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Creating a Map for Success: AuD /PhD Recruitment, Programming, and Funding STUDENTS. Peggy Nelson, Mark DeRuiter University of Minnesota CAPCSD 2013. Peggy Nelson is an NIH-funded researcher. She has no other financial or nonfinancial relationships to disclose.

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creating a map for success aud phd recruitment programming and funding students

Creating a Map for Success: AuD/PhD Recruitment, Programming, and Funding STUDENTS

Peggy Nelson, Mark DeRuiterUniversity of MinnesotaCAPCSD 2013

creating a map for success funding aud phd students

Peggy Nelson is an NIH-funded researcher. She has no other financial or nonfinancial relationships to disclose.

Mark DeRuiter has no financial or nonfinancial relationships to disclose.

Creating a Map for success: Funding AuD / PhD students
how can we support our aud phd students and develop the next generation of scholars

The need

  • Some solutions
  • Our experience
    • With great appreciation from NIDCD program staff: Daniel Sklare and Janet Cyr
How can we support our AuD / PhD students and develop the next generation of scholars?
the need

Report on general Ph.D. shortages (e.g., 2008)

  • Anecdotally, there are concerns that the Au.D. will create a vacuum of Ph.D.-level researchers
    • Data?
  • Anecdotally, there are concerns re: attrition
    • Data?
The need
some solutions education

From the need we have seen diverse solutions, including:

    • Programs with multiple points of entry
    • Blended curricula
    • Focused curricula (research vs. teaching)
    • Different options for culmination of the degree
      • University/graduate school constraints
Some solutions: Education
our experience flexibility funding

An attempt to pull from multiple models:

    • Multiple points of entry
    • Positive “cross talk” across degree programs/departments
    • Tri-level focus: Clinician, Scholar, Researcher

Time

    • Flexible degree conferral
  • Each of these factors assists us with funding:
    • Ability to advise students to take advantage of funding as it is available
    • Ability to take advantage of timing of externships and research opportunities
Our experience:Flexibility = funding
our experience sample curriculum

Flexibility has been key to funding

      • http://slhs.umn.edu/assets/pdf/AuD%20PhD%20Sample%20Curriculum.pdf
    • Fellowships (endowed)
    • Teaching assistantships
    • Research assistantships
      • Relationships across departments
    • Grant funding (Nelson)
  • Challenge: It has created a small amount of angst for some students
    • Advising is critical to help students understand that they will finish, but paths will vary
Our experience:Sample curriculum
a special note from nidcd to emerging investigators

Three programs in research intensive institutions

(Vanderbilt, BTNRH, and NCRAR)

Provide summer research experiences to AUD students nationwide each summer

NIDCD travels all these trainees to AAS to present their research projects; several trainees are pursuing Ph.D. training post-AuD

  • AuD-PhD dual-degree programs are beginning to form
  • National Clinician-Investigator Mentoring Networks Research

ASHA (Pathways Program)

Duke University/ Duke Clinical Research Institute

A Special Note from NIDCD to Emerging Investigators…
on line resources from asha and nidcd

ASHA/NIDCD Clinical Investigator Mentorship Network, that goes under the name of the Pathways Program.

http://www.asha.org/Research/Pathways-Program/

August Report emerging NIDCD Research Training Workshop

“Moving the NIDCD Research Training Program Forward in Fiscally Constrained Times”

http://www.nidcd.nih.gov/research/training/Pages/Moving-NIDCD-Research-Training-Forward-2012.aspx

On Line Resources from ASHA andNIDCD
selected nidcd research training and career development awards
Selected NIDCD Research Training and Career Development Awards

Ruth L. Kirschstein National Research Service Awards (NRSAs)

Individual Fellowships

F30- Integrated Dual Degree (MD/PhD, AuD/PhD, etc)

F31- Predoctoral training (diversity and “generic”)

F32- Postdoctoral training

Institutional Training Grants (T32, T35)

Career Development (K-)Awards

Mentored Junior Clinician-Investigator (K08, K23)

Early-Stage Career Transition (K99/R00)

Junior-Midcareer Mentored Research Scientist Development (K01, K25)

slide12

NIDCD-Supported Individual NRSA

Fellowship Mechanisms

  • Individual NRSA’s (F’s) represent ~1.3% of NIDCD’s budget
  • Unique expedited submission-to-award timeline
  • Current portfolio (as of 8/15/12) totals 107 awards: 10 F30 awards; 57 F31 awards;
  • & 40 F32 awards
slide13

Submitted* NIDCD Individual NRSA

Fellowship Applications by Mechanism

*If the original and amended submissions are reviewed in the same FY, they are only counted once

nih fy11 dual degree nrsa f30 success rates
NIH FY11 Dual-Degree NRSA (F30) Success Rates*

9 NIH Institutes participated in the F30 mechanism

*If the original and amended submissions are reviewed in the same FY, they are only counted once

nih fy11 predoc nrsa f31 success rates
NIH FY11 Predoc NRSA (F31) Success Rates

9 NIH Institutes participate in the “generic” F31 mechanism

nih fy11 postdoc nrsa f32 success rates
NIH FY11 Postdoc NRSA (F32) Success Rates*

503

20 NIH Institutes participated in the F32 mechanism

Data not shown for NIEHS, NINR, NHGRI, NIDCR, NCCAM, NIAAA; each had <25 submitted applications.

slide17

Success of NIDCD F31 Awardees in

Obtaining Subsequent NIH F32 or R03 Awards

  • For F31 awardees whose fellowship ended in FY1990-2009 (n=282):
      • 39% applied for an NIH F32 or R03
      • 55% of those who applied were successful, which is a 22% award rate overall (total)
      • of the PIs who had subsequent awards, 69% were F32s; 31% were R03s; 4 had both F32 and R03
slide18

Success of NIDCD F32 Awardees in

Obtaining Subsequent RPG* Awards

(*R01, NIDCD R03, R15, and R29)

  • For F32 awardees whose fellowship ended in FY1990-2005 (n=259):
      • 47% applied for a subsequent NIH RPG*
      • 70% of those who applied were successful, which is a 33% award rate overall (85/259 total)
continue the discussion

Consider multi-pronged solutions that fit our institutions

Encourage conversation with NIDCD

Encourage students to pursue pre-doctoral funding options to increase their likelihood of post-doctoral research support

Continue the Discussion
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