awards. The intent of this endeavor is to facilitate professional development of K-12 science teachers through research experience at the cutting edge of science.
  • RAHSS – The Dear Colleague Letter: “Research Assistantships for High School Students (RAHSS): Funding to Broaden Participation in the Biological Sciences” (NSF 12-078) describes how NSF awardees can foster interest in the pursuit of studies in the Biological Sciences; and broaden participation of high school students, particularly those who are underrepresented minorities, persons with disabilities, and women in sub-disciplines where they are underrepresented. The Division of Environmental Biology (DEB) enthusiastically supports these supplemental awards.
  • ROA – The goal of a “Research Opportunity Award (ROA)” (NSF 14-579) opportunities is to enhance the research productivity and professional development of science faculty at primarily undergraduate institutions (including community colleges) through research activities that enable them to explore the emerging frontiers of science. Such research not only contributes to basic knowledge in science but also provides an opportunity to integrate research and undergraduate education. The Division of Environmental Biology (DEB) enthusiastically supports this activity.
  • REU – The “Research Experiences for Undergraduates (REU)” supplements (NSF 13-542) support NSF awardees in providing integrated research experiences for undergraduates. The intent of the REU supplement is to help undergraduates participate fully in a research enterprise, from inception and design of the project, to completion and dissemination of results. REU projects should involve students in meaningful ways in research projects, and provide opportunities for high-quality interaction of students with faculty and/or other research mentors, and access to appropriate facilities and professional development opportunities. Hence, the request should emphasize expected student involvement and mentoring.
  • D-BP-REU – The Dimensions of Biodiversity (DoB) Program encourages requests for supplemental funding to broaden participation in the biodiversity—related workforce. These supplements are funded through the “Research Experiences for Undergraduates (REU)” solicitation (NSF 13-542) and are intended to support students from underrepresented groups and enhance cooperative efforts between PIs with active Dimensions of Biodiversity research awards and faculty at Primarily Undergraduate Institutions (PUIs) or Minority Serving Institutions (MSIs). This two-mentor model allows the REU student the opportunity to work with a DoB investigator and provides continued mentorship from the faculty member at the PUI or MSI after the student’s research experience with the DoB investigator is completed. The BP-REU is only available as a supplement to Dimensions of Biodiversity awards.

 

Beyond the DEB Supplements…

there’s also this opportunity from the NSF International office (note: these follow a separate schedule and procedure from the DEB supplements mentioned above):

The National Science Foundation (NSF) East Asia and Pacific Summer Institutes (EAPSI) Fellowship Program provides U.S. graduate students in science and engineering with an opportunity to spend 8 weeks (10 weeks for Japan) during the summer conducting research at one of the seven host locations in East Asia and Pacific: Australia, China, Japan, Korea, New Zealand, Singapore, and Taiwan. The program is a collaboration between NSF and counterpart agencies in each host location.

EAPSI is open to graduate students who are U.S. citizens or permanent residents and are enrolled in a research-oriented Masters or Ph.D. program in science or engineering. Applicants must propose a research project in a field of science, engineering or STEM education supported by NSF, including Engineering; Computer and Information Science and Engineering; Mathematical and Physical Sciences (Mathematics, Physics, Astronomy, Chemistry, Materials Science); Biological Sciences; Geosciences; Social, Behavioral, and Economic Sciences; Education (STEM); and Multidisciplinary Research in these fields. Applicants identify and contact host researchers on their own, prior to submitting their EAPSI proposal; lists of prospective host institutions are available at the end of each Handbook.

NSF provides EAPSI Fellows with a $5,000 stipend and roundtrip airplane ticket to the host location. Our foreign counterparts provide in-country living expenses and accommodations (arrangements vary by host location). Please see www.nsf.gov/eapsi for additional information for the Program Solicitation (NSF 13-593); host location-specific Handbooks; How to Apply Guide; and Helpful Tips for Applicants.

In 2015, approximately 214 EAPSI Fellows travel to seven locations in the East Asia and Pacific:

  • Australia – 26
  • China – 40
  • Japan – 65
  • Korea – 25
  • New Zealand – 15
  • Singapore – 15
  • Taiwan – 25

The application submission deadline for the Summer 2016 is November 12, 2015.

EAPSI Informational Webinars will be conducted on Tue, Oct. 6, and Fri, Oct. 23 at 2:00 pm ET. Log-in instructions are available at www.nsf.gov/eapsi

 


The Who’s Who of Grants: Addressing myths about cover pages, status, and credit

A lot of ink has been spilled (bits transferred? attention drained? bandwidth clogged? liquids imbibed? anachronistic metaphors tortured?) with various arguments about the hierarchical nature of science and the race to better position oneself versus one’s colleagues. Whether it’s questions of appropriate authorship, proper acknowledgement, or implicit vs explicit signals for the valuation of individual contributions, it seems like there’s a new discussion every week. Many of these arguments seem to break down around the point where it’s realized that field A, sub-field 1 and field B, sub-field 6 have strikingly different cultures surrounding these issues and the present lessons/problems/solutions from A1 may run counter to the lessons/problems/solutions in B6 even though both use the same short-hand: postdoc problems, authorship problems, tenure credit.

These ongoing cultural dialogues spill over and often get mixed into the proposal and merit review process leading to a proliferation of different beliefs, local customs, and inherited “understandings” of how the system ought to work in your favor if only you had the “right sort” of partner, reviewer, history, etc. In DEB, this is manifest in questions about professional titles, proposal cover pages, biographical sketches and project responsibility.

In this post, we address some of the most frequently encountered myths in this area, with explanations of DEB processes and the supporting NSF policies.

 

Myth 1: A PI ranks above a Co-PI on an NSF proposal/grant.

Fact: Any persons designated by the institution as principal investigators are equally responsible for the direction of the project and submission of reports. We make no distinction in scientific stature between the designations of PI or Co-PI on a proposal/grant. This is explicit NSF-wide policy.

Any time you put multiple people on the cover page, they are officially all co-equal as PIs and you are telling us that “all of the individuals are equally responsible for the conceptual development of this project and will have equal responsibility for ensuring completion of the totality of the award requirements. If any one (or more) of the named individuals were to experience an incapacitating event this day, the remaining person(s) would be able to carry this project to completion in their absence.”

The only practical difference between Co-PIs is that the name on top is the “contact PI”. That’s not a mark of seniority, it’s a matter of organizational efficiency — if we sent all requests and notifications to all co-listed PIs we’d wind up with a lot on non-responses, duplicate responses, and contradictory responses and no way to determine which one had the final say. It is, however, the responsibility of the contact PI to communicate effectively between NSF and any Co-PIs.

 

Myth 2: NSF says I can’t be a PI or Co-PI because I’m not tenure-track.

Fact: NSF does not prohibit any individual[i] from being named as a PI or Co-PI based on employment status.

From the Grant Proposal Guide, “NSF welcomes proposals on behalf of all qualified scientists, engineers and educators.” “Qualified” depends on the nature of the project. “[O]n behalf of” is because proposals are not submitted by PIs, they are submitted by institutions[ii].

Because institutions officially submit proposals, they alone are responsible for determining who they are willing to endorse as (co-)responsible for the scientific direction of the proposal. So, the question of whether you, with your present title and employment arrangement, are eligible to be a PI on a proposal can only be addressed by you and your sponsored research office and the answer will vary. However, whether you can be a PI on an award is subject to final approval from NSF (that’s why you need to request approval to substitute PIs on an active award) and there are rare cases where an award might be delayed because of questions about the qualifications of the proposal PI.

NSF does make one specific pronouncement about PI status: we do not encourage naming graduate students as principal investigators on research grants. But this isn’t a ban (it’s just exceedingly rare) and there are other types of grants such as fellowships and dissertation improvement grants where graduate students are intended to be the person responsible for a proposal/grant.

 

Myth 3: I can only be a PI (on the cover page) of a proposal from my institution.

Fact: Following from the prior myth there are also often questions about requirements on institutional affiliation. But what is “my institution” anyway? Large numbers of researchers have multiple appointments with various academic, educational, non-profit, business, and foreign organizations: any one of which may be an eligible submitting institution.

Simply, you can be a PI of a proposal from any eligible institution that is willing to put you there.

We see proposals all the time with multiple PIs who would primarily associate with different institutions but were designated by the submitting institution as their co-responsible individuals. The contact PI is usually primarily/directly associated with (and usually draws salary from) the submitting institution, but NSF doesn’t require PIs to be employees of the institution and quite often the other names on the list may only be affiliated through sub-awards, intellectual collaborations or adjunct or courtesy appointments. For proposals with sub-awards, the GPG makes it clear that it is a-ok, but in no way required, for the researchers from the other organizations to be Co-PIs if all the institutions agree to it.

 

Myth 4: All PhD-level participants should be listed as senior personnel. Only PhDs can be senior personnel.

Fact: The Grant Proposal Guide explicitly defines 7 distinct categories of project personnel. There are two types of “senior personnel” and five types of “other personnel” tied to lines in the budget. Elsewhere, the GPG uses the slightly more nebulous term “other senior personnel” as a concise way of saying “faculty-equivalent researchers who aren’t (Co-)PI(s) but are making an important intellectual contribution through their work on this project under whatever professional title they may hold”.

All of the people named as project personnel, whether “senior”, “other senior” or just “other”, should have some sort of direct involvement in carrying out the project. But that’s not all! An entirely different category of individual/institutional involvement called “unfunded collaborations” exists to describe those involved with the project in ways other than carrying out the work (e.g., sending you stored samples, providing site access, etc.).

Of all of these ways for your name to possibly appear in a proposal, only one budget-defined sub-category, “Postdoctoral (Scholar, Fellow, or Other Postdoctoral Position)” specifically requires a PhD or equivalent. And, these Postdoctoral participants are considered “other personnel,” no “senior” involved.

All other personnel types, whether “senior” or “other” or “unfunded collaborator” are defined by the role in the project. The definitions are silent about any prior graduate degree(s).

For instance, Principal Investigators are not required to be PhDs; there are entire classes of awards (e.g., DDIGs) that are specific to pre-PhD individuals (see Myth #2 above) and in other fields and different institution types, it’s common to have professional researchers at the Masters level. There are many senior personnel without PhDs.

There are also many cases, where it’s inappropriate for PhD-level contributors to be listed as any sort of senior personnel. The head of some facility who has agreed to give you access but isn’t doing the work would be an unfunded collaborator: there’s no justification for identifying this person as senior personnel and reviewers will readily note that they aren’t actually working on the project. Other individuals primarily providing a specialty service to the intellectual team (someone being paid to carry out a specific technical task such as a professional evaluator of an educational program or a gene sequencing firm, etc.) may be most appropriately identified as “Other Professionals” (budget Line B) or Consultants (budget Line G3).

 

Myth 5: I’m on a postdoctoral appointment so I must/can’t… [too many variations to list]

Fact: Postdocing can be rough (citation: see any day on twitter). And, figuring out how to obtain funding for your science while postdocing can be a big part of that[iii]. We get a lot of inquiries about this and it generates lots of problems.

Questions of the usual “can I be a PI” sort are addressed in Myths 2 and 3 above. (Recap: It’s up to your institution.)

Most problems arising from postdocs on proposals can be avoided by following just one rule of thumb: BE CONSISTENT IN THE PROPOSAL.

More specifically, within a proposal an individual who is employed by an institution on a postdoctoral appointment can be a PI OR a postdoc but never both at the same time. You can’t mix and match documentation in your proposal between the two roles.

Consider this: if there’s a postdoc in the proposal, there needs to be a mentoring plan as part of the proposal that describes how the PI will impart new knowledge and skills to the postdoc. If a single individual is both PI and postdoc, that arrangement falls apart.

The title of your position doesn’t matter to us, but how you are represented in the proposal does. So someone on a postdoctoral appointment preparing a proposal as a (Co-)PI should complete all the parts of a proposal including the budget as a (Co-)PI and ignore anything that says “for post-docs…” because you aren’t a postdoc in the context of the proposal; you’re a (Co-)PI. On the other hand, if you want to be listed as a postdoc on the proposal (we think this is a good idea, see the next myth), then your PI must include a mentoring plan, must list any salary for you on the postdoc line of the budget, and must not put you on the cover page as a Co-PI.

 

Myth 6: Appointing that “junior” researcher to a PI or Co-PI role earns them credit.

Reality-check[iv]: That’s a highly suspect, possibly cynically exploitative, and potentially damaging move for the junior recipient of the “largesse”. Postdocs and grad students, please heed this warning.

Stop and consider who does this benefit? How (or for what purpose)? What is given up? Because, from our perspective this doesn’t favor the junior researcher. Our reasoning is as follows:

Will this help to get the project funded? Some reviewers may buy this maneuver and give the senior researcher collegiality points for promoting a junior person. However, it’s just as likely to be seen as a risk, “why is the less capable person being put in charge?” or a superficial move, “we all know the senior researcher is really in charge.” And, ultimately, the reviewers provide advice. NSF makes the decisions. We’ve seen this before and its effect on the post-review decision-making is generally nil.

Will this help to land a tenure-track position? Possibly, but publications produced as a postdoc or research associate, independent fellowships, and a strong recommendation letter from a successful PI would also demonstrate your abilities much more substantially while preserving beginning investigator status.

What happens if it gets funded? Elevating a postdoc or other (non-tenure track) junior researcher to a PI position does earn them credit as a “PI” in the NSF system. Will this help with tenure? Probably not; grants you received prior to your tenure track position don’t generally count in a tenure package and even if it did count it’s easily discounted by the presence of the senior researcher. What else does PI status mean? Well, for one, it means they will show up as a funded PI and, as we’ve shown, future funding decisions are strongly biased toward giving the money to unfunded PIs. It also means they are no longer eligible as a “beginning investigator” — that person loses the ability to submit their BIO proposals to other funders for simultaneous consideration[v] so it’s limiting their future submission opportunities.

The ONE AND ONLY CASE where this sort of change is probably a good thing is when a postdoc or other PhD-wielding-non-tenure-track-researcher lands that first TT position between a preliminary and full proposal and so could become a PI on a grant that will count fully toward their tenure package.

 

Myth 7: Being the “lead” PI on a collaborative proposal is more valuable than being the PI of a non-lead collaborating proposal.

Fact: The lead PI in a multi-institutional collaborative project is responsible for more paperwork at the proposal submission stage but if the project is funded, each institution gets a separate award and each PI gets their own credit for a project. This is because once the awards of a collaborative project are made, there’s no longer a link between the records. Each PI shows up as a PI on a separate award with the same independent reporting requirements, independent management responsibilities, and nothing in the public record to identify who “led” at the proposal stage.

We, DEB, can go back to the proposal records and force things together to generate reports that reflect those relationships when necessary, but as far as the official award records are concerned, each PI is responsible only for their award and has no relationship to any other. Some efficiency might be gained from coordinating aspects of reporting for instance, but that’s not a requirement or specific authority granted to one PI above all others.

In fact, the “lead” PI on a multi-institutional collaborative has less responsibility than the contact PI on a collaborative managed as a single proposal with sub-awards, because in that case the contact PI/awardee institution is responsible for overseeing the use of funds and reporting accomplishments of institutions external to their own finance and administrative systems. A major incentive for multi-institutional instead of sub-award collaboration is that separate awards are less work for the lead institution if an award is made.

 

Myth 8: I need to be a PI or Co-PI to include my biographical sketch.

Fact: The Grant Proposal Guide is very clear on the “who” of biosketches: they should be present for all senior personnel [(Co-)PIs, Faculty Associates, and that nebulous “other senior personnel”], but it also says they can be provided for postdocs, other professionals, and student RAs if they have particularly relevant qualifications[vi].

Many of you are already aware that FastLane creates a spot for a biographical sketch for each of the up to 5 (Co-)PIs on a proposal, which is the likely source of the myth, but figuring out how to do this for anyone else who should/could have one has been a perennial problem.

So, how do you add biosketches of collaborators not listed on the cover page?

On the proposal prep screen in FastLane you can select the button shown below to enter in the names of any additional people and create spaces in which to upload biosketches.

The Add/Delete Non Co-PI Senior Personnel button in FastLane allows a preparer to list additional names for the inclusion of biographical sketches and current and pending support in a proposal.

PLEASE make a note of this advice because as FastLane heads towards more and more pre-submission compliance checking, time-worn workarounds, like uploading all the biosketches as a single PDF, are going to stop working and eventually block your ability to complete submission.

The label says “senior personnel” but that’s misleading because it doesn’t actually set anything with respect to the persons’ roles or responsibilities so you can use this to add biosketches for other senior personnel as well as any other qualifying individuals. It would be awesome if they’d fix that label, but at least it works.

So, with this one simple step, any additional names of individuals beyond the cover page PIs can be associated with the proposal for the purpose of adding biosketches.


 

[i] Except for the group “persons barred from receiving federal funds“.

[ii] Though an individual can register themself as an institution.

[iii] If you’re in this situation, may we interest you in our previous post on the AAAS Policy Fellowships?

[iv] Since this response is more about experience than referenced current policy, we’ll drop the “fact” label.

[v] Proposals in NSF/BIO are not allowed to be concurrently under consideration with other federal funders; this policy is waived for “beginning investigators” who have never held a federally-funded research grant from any agency.

[vi] Please note however, that this guidance applies to FULL PROPOSALS we have specific restrictions on who can be submitting biosketches with preliminary proposals in DEB.


The Who’s Who of Grants: Addressing myths about cover pages, status, and credit

A lot of ink has been spilled (bits transferred? attention drained? bandwidth clogged? liquids imbibed? anachronistic metaphors tortured?) with various arguments about the hierarchical nature of science and the race to better position oneself versus one’s colleagues. Whether it’s questions of appropriate authorship, proper acknowledgement, or implicit vs explicit signals for the valuation of individual contributions, it seems like there’s a new discussion every week. Many of these arguments seem to break down around the point where it’s realized that field A, sub-field 1 and field B, sub-field 6 have strikingly different cultures surrounding these issues and the present lessons/problems/solutions from A1 may run counter to the lessons/problems/solutions in B6 even though both use the same short-hand: postdoc problems, authorship problems, tenure credit.

These ongoing cultural dialogues spill over and often get mixed into the proposal and merit review process leading to a proliferation of different beliefs, local customs, and inherited “understandings” of how the system ought to work in your favor if only you had the “right sort” of partner, reviewer, history, etc. In DEB, this is manifest in questions about professional titles, proposal cover pages, biographical sketches and project responsibility.

In this post, we address some of the most frequently encountered myths in this area, with explanations of DEB processes and the supporting NSF policies.

 

Myth 1: A PI ranks above a Co-PI on an NSF proposal/grant.

Fact: Any persons designated by the institution as principal investigators are equally responsible for the direction of the project and submission of reports. We make no distinction in scientific stature between the designations of PI or Co-PI on a proposal/grant. This is explicit NSF-wide policy.

Any time you put multiple people on the cover page, they are officially all co-equal as PIs and you are telling us that “all of the individuals are equally responsible for the conceptual development of this project and will have equal responsibility for ensuring completion of the totality of the award requirements. If any one (or more) of the named individuals were to experience an incapacitating event this day, the remaining person(s) would be able to carry this project to completion in their absence.”

The only practical difference between Co-PIs is that the name on top is the “contact PI”. That’s not a mark of seniority, it’s a matter of organizational efficiency — if we sent all requests and notifications to all co-listed PIs we’d wind up with a lot on non-responses, duplicate responses, and contradictory responses and no way to determine which one had the final say. It is, however, the responsibility of the contact PI to communicate effectively between NSF and any Co-PIs.

 

Myth 2: NSF says I can’t be a PI or Co-PI because I’m not tenure-track.

Fact: NSF does not prohibit any individual[i] from being named as a PI or Co-PI based on employment status.

From the Grant Proposal Guide, “NSF welcomes proposals on behalf of all qualified scientists, engineers and educators.” “Qualified” depends on the nature of the project. “[O]n behalf of” is because proposals are not submitted by PIs, they are submitted by institutions[ii].

Because institutions officially submit proposals, they alone are responsible for determining who they are willing to endorse as (co-)responsible for the scientific direction of the proposal. So, the question of whether you, with your present title and employment arrangement, are eligible to be a PI on a proposal can only be addressed by you and your sponsored research office and the answer will vary. However, whether you can be a PI on an award is subject to final approval from NSF (that’s why you need to request approval to substitute PIs on an active award) and there are rare cases where an award might be delayed because of questions about the qualifications of the proposal PI.

NSF does make one specific pronouncement about PI status: we do not encourage naming graduate students as principal investigators on research grants. But this isn’t a ban (it’s just exceedingly rare) and there are other types of grants such as fellowships and dissertation improvement grants where graduate students are intended to be the person responsible for a proposal/grant.

 

Myth 3: I can only be a PI (on the cover page) of a proposal from my institution.

Fact: Following from the prior myth there are also often questions about requirements on institutional affiliation. But what is “my institution” anyway? Large numbers of researchers have multiple appointments with various academic, educational, non-profit, business, and foreign organizations: any one of which may be an eligible submitting institution.

Simply, you can be a PI of a proposal from any eligible institution that is willing to put you there.

We see proposals all the time with multiple PIs who would primarily associate with different institutions but were designated by the submitting institution as their co-responsible individuals. The contact PI is usually primarily/directly associated with (and usually draws salary from) the submitting institution, but NSF doesn’t require PIs to be employees of the institution and quite often the other names on the list may only be affiliated through sub-awards, intellectual collaborations or adjunct or courtesy appointments. For proposals with sub-awards, the GPG makes it clear that it is a-ok, but in no way required, for the researchers from the other organizations to be Co-PIs if all the institutions agree to it.

 

Myth 4: All PhD-level participants should be listed as senior personnel. Only PhDs can be senior personnel.

Fact: The Grant Proposal Guide explicitly defines 7 distinct categories of project personnel. There are two types of “senior personnel” and five types of “other personnel” tied to lines in the budget. Elsewhere, the GPG uses the slightly more nebulous term “other senior personnel” as a concise way of saying “faculty-equivalent researchers who aren’t (Co-)PI(s) but are making an important intellectual contribution through their work on this project under whatever professional title they may hold”.

All of the people named as project personnel, whether “senior”, “other senior” or just “other”, should have some sort of direct involvement in carrying out the project. But that’s not all! An entirely different category of individual/institutional involvement called “unfunded collaborations” exists to describe those involved with the project in ways other than carrying out the work (e.g., sending you stored samples, providing site access, etc.).

Of all of these ways for your name to possibly appear in a proposal, only one budget-defined sub-category, “Postdoctoral (Scholar, Fellow, or Other Postdoctoral Position)” specifically requires a PhD or equivalent. And, these Postdoctoral participants are considered “other personnel,” no “senior” involved.

All other personnel types, whether “senior” or “other” or “unfunded collaborator” are defined by the role in the project. The definitions are silent about any prior graduate degree(s).

For instance, Principal Investigators are not required to be PhDs; there are entire classes of awards (e.g., DDIGs) that are specific to pre-PhD individuals (see Myth #2 above) and in other fields and different institution types, it’s common to have professional researchers at the Masters level. There are many senior personnel without PhDs.

There are also many cases, where it’s inappropriate for PhD-level contributors to be listed as any sort of senior personnel. The head of some facility who has agreed to give you access but isn’t doing the work would be an unfunded collaborator: there’s no justification for identifying this person as senior personnel and reviewers will readily note that they aren’t actually working on the project. Other individuals primarily providing a specialty service to the intellectual team (someone being paid to carry out a specific technical task such as a professional evaluator of an educational program or a gene sequencing firm, etc.) may be most appropriately identified as “Other Professionals” (budget Line B) or Consultants (budget Line G3).

 

Myth 5: I’m on a postdoctoral appointment so I must/can’t… [too many variations to list]

Fact: Postdocing can be rough (citation: see any day on twitter). And, figuring out how to obtain funding for your science while postdocing can be a big part of that[iii]. We get a lot of inquiries about this and it generates lots of problems.

Questions of the usual “can I be a PI” sort are addressed in Myths 2 and 3 above. (Recap: It’s up to your institution.)

Most problems arising from postdocs on proposals can be avoided by following just one rule of thumb: BE CONSISTENT IN THE PROPOSAL.

More specifically, within a proposal an individual who is employed by an institution on a postdoctoral appointment can be a PI OR a postdoc but never both at the same time. You can’t mix and match documentation in your proposal between the two roles.

Consider this: if there’s a postdoc in the proposal, there needs to be a mentoring plan as part of the proposal that describes how the PI will impart new knowledge and skills to the postdoc. If a single individual is both PI and postdoc, that arrangement falls apart.

The title of your position doesn’t matter to us, but how you are represented in the proposal does. So someone on a postdoctoral appointment preparing a proposal as a (Co-)PI should complete all the parts of a proposal including the budget as a (Co-)PI and ignore anything that says “for post-docs…” because you aren’t a postdoc in the context of the proposal; you’re a (Co-)PI. On the other hand, if you want to be listed as a postdoc on the proposal (we think this is a good idea, see the next myth), then your PI must include a mentoring plan, must list any salary for you on the postdoc line of the budget, and must not put you on the cover page as a Co-PI.

 

Myth 6: Appointing that “junior” researcher to a PI or Co-PI role earns them credit.

Reality-check[iv]: That’s a highly suspect, possibly cynically exploitative, and potentially damaging move for the junior recipient of the “largesse”. Postdocs and grad students, please heed this warning.

Stop and consider who does this benefit? How (or for what purpose)? What is given up? Because, from our perspective this doesn’t favor the junior researcher. Our reasoning is as follows:

Will this help to get the project funded? Some reviewers may buy this maneuver and give the senior researcher collegiality points for promoting a junior person. However, it’s just as likely to be seen as a risk, “why is the less capable person being put in charge?” or a superficial move, “we all know the senior researcher is really in charge.” And, ultimately, the reviewers provide advice. NSF makes the decisions. We’ve seen this before and its effect on the post-review decision-making is generally nil.

Will this help to land a tenure-track position? Possibly, but publications produced as a postdoc or research associate, independent fellowships, and a strong recommendation letter from a successful PI would also demonstrate your abilities much more substantially while preserving beginning investigator status.

What happens if it gets funded? Elevating a postdoc or other (non-tenure track) junior researcher to a PI position does earn them credit as a “PI” in the NSF system. Will this help with tenure? Probably not; grants you received prior to your tenure track position don’t generally count in a tenure package and even if it did count it’s easily discounted by the presence of the senior researcher. What else does PI status mean? Well, for one, it means they will show up as a funded PI and, as we’ve shown, future funding decisions are strongly biased toward giving the money to unfunded PIs. It also means they are no longer eligible as a “beginning investigator” — that person loses the ability to submit their BIO proposals to other funders for simultaneous consideration[v] so it’s limiting their future submission opportunities.

The ONE AND ONLY CASE where this sort of change is probably a good thing is when a postdoc or other PhD-wielding-non-tenure-track-researcher lands that first TT position between a preliminary and full proposal and so could become a PI on a grant that will count fully toward their tenure package.

 

Myth 7: Being the “lead” PI on a collaborative proposal is more valuable than being the PI of a non-lead collaborating proposal.

Fact: The lead PI in a multi-institutional collaborative project is responsible for more paperwork at the proposal submission stage but if the project is funded, each institution gets a separate award and each PI gets their own credit for a project. This is because once the awards of a collaborative project are made, there’s no longer a link between the records. Each PI shows up as a PI on a separate award with the same independent reporting requirements, independent management responsibilities, and nothing in the public record to identify who “led” at the proposal stage.

We, DEB, can go back to the proposal records and force things together to generate reports that reflect those relationships when necessary, but as far as the official award records are concerned, each PI is responsible only for their award and has no relationship to any other. Some efficiency might be gained from coordinating aspects of reporting for instance, but that’s not a requirement or specific authority granted to one PI above all others.

In fact, the “lead” PI on a multi-institutional collaborative has less responsibility than the contact PI on a collaborative managed as a single proposal with sub-awards, because in that case the contact PI/awardee institution is responsible for overseeing the use of funds and reporting accomplishments of institutions external to their own finance and administrative systems. A major incentive for multi-institutional instead of sub-award collaboration is that separate awards are less work for the lead institution if an award is made.

 

Myth 8: I need to be a PI or Co-PI to include my biographical sketch.

Fact: The Grant Proposal Guide is very clear on the “who” of biosketches: they should be present for all senior personnel [(Co-)PIs, Faculty Associates, and that nebulous “other senior personnel”], but it also says they can be provided for postdocs, other professionals, and student RAs if they have particularly relevant qualifications[vi].

Many of you are already aware that FastLane creates a spot for a biographical sketch for each of the up to 5 (Co-)PIs on a proposal, which is the likely source of the myth, but figuring out how to do this for anyone else who should/could have one has been a perennial problem.

So, how do you add biosketches of collaborators not listed on the cover page?

On the proposal prep screen in FastLane you can select the button shown below to enter in the names of any additional people and create spaces in which to upload biosketches.

The Add/Delete Non Co-PI Senior Personnel button in FastLane allows a preparer to list additional names for the inclusion of biographical sketches and current and pending support in a proposal.

PLEASE make a note of this advice because as FastLane heads towards more and more pre-submission compliance checking, time-worn workarounds, like uploading all the biosketches as a single PDF, are going to stop working and eventually block your ability to complete submission.

The label says “senior personnel” but that’s misleading because it doesn’t actually set anything with respect to the persons’ roles or responsibilities so you can use this to add biosketches for other senior personnel as well as any other qualifying individuals. It would be awesome if they’d fix that label, but at least it works.

So, with this one simple step, any additional names of individuals beyond the cover page PIs can be associated with the proposal for the purpose of adding biosketches.


 

[i] Except for the group “persons barred from receiving federal funds“.

[ii] Though an individual can register themself as an institution.

[iii] If you’re in this situation, may we interest you in our previous post on the AAAS Policy Fellowships?

[iv] Since this response is more about experience than referenced current policy, we’ll drop the “fact” label.

[v] Proposals in NSF/BIO are not allowed to be concurrently under consideration with other federal funders; this policy is waived for “beginning investigators” who have never held a federally-funded research grant from any agency.

[vi] Please note however, that this guidance applies to FULL PROPOSALS we have specific restrictions on who can be submitting biosketches with preliminary proposals in DEB.


Just Skin Deep — Your Immune System at the Surface

The skin is the human body’s largest organ. At 1.8 square meters for the average adult, skin covers about as much area as a large closet, and accounts for 12-15% of total body weight. The incredible variation in skin — … Continue reading »

The post Just Skin Deep — Your Immune System at the Surface appeared first on PLOS Blogs Network.

APHL Staffer Shares her Career Path with the Next Generation of Public Health Students

By: Bertina Su, MPH, senior specialist, Laboratory Systems and Standards, APHL

Last fall I was invited back to my alma mater to talk about life after University of Maryland’s (UMD) Master of Public Health (MPH) program. A former classmate was coordinating an informational session for undergraduate students to help them get a sense of where the MPH grads went in their careers; she asked me to participate and I happily accepted both because she is a friend but also because I could have used an event like this when I was finishing my undergrad degree.

APHL Staffer Shares her Career Path with the Next Generation of Public Health Students | www.aphlblog.org

My journey into public health was not something that I planned. I earned a bachelor’s degree from Washington and Lee in chemistry, but as graduation loomed, I still had no idea what I wanted to do with my life after receiving my diploma. Reality was sinking in. My fellow chemistry classmates went into research or continued to medical school, and while those options seemed to be the logical next steps, they were not the right fit for me.

I took a year off after graduation to volunteer at Bread for the City, a non-profit in Washington, DC, that provides food, clothing, medical care, legal and social services residents in need; it was there that I became exposed to the world of public health. I worked in the medical clinic doing mostly administrative work helping with health insurance enrollment and coordinating health education programs. I began to understand what public health was, and that I could use my science education in this field to help people. I spoke with many of the staff about how they found their way into public health, and they all had MPH degrees. It became clear that if I wanted to move my career in this direction, I needed to find an MPH program that worked for me. Before I knew it, I was back in school learning about biostatistics, program evaluation and epidemiology. After completing UMD’s two-year MPH program, I interviewed for a program manager position at APHL, and I have been here ever since.

Fast forward a few years… There I am setting up my information table at UMD’s School of Public Health featuring APHL’s Annual Report, Lab Matters and my own business cards. I even wore my APHL STAPH staff t-shirt. I had the opportunity to speak with several students who asked questions mostly about my MPH experience and responsibilities at APHL. Some were not familiar with either public health laboratories or association work, so it was rewarding to expand their knowledge. I talked about my quality improvement and survey work, but their ears really perked up when I told them that I get to travel and work with people all over the country.

I’d love to see undergraduate public health programs hold more events like this one to give the next round of graduates the opportunity to hear from alumni about their journey into the public health workforce and about other career paths they had not considered. While my path into public health may have been unconventional, I am thankful that I took it. The work has been rewarding, and I hope that my participation will encourage another public health student to pursue an equally fulfilling position.

I encourage you to contact your alma mater to share your knowledge, experience and lessons-learned with public health students. You just might inspire someone to pursue a career in a public health lab.