Research Round-Up

Research Round-Up is a communication devoted to sharing information related to open funding opportunities and research administration procedures.

For additional information on deadlines, processes and procedures, please instead see our Sponsored Programs Support Services webpage.

Friendly Reminder: Proposal Request Form 

Individuals serving as principal investigator on a CEHS-led proposal or co-investigator/collaborator on a grant proposal led by another college or external organization must submit a Proposal Request Form a minimum of 4 weeks prior to the proposal due date.  Doing so ensures the timely routing of your proposal for review and approval by College administration, Central Sponsored Programs Administration (formerly known as University Research Services), Grants & Contracts Financial Administration, and, if required, University Research Compliance.           

Please address any questions or concerns regarding the information contained below to the CEHS Sponsored Programs team: Kayley Watson (Kayley.Watson@okstate.edu), Samar Abid (SamarAA@okstate.edu), and Trisha Sutton (Trisha.Sutton@okstate.edu).

Tip of the Month

• Reminder: Holidays can affect proposal routing and submission timelines

  As Thanksgiving and Winter Break are approaching, please keep in mind that the university is closed for several business days for these holidays.

   

  At minimum, OSU’s administrative offices will be unavailable on the following dates:

  • November 27^th and 28^th
  • December 24^th through January 2^nd

  Those of you who are planning to submit a proposal in November, December, or early January, please keep in mind that these holidays shorten the amount of time we have to process your proposal for approval, so it’s best to give as much prior notice as possible to ensure a feasible timeline.

   

  If you are interested in a solicitation but unsure if the deadline is achievable, please feel free to reach out to me at kayley.watson@okstate.edu.

For Your Information

• OSU Webpage for Guidance and News Related to Recent Executive Orders and Federal Actions

  OSU’s Vice President for Research office has crafted a web page that includes internal communication, as well as helpful resource information from national associations (e.g., APLU’s Council on Research; Council on Government Relations) regarding the recent executive orders (and rescinding these orders).

   

  https://research.okstate.edu/faculty-resources/guidance-executive-orders.html

   

• OSU Promoting Research Excellence - Workshop Series

  Purpose

  In partnership with the OSU Edmon Low Library, the Division of the Vice President for Research has launched a new series of workshops, Promoting Research Excellence (“PRE”) for OSU faculty. The overarching theme of the series is research integrity from inception through dissemination, addressing issues that arise during the life cycle of a research study and providing suggestions for best practices.

   

  The intent of the workshop series, Promoting Research Excellence is to build a community of practice on being a successful scholar in an academic environment – which squarely aligns the OSU strategy to become the PREeminent land-grant university.

   

  FALL 2025 WORKSHOPS:

   

  Who Did What, When, and Why: Research Recordkeeping with Authorship in Mind

  Deciding who to include as authors on an academic publication can be a challenging and sometimes contentious process. This session will overview various aspects of research documentation, from project conceptualization through the drafting and editing phase. It will emphasize recordkeeping strategies to help maintain a paper trail of individual contributions to a project and facilitate authorship determination.

  • Presenter: Dani Kirsch (Assistant Professor, Library)
  • Date: Thursday, November 6, 2025
  • Time: 3:00 PM - 4:00 PM
  • Location: Online
  • Register: https://okstate.libcal.com/calendar/events/authorship_recordkeeping 

   

  Questionable Authorship Practices: Understanding and Addressing the Challenges

  Pressures to publish and compete for prestige can give rise to questionable authorship practices that compromise research integrity. These include gift authorship, manipulative affiliations, buying/selling authorship, hyperprolific publishing, and even fictitious authors. Such practices undermine trust in scholarship and can cause undue advantage or harm to researchers’ professional credibility and advancement. This session will survey these practices, examine some underlying causes, and consider approaches to addressing them, such as authorship taxonomies, clear institutional and journal policies, early contributor discussions, and transparent contributor statements.

  • Presenter: Clarke Iakovakis (Associate Professor, Library)
  • Date: Thursday, December 4, 2025
  • Time: 3:00 PM - 4:00 PM
  • Location: Online
  • Register: https://okstate.libcal.com/calendar/events/questionable_authorship 

   

• New NIH Policy on AI Use in NIH Research Applications and Limiting Submissions per PI

  From an NIH Extramural Nexus article:

  NIH has recently announced a new policy that will continue to support originality, creativity, and fairness in the research application process. NIH has noticed that some Principal Investigators (PIs) have been submitting a large number of research applications that far exceed the numbers we traditionally expect and may have been prepared using artificial intelligence (AI) tools. 

   

  While AI may be a helpful tool in preparing applications, the rapid submission of large numbers of research applications from a single PI may undermine the fairness and originality of the research application process and unfairly strain NIH’s application review processes.  

   

  As use of AI tools becomes more commonplace, it is important to remember that applicants may use AI in limited aspects to reduce administrative burden while preparing applications. However, applicants should be mindful of the concerns around research misconduct or lack of originality when using such tools. Remember, NIH peer reviewers are prohibited from using AI for their critiques.   

   

  To address these issues, the new policy is effective for the September 25, 2025, receipt date and beyond: 

  • Applications that are either substantially developed by AI or containing sections substantially developed by AI are not considered the original ideas of applicants and will not be considered by NIH. 
  • NIH will also only accept up to six new, renewal, resubmission, or revision applications from an individual PD/PI (Program Director/Principal Investigator) or Multiple Principal Investigator for all council rounds in a calendar year.  For more details on applicability, investigator roles, and impacted application types, please see these new FAQs.  

   

  Based on historical data, we expect this policy will impact a relatively small number of investigators. For example, in 2024 only 1.3% of applicants submitted more than 6 applications.
• A Centralized and Simple Resource to Learn About Research Areas of Interest to NIH

  NIH has announced a new centralized and simplified resource, called NIH Highlighted Topics, that informs the research community about particular areas of science of interest to NIH. Visiting this resource early and often when conceptualizing your research ideas will help ensure you are aware of some of NIH’s latest scientific interests. It also aims to help facilitate innovation and discovery through a strong focus on more investigator initiated driven research.  

   

  Our Highlighted Topics resource represents scientific areas where NIH encourages applications from the community. These topics target areas within the NIH mission, including areas that may not be readily associated with the particular funding Institute or Center or may even be a new or emerging area that is not well known. Please understand that these are simply topical area descriptions, not funding opportunities. 

   

  If a particular topic is of interest, researchers must develop an investigator-initiated application through one of our Parent Announcements or other broad NIH funding opportunities available on Grants.gov. 

• Required Trainings in the CITI Program for all federal proposals & awards

  Over the summer, some changes to compliance requirements have been put into place regarding sponsored programs. Specifically, there are now several training course requirements at the time of proposal submission (and continue to be required at award stage). (Note: The changes are a consequence of federal agency regulations that recently went into effect.)

   

  These requirements will be checked for each personnel listed on the Research Team in the Cayuse system, and must be marked as passed for each person in order for University Research Compliance to give their approval. While the federal agency regulations continue to evolve, it is our recommendation that Principal Investigators and their team members/key personnel be proactive and complete necessary training courses well in advance, so that the routing approval process in Cayuse is not held up.

   

  The table here summarizes the training course requirements by sponsor.

   

  Which Training Course?	Required by Which Sponsors?	When? Training Course Completion	How Often? Training Course Frequency
  Conflict of Interest (CoI)^	All sponsors*	Time of proposal submission	3 years
  Responsible Conduct of Research (RCR)	Sponsor or Prime Sponsor is NIH, NSF or USDA**	Time of proposal submission	3 years
  Undue Foreign Influence	Sponsor or Prime Sponsor is federal agency	Time of proposal submission	3 years
  Research Security	Sponsor or Prime Sponsor is federal agency	Time of proposal submission	Annually

  *This is a requirement of current University policy # 4-0130.

  **Could be required by other agencies

  ^ In addition to the training course in Conflict of Interest, all investigators and key personnel with funded projects are required to disclose Conflicts of Interest on an annual basis through the OneAegis system. (If a perceived/actual conflict is determined, then a CoI management plan is developed and approved.)

   

  People will be able to meet these requirements by completing online courses offered by CITI (Collaborative Institutional Training Initiative). Our colleagues in University Research Compliance can provide clarifications and additional information, and they have webpages for…

  • CITI course in CoI: https://research.okstate.edu/research-compliance/coi/training.html
  • CITI course in RCR: https://research.okstate.edu/research-compliance/rcr/training.html 

   

  If you have any questions or trouble with these systems, please contact URC:

   

  Gina Cosden

  COI Manager

  405-744-1676

  coi@okstate.edu

  gina.cosden@okstate.edu

Funding Opportunities

• LIMITED SUBMISSION: [National Science Foundation] EPSCoR Research Infrastructure Improvement: 2026 EPSCoR Research Fellows

  https://okstate.infoready4.com/#competitionDetail/1999059

   

  Internal Submission Deadline: Friday, February 6, 2026

  Funding Organization's Deadline: Tuesday, April 14, 2026

   

  NSF Solicitation: https://new.nsf.gov/funding/opportunities/epscor-research-infrastructure-improvement-epscor-research/nsf24-528/solicitation

   

  The Established Program to Stimulate Competitive Research is designed to fulfill the mandate of the National Science Foundation (NSF) to promote scientific progress nationwide. NSF EPSCoR facilitates the establishment of partnerships among academic institutions, government, industry, and non-profit sectors that are designed to promote sustainable improvements in a jurisdiction's research infrastructure, Research and Development (R&D) capacity, and R&D competitiveness of EPSCoR-eligible jurisdictions (i.e., states, territories, and commonwealths). Eligibility to participate in the EPSCoR funding opportunities, including the EPSCoR RII: EPSCoR Research Fellows program, is described on the NSF EPSCoR website. 

   

  EPSCoR RII: EPSCoR Research Fellows directly aligns with the NSF EPSCoR strategic goal of establishing sustainable Science, Technology, Engineering, and Mathematics (STEM) professional development pathways that advance workforce development and effects engagement in STEM at national and global levels. EPSCoR RII: EPSCoR Research Fellows provides awards to build research capacity in institutions and transform the career trajectories of investigators and further develop their individual research potential through collaborations with investigators from the nation’s premier private, governmental, or academic research institutions and/or centers. The fellowship provides opportunities to establish strong collaborations through extended or periodic collaborative visits to a selected host site. Through collaborative research activities with the host site, Fellows will be able to learn new techniques, develop new collaborations, advance existing partnerships, benefit from access to unique equipment and facilities, and/or shift their research toward potentially transformative new directions. The experiences gained through the fellowships are intended to have lasting impacts that will enhance the Fellows’ research trajectories well beyond the award period. The benefits to the Fellows are also expected to improve the research capacity of their institutions and jurisdictions more broadly.  

   

  NOTE: Although EPSCoR Research Infrastructure Improvement (RII): EPSCoR Research Fellows offers two tracks NSF and NASA, OSU does NOT QUALIFY for the NASA track.

   

  In both tracks, the EPSCoR RII: EPSCoR Research Fellows program provides opportunities for the participation of one trainee, who must be an undergraduate or graduate student enrolled full-time in an accredited degree program, or a postdoctoral researcher from an EPSCoR jurisdiction. Staff members, such as technicians or lab assistants could be considered as trainees when properly justified.

• [National Institutes of Health] Small Research Grant Program (Parent R03 Clinical Trial Not Allowed)

  https://grants.nih.gov/grants/guide/pa-files/PA-25-302.html

   

  DEADLINE: February 16, 2026 (following Standard Due Dates)

   

  The NIH Small Research Grant Program supports discrete, well-defined projects that realistically can be completed in two years and that require limited levels of funding. This program supports different types of projects including, but not limited to, the following:

  • Pilot or feasibility studies;
  • Secondary analysis of existing data;
  • Small, self-contained research projects;
  • Development of research methodology; and
  • Development of new research technology

   

  Applications are assigned to participating Institutes and Centers (ICs) based on receipt and referral guidelines and applications may be assigned to multiple participating ICs with related research interests. Applicants are encouraged to identify a participating IC that supports their area of research via the R03 IC-Specific Scientific Interests and Contact website and contact Scientific/Research staff from relevant ICs to inquire about their interest in supporting the proposed research project.

   

  This Notice of Funding Opportunity does not accept applications proposing clinical trial(s).

• [U.S. DHHS – Administration for Community Living] Rehabilitation Research and Training Center (RRTC) on Interventions to Promote Community Living Among People with Disabilities

  https://www.grants.gov/search-results-detail/360525

   

  Note: This is a Forecasted Opportunity. The solicitation is not posted yet, but is expected to be posted on January 21^st, 2026 with an expected application deadline of March 23^rd, 2026.

   

  The purpose of the RRTCs is to achieve the goals of, and improve the effectiveness of, services authorized under the Rehabilitation Act through well-designed research, training, technical assistance, and dissemination activities in important topical areas as specified by NIDILRR. This particular opportunity is for an RRTC to conduct research toward evidence-based services, supports, or interventions to promote community living outcomes among people with disabilities. NIDILRR plans to make one grant under this opportunity. The grant will have a 60-month project period, with five 12-month budget periods.

   

  Link to Additional Information: https://acl.gov/programs/research-and-development/rehabilitation-research-and-training

• [National Science Foundation] Science of Learning and Augmented Intelligence

  https://www.nsf.gov/funding/opportunities/science-learning-augmented-intelligence
  
  DEADLINE: February 11, 2026

  
  Science of Learning and Augmented Intelligence (SL) supports potentially transformative research that develops basic theoretical insights and fundamental knowledge about principles, processes and mechanisms of learning, and about augmented intelligence — how human cognitive function can be augmented through interactions with others or with technology, or through variations in context.

   

  The program supports research addressing learning in individuals and in groups, across a wide range of domains at one or more levels of analysis, including molecular and cellular mechanisms; brain systems; cognitive, affective and behavioral processes; and social and cultural influences. 

   

  The program also supports research on augmented intelligence that clearly articulates principled ways in which human approaches to learning and related processes, such as in design, complex decision-making and problem-solving, can be improved through interactions with others or through the use of artificial intelligence in technology. These could include ways of using knowledge about human functioning to improve the design of collaborative technologies that have the capacity to learn to adapt to humans.

   

  For both aspects of the program, there is special interest in collaborative and collective models of learning and intelligence that are supported by the unprecedented speed and scale of technological connectivity. This includes emphasis on how people and technology working together in new ways and at scale can achieve more than either can attain alone. The program also seeks explanations for how the emergent intelligence of groups, organizations and networks intersects with processes of learning, behavior and cognition in individuals.   

   

  Projects that are convergent or interdisciplinary may be especially valuable in advancing basic understanding of these areas, but research within a single discipline or methodology is also appropriate. Connections between proposed research and specific technological, educational and workforce applications will be considered as valuable broader impacts but are not necessarily central to the intellectual merit of proposed research. The program supports a variety of approaches, including experiments, field studies, surveys, computational modeling, and artificial intelligence or machine learning methods.

  
  Examples of general research questions within scope of Science of Learning and Augmented Intelligence (SL) include:

  • What are the underlying mechanisms that support transfer of learning from one context to another or from one domain to another? How is learning generalized from a small set of specific experiences? What is the basis for robust learning that is resilient against potential interference from new experiences? How is learning consolidated and reconsolidated from transient experience to stable memory?
  • How do human interactions with technologies, imbued with artificial intelligence, provide improved human task performance? What models best describe the interplay of the individual and collaborative processes that lead to co-creation of knowledge and collective intelligence? In what ways do the capacities and constraints of human cognition inform improved methods of human-artificial intelligence collaboration? 
  • How can we integrate research findings and insights across levels of analysis, relating understanding of cellular and molecular mechanisms of learning in the neurons, to circuit and systems-level computations of learning in the brain, to cognitive, affective, social and behavioral processes of learning? What is the relationship between assembly of new networks (development) and learning new knowledge in a maturing or mature brain? What concepts, tools (including Big Data, machine learning, and other computational models) or questions will provide the most productive linkages across levels of analysis?
  • How can insights from biological learners contribute and derive new theoretical perspectives to artificial intelligence, neuromorphic engineering, materials science and nanotechnology? How can the ability of biological systems to learn from relatively few examples improve efficiency of artificial systems? How do learning systems (biological and artificial) address complex issues of causal reasoning? How can knowledge about the ways in which humans learn help in the design of human-machine interfaces?
• [National Institutes of Health] Stephen I. Katz Early Stage Investigator Research Project Grant (R01)

  Solicitation for “Basic Experimental Studies with Human Required”
  Solicitation for “Clinical Trial Not Allowed”

   

  DEADLINE: January 27, 2026

   

  The purpose of the Stephen I. Katz Early Stage Investigator Research Project Grant is to provide a new pathway for Early Stage Investigators (ESIs) who wish to propose research projects in a new direction for which preliminary data do not exist.  Named in honor of the late National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS) Director, Stephen I. Katz, M.D., Ph.D., this notice of funding opportunity (NOFO) is open to a broad range of scientific research relevant to the mission of the participating NIH Institutes and Centers (ICs). Proposed projects must represent a change in research direction for the ESI and should be innovative and unique. A distinct feature for this NOFO is that applications must not include preliminary data. PD/PI's who wish to propose research projects consistent with their past work or training and/or supported by preliminary data, should apply to the Parent R01 or other NOFOs allowing for preliminary data. More information and FAQs are available on the Katz award program website.

   

  Created in 2020, the Katz award provides a unique opportunity for early-stage investigators to take their research in a completely new direction, thereby stimulating innovation and encouraging new approaches to solving problems. This NOFO is appropriate for ESIs who wish to initiate a research project in an area different from their previous research focus and/or training experience, and therefore have not produced preliminary data. Proposed research projects can rely on the PD/PI’s prior work and expertise as its foundation, but must not be an incremental advancement, expansion, or extension of a previous research effort. The change in research direction could involve, for example, a new approach, methodology, technique, discipline, therapeutic target, and/or new paradigm, different from the ESI’s previous research efforts. Importantly, the proposed direction must represent a change in research direction for the PD/PI. Because a change in research direction is heavily dependent upon the area of investigation, candidates are strongly encouraged to contact a program director to discuss their proposed project. If the application proposes multiple Principal Investigators (MPIs), all PD/PIs must be ESIs and the proposed project must be a change in research direction for all MPIs.

   

• [National Science Foundation] STEM K-12 (STEM K-12)

  https://www.nsf.gov/funding/opportunities/stem-k-12-nsf-stem-k-12

   

  DEADLINE: Full proposal accepted anytime!

   

  The NSF STEM K-12 program in the Division of Research on Learning in Formal and Informal Settings (DRL) in the Directorate for STEM Education (EDU) supports fundamental, applied, and translational research that advances STEM teaching and learning and improves understanding of education across the human lifespan and a range of formal and informal settings.

   

  The NSF STEM K-12 program encourages multidisciplinary collaborations that bring together expertise and methodological approaches from various fields, including education research, social and behavioral sciences, implementation sciences, computer science, and all STEM disciplines. In addition, the program encourages partnerships that integrate perspectives from education research, education practice, and industry, as well as perspectives of learners and other critical stakeholders who would benefit from the work.

   

  The program also welcomes quantitative, qualitative, mixed method approaches, and a range of research and/or development efforts across broad areas of scientific inquiry, including but not limited to:

  • foundational studies that advance theory or build new conceptual frameworks related to STEM learning and teaching;
  • design-based research that iteratively develops and refines learning environments, instructional models, systems, or approaches;
  • projects aimed at cultivating the skills, dispositions, and knowledge needed to succeed in computer science, AI pathways, and technology careers, and more generally build capacity in the STEM workforce;
  • development and study of innovations for teaching and learning (e.g., curricula, assessments, professional learning resources, technologies, media, etc.) for any STEM field;
  • investigations of teaching and learning processes, including cognitive, motivational, or social aspects of learning;
  • development and use of advanced research methods and analytical frameworks and tools, such as data science methods and machine learning, to study learning at scale or in complex learning environments; and
  • the study of deeper learning and more effective teaching to create opportunities for all Americans everywhere.
• [Spencer Foundation] Research Grants on Education: Small

  https://www.spencer.org/grant_types/small-research-grant

   

  DEADLINE: December 15, 2025

   

  The Small Research Grants on Education Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. Eligible investigators may also request additional supplemental funds for a course release.

   

  We accept applications two times per year.

   

  This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, or method. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education. We seek to support scholarship that develops new foundational knowledge that may have a lasting impact on educational discourse.

   

  We recognize that learning occurs across the life course as well as across settings— from the classroom to the workplace, to family and community contexts and even onto the playing field—any of which may, in the right circumstance, provide the basis for rewarding study that makes significant contributions to the field. We value work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, this program supports proposals from multiple disciplinary and methodological perspectives, both domestically and internationally, from scholars at various stages in their career. We anticipate that proposals will span a wide range of topics and disciplines that innovatively investigate questions central to education, including for example education, anthropology, philosophy, psychology, sociology, law, economics, history, or neuroscience, among others.

   

  Moreover, we expect and welcome methodological diversity in answering pressing questions; thus, we are open to projects that utilize a wide array of research methods including quantitative, qualitative, mixed-methods, ethnographies, computational modeling, design-based research, participatory methods, and historical research, to name a few. We are open to projects that might incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, and/or work closely with practitioners or community members over the life of the project.

   

• [Spencer Foundation] Research-Practice Partnerships: Collaborative Research for Educational Change

  https://www.spencer.org/grant_types/research-practice-partnerships

   

  REQUIRED PRE-PROPOSAL DEADLINE: November 14, 2025

  FULL PROPOSAL DEADLINE: March 31, 2026

   

   

  The Research-Practice Partnership (RPP) Grants Program is intended to support education research projects that engage in collaborative and participatory partnerships with project budgets of up to $400,000 and durations of up to three years. We accept preproposals once a year in this program.

   

  We view partnerships as an important approach to knowledge generation and the improvement of education, broadly construed. Rigorous partnership work is intentionally organized to engage diverse forms of expertise and perspectives, across practitioners, scholars, policymakers, and organizations, as well as disciplines and methods, in knowledge generation around pressing problems of practice and/or policy. Further, RPPs can facilitate the long-term accumulation of knowledge in new ways as researchers and practitioners work together to ask practitioner- and policy-relevant questions on key topics in specific settings over time. Many key problems of practice and policy are historically saturated and require multiple perspectives and long-term engagement if sustainable and systemic change is to occur. Over the long term, we anticipate that research conducted by RPPs will result in new insights into the processes, practices, routines, and policies that improve education for learners, educators, families, communities, and institutions where learning and teaching happen (e.g., schools, universities, community centers, parks, museums, other workplaces).

• [National Institutes of Health] NIDDK Education Program Grants (R25 Clinical Trial Not Allowed)

  https://grants.nih.gov/grants/guide/pa-files/PAR-24-074.html

   

  DEADLINE: January 30, 2026

   

  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 complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs.

   

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

  • Courses for Skills Development: For example, advanced courses in a specific discipline or research area, clinical procedures for research, or specialized research techniques.     
  • Research Experiences: For example, for undergraduate students: to provide hands-on exposure to research, to reinforce their intent to graduate with a science degree, and/or to prepare them for graduate school admissions and/or careers in research; for graduate and medical, dental, nursing and other health professional students: to provide research experiences and related training not available through formal NIH training mechanisms; for postdoctorates, medical residents and faculty: to extend their skills, experiences, and knowledge base; for high school and college science teachers: to enhance their science teaching.     

     

  Activities proposed for applications submitted in response to this NOFO must focus on scientific areas within the mission of NIDDK. NIDDK supports research training skill development and research experiences on diabetes and other endocrine and metabolic diseases; digestive , hepatobiliary and exocrine pancreatic diseases , nutritional disorders, and obesity; and kidney, urologic, and hematologic diseases.  More information can be found at: https://www.niddk.nih.gov/about-niddk/research-areas

   

  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.

   

  Note: Applicants may choose to address one or more of the activities listed above.