Table 2

Participating Faculty Members

Overview

This table should demonstrate that your program has a robust and appropriate group of mentors in terms of rank, research interest, department, mentoring history, and former trainee outcomes.

What kind of information would you like? 

Overall Instructions

  • List participating faculty in alphabetical order by last name.
  • List mentors from UCLA in Part I and partner organization(s) in Part II, if applicable. Omit Part II if only UCLA mentors are participating.
  • Columns 1-6 refer to basic information about the faculty member (name, degree, rank, etc.).
  • Columns 7 – 12 refer to the faculty’s mentoring record of pre- and post-docs who have been or are currently engaged in research training under the faculty’s primary supervision over the past 10 years. Visit our FAQs for more information about who the NIH classifies as an appropriate trainee. 
    • Primary supervision means that the faculty directed the trainee’s pre-doc dissertation or post-doc research project (general dissertation committee membership does not apply).
    • Note that each faculty must list all of their pre- and post-doc trainee data regardless of training program focus (i.e. only pre-docs or only post-docs).
    • Only include pre-doc MD students if they are ALSO pursuing PhDs OR taking a gap year(s) to pursue mentored research.
    • Exclude from these totals:
      • Pre-docs doing research rotations
      • Clinical interns and residents unless they have been or are currently doing full-time, mentored research training in the faculty member’s research group/lab
      • K awardees
      • MD students who are not are also pursuing a PhD
  • Only provide data for the program’s relevant training stage(s). 
    • Pre-docs only: Include pre-doc columns (7–9); omit post-doc columns (10–12).
    • Post-docs only: Include post-doc columns (10–12); omit pre-doc columns (7–9).
    • Both pre- and post-docs: Include both pre- and post-doc columns (7–12).
  • Page Limit: None. For more information visit our FAQs.

Summarize Table 2 data in the Research Training Program Plan narrative Background and Program Faculty subsections. Explain the rationale for selecting mentors, overall mentorship experience, and justification for including faculty with limited experience. While NIH does not specify the number of mentors, projects should have a focused and diverse group with sufficient expertise to fully support any potential future trainees.

Guidance by Column

  1. Name. Last Name, First Name and Middle Initial
  2. Degree(s). Only include post-grad degrees (MD, PhD, etc.)
  3. Rank. Rank should correspond to the primary department listed in column 4; for non-academic positions list “Other” followed by their title
  4. Part I. Applicant Organization’s Primary Department/Part II. Partner Organization’s Primary Department.
    1. Part I: The mentors’ primary department, interdepartmental program, division, etc. 
    2. Part II (non-UCLA mentors only). The non-UCLA organization and, in parenthesis, the mentors’ primary department, interdepartmental program, division, etc.; i.e. Caltech (Medical Engineering)
  5. Research Interest. Must be relevant to the proposed training program; be brief, keywords okay to use
  6. Training Role. Select up to three; allowable options include:
    • PD/PI
    • Preceptor or Mentor
    • Executive Committee Member (Exec. Comm.)
    • Other Committee Member (Other Comm.)
    • Other
  7. Predoctorates in Training. Number of pre-doc trainees currently under the faculty’s supervision; if the faculty does not have trainees, list 0
  8. Predoctorates Graduated. Number of pre-doc trainees who earned a doctoral degree that the faculty mentored over the past 10 years; if the faculty does not have trainees, list 0
  9. Predoctorates Continued in Research or Related Careers. Number of pre-doc trainees who earned a doctoral degree during the past 10 years and are currently in a research-related career*
  10. Postdoctorates in Training. Number of post-doc trainees currently under the faculty member’s supervision; if the faculty does not have trainees, list 0
  11. Postdoctorates Completed Training. Number of post-doc trainees who completed training under the faculty member’s supervision over the last 10 years; if the faculty does not have trainees, list 0
  12. Postdoctorates Continued in Research or Related Careers. Number of post-doc trainees who completed their training under the faculty member’s supervision over the last 10 years and are currently in a research-related career*

*Research-related careers can include teaching, administering research or higher education programs, science policy, technology transfer, etc. Additionally, pre-docs who have completed training and moved to post-doc training should be included in this category.

Helpful Hints

Strong Mentorship

  • On the whole, mentors should have strong training backgrounds illustrated by the number of past and present trainees. For mentors with minimal mentorship experience, make a compelling case for their inclusion within the written Program Plan. If not, consider adjusting their participation in favor of more experienced faculty members.
  • While it is acceptable to have some junior faculty on the grant, they should be well supported by the program plan to ensure their trainees’ productivity. To address any potential concerns, indicate that junior mentors will work with more experienced mentors, clarify why they have a break in training, or explain why their unique skillset are invaluable for the program’s success. Many agencies encourage team mentorship, so you can consider pairing junior faculty with a team of more senior mentors.
  • Example: Dr. Smith does not have any past trainees on record and has just 1 pre-doc in training.  Dr. Malik has 5 pre-docs and 4 post-docs who graduated and continued into research careers but no current pre- or post-docs in training. As a new faculty member, your team determines to pair Dr. Smith with Dr. Kahn, who is a more experienced mentor, to keep Dr. Smith on the grant. Dr. Malik recently returned for a 3-year sabbatical but has not expressed vested interest in the training grant, so you remove them from the grant.

Table 2 Video Walkthrough

Table 2 FAQs

Trainees must have been or currently be engaged in research training under the mentor’s primary supervision:

  • Pre-docs: The mentor must chair the pre-doc’s dissertation. This would only include MD students if they are ALSO pursuing PhDs OR taking a gap year(s) to pursue mentored research.
    • Dissertation committee members who are not the chair do not qualify as a mentor.
  • Post-docs: The mentor must directly oversee the post-doc’s research project.
  • F-Awardees are eligible if they fit the above requirements. 
  • Not applicable to be listed as a trainee:
    • K awardees
    • Residency students who are not also pursuing research
    • Project scientists or other non-faculty track positions
    • Undergraduates

Since Table 2 reports the mentors’ training history, and trainees can have co-mentorship teams or change mentors over the course of their pre- and post-doc education, they may be counted more than once. 

Multi-organizational programs should list non-UCLA mentors in Part II to clearly delineate mentors from each organization. 

Research related positions generally require a doctoral degree and can include teaching research skills, administering research or higher education programs, science policy, technology transfer, etc. whether in academia or within the research/pharma industry. Additionally, pre-docs who have completed training and moved to post-doc training should be included in this category.

Yes, PD/PIs are considered participating faculty and serve as mentors. Thus, their institutional and mentorship history data is relevant and should be included.   

NIH Templates & Other Resources