Career Development Symposium - American Neurological Association
Career Development Symposium - American Neurological Association
Career Development Symposium - American Neurological Association
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<strong>Career</strong> <strong>Development</strong><br />
<strong>Symposium</strong><br />
September 24, 2011<br />
Manchester Grand Hyatt ● San Diego, CA
TABLE OF CONTENTS<br />
Page<br />
Course Sponsorship Information………………………………………………………………………………….. 3<br />
Course Agenda ………………………………………………………………………………………….…..……………. 4<br />
Mentoring Session Pairings……………………………………………………………………………………..…… 6<br />
Manchester Grand Hyatt Floor Plan ……………………………………………………………………..…….. 9<br />
SPEAKER/MENTOR INFORMATION<br />
Speaker/Mentor Listing…………………………………………………………………………..……………………. 10<br />
Speaker/Mentor Biographies…………………………….……………………………………………………...... 13<br />
Presentation Slides<br />
Johnston, Karen………………………………………………………………………………..………………. 32<br />
Gottfried, Jay……………………………………………………………………………………….…………... 38<br />
Sperling, Reisa…………………………………………………………………………………….……………. 42<br />
Drane, Daniel………….………………………………………………………………………………………… 47<br />
Malow, Beth and Jaideep Kapur……………………………………………………….………...……. 66<br />
Overview of NINDS Funding Mechanisms………………………………………………………………..…… 81<br />
Writing a Grant Application: An Informal Guide.…………………………………………………..…….… 90<br />
NIH Websites…………………………………………………………………………………………………………..….… 94<br />
Bibliography of Recommended Readings…………………………………………………….……..…..…… 97<br />
K-AWARDEE ATTENDEES<br />
K-Awardee Attendee Listing…………………………………………………………….………….………..…..… 98<br />
K-Awardee Poster Listing………………………………………………….………………………………………... 100<br />
JUNIOR ACADEMIC NEUROLOGIST ATTENDEES<br />
JAN Attendee Listing………………………………………………………………………………………….….……… 103<br />
JAN Poster Listing……………………………………………………………………………………………………...…. 104<br />
2
NINDS/ANA <strong>Career</strong> <strong>Development</strong> <strong>Symposium</strong><br />
and Jr. Academic Neurologist Program<br />
September 24, 2011 | Manchester Grand Hyatt • San Diego, CA<br />
The <strong>American</strong> <strong>Neurological</strong> <strong>Association</strong><br />
5841 Cedar Lake Road, Suite 204<br />
Minneapolis, MN 55416<br />
(952) 545-6284<br />
Fax: (952) 545-6073<br />
Email: ana@llmsi.com<br />
Website: www.aneuroa.org<br />
Robert L. Macdonald, MD, PhD<br />
President<br />
COURSE GOALS:<br />
SPONSORED BY:<br />
----------------------------------------------<br />
National Institute of <strong>Neurological</strong><br />
Disorders and Stroke<br />
Building 31, Room 8A07<br />
31 Center Drive, MSC 2540<br />
Bethesda, MD 20892-2540<br />
(800) 352-9424<br />
Website: www.ninds.nih.gov<br />
Story C. Landis, PhD<br />
Director<br />
The NINDS/ANA <strong>Career</strong> <strong>Development</strong> <strong>Symposium</strong> is designed to provide you with the essential tools to<br />
enhance your ability to write successful grant proposals and to obtain grant funding from NIH and other<br />
institutions. This course is part of the <strong>American</strong> <strong>Neurological</strong> <strong>Association</strong>’s 136 th Annual Meeting which<br />
takes place September 24, 2011, at the Manchester Grand Hyatt in San Diego, CA.<br />
This symposium, now in its tenth year, is designed for second and fourth year K-08, K-12 and K-23<br />
recipients and will be chaired by senior neurologists and neuroscientists who have proven success in<br />
scientific grant writing. In addition, senior staff from the NINDS will provide advice concerning the<br />
mechanisms involved in grant submission and evaluation. We are also involving residents who are<br />
interested in a career in academic neurology to join portions of this program. We encourage you to talk<br />
to these residents and provide them with any encouragement or advice you feel will be helpful to them.<br />
COURSE EVALUATION:<br />
An e-mail will be sent to all course participants after the course containing a link to an online evaluation<br />
form, as well as instructions for completing the form. We sincerely appreciate your constructive<br />
feedback and comments, and ask that you please take a few moments to complete this online<br />
evaluation.<br />
3
NINDS/ANA <strong>Career</strong> <strong>Development</strong> <strong>Symposium</strong> Agenda<br />
SATURDAY, SEPTEMBER 24, 2011<br />
7:15 – 8:00 am Registration and Breakfast Elizabeth A Foyer<br />
8:00 – 8:05 am Introduction Elizabeth A<br />
Beth A. Malow, MD, Vanderbilt University<br />
8:05 – 8:30 am Welcome and Overview by NINDS<br />
Story C. Landis, PhD, Director, NINDS<br />
8:30 – 9:00 am Making the Most of Your <strong>Career</strong> <strong>Development</strong> Award—How to Work<br />
with Your Mentor and Your Chair<br />
Karen C. Johnston, MD, University of Virginia<br />
9:00 – 9:30 am Chair Panel with Q&A<br />
Donna M. Ferriero, MD, University of California, San Francisco<br />
Robert L. Macdonald, MD, PhD, Vanderbilt University<br />
Karen C. Johnston, MD, University of Virginia<br />
William C. Mobley, MD, PhD, FRCP, Stanford University<br />
Moderator: Beth A. Malow, MD, Vanderbilt University<br />
9:30 – 9:50 am Break: Questions with Speakers Over Coffee/Tea<br />
Morning Speakers and Panelists<br />
9:50 – 11:00 am NIH Grants and Grant Writing<br />
Stephen J. Korn, PhD, Director of Training, NINDS<br />
11:00 – 11:15 am Introduction to other NIH Institutes<br />
Nancy L. Desmond, PhD, National Institute of Mental Health (NIMH)<br />
D. Stephen Snyder, PhD, National Institute on Aging (NIA)<br />
Ljubisa Vitkovic, PhD, National Institute of Child Health and Human <strong>Development</strong> (NICHD)<br />
11:15 – 12:00 pm NIH Institutes Breakout session<br />
Participants have an opportunity to speak with NIH Institute representatives from NINDS, NIMH,<br />
NIA and NICHD.<br />
NINDS Elizabeth A<br />
National Institute of Mental Health Betsy A<br />
National Institute on Aging Betsy B<br />
National Institute on Child Health & Human <strong>Development</strong> Betsy C<br />
4
12:00 – 1:15 pm LUNCH Elizabeth B<br />
There are no assigned seats for lunch; however seats are reserved for mentors at each table.<br />
1:15- 1:45 pm Lunch Talk: What We Need You to Do as Clinician-Scientists Elizabeth B<br />
Walter J. Koroshetz, MD, Deputy Director, NINDS<br />
1:45 – 2:00 pm Break<br />
Move into session room<br />
2:00- 2:15 pm K to RO1 presentation by basic science researcher Elizabeth A<br />
Jay A. Gottfried, MD, Northwestern University<br />
2:15 – 2:30 pm K to RO1 presentation by clinical researcher<br />
Reisa A. Sperling, MD, MMSc, Brigham and Women’s Hospital<br />
2:30-2:45 pm K23 to K02 presentation by clinical researcher<br />
Daniel L. Drane, PhD, Emory University<br />
2:45 – 4:00 pm Becoming an Independent R01-Funded Investigator: Strategies for Success<br />
Beth A. Malow, MD, Vanderbilt University<br />
Jaideep Kapur, MD, PhD, University of Virginia<br />
Followed by Panel to include Drs. Malow, Kapur, Gottfried, Sperling, and Drane<br />
4:00 – 4:15 pm Break<br />
Move into mentoring sessions breakout rooms<br />
4:15 – 5:30 pm Mentoring Sessions Breakout Rooms<br />
In these small group sessions, you will meet with one or (see page 6-8 for your assignment)<br />
two senior scientists to discuss your experiences including<br />
mentoring, directions for research, adequacy of support from<br />
mentors, departments, or institutions, and other issues.<br />
5:30 – 8:00 pm Poster Reception with ANA and AUPN Leaders Elizabeth DE<br />
Featuring <strong>Career</strong> <strong>Development</strong> and Junior Academic Neurologist Posters<br />
Poster Stand-By 5:45 – 6:30<br />
Heavy appetizers<br />
SUNDAY, September 25, 2011<br />
6:45 – 7:45 am Breakfast with NINDS Leadership and NIH Program Officers Douglas B<br />
8:00 – 8:45 am Opportunity to Continue Discussions with NIH Staff Douglas B<br />
5
2011 <strong>Career</strong> <strong>Development</strong> <strong>Symposium</strong> List of Mentors<br />
Last Name First Name Group/Table Breakout Room Floor<br />
Drane Daniel 1 Betsy A 2nd<br />
Richerson George 1 Betsy A 2nd<br />
Flanigan Kevin 2 Betsy B 2nd<br />
Kapur Jaideep 2 Betsy B 2nd<br />
Ransom Bruce 3 Betsy C 2nd<br />
Scherer Steven 3 Betsy C 2nd<br />
Koroshetz Walter 4 Edward A 2nd<br />
Johnston Karen 4 Edward A 2nd<br />
Hauser Stephen 5 Edward B 2nd<br />
Gonzalez‐Scarano Francisco 5 Edward B 2nd<br />
Ferriero Donna 6 Edward C 2nd<br />
Zee Phyllis 6 Edward C 2nd<br />
Hillis Argye 7 Edward D 2nd<br />
Blackstone Craig 8 Molly A 2nd<br />
Pleasure Sam 8 Molly A 2nd<br />
Parent Jack 9 Gregory B 2nd<br />
Macdonald Robert 9 Gregory B 2nd<br />
Mobley William 10 George Bush 3rd<br />
Dawson Ted 10 George Bush 3rd<br />
Biller Jose 11 Elizabeth A 2nd<br />
Malow Beth 11 Elizabeth A 2nd<br />
Lennon Vanda 12 Gregory A 2nd<br />
Feldman Eva 12 Gregory A 2nd<br />
6
MENTOR GROUPS ‐ Alphabetical<br />
Last Name First Name Group Room Breakout Room Floor<br />
Abend Nicholas 9 Macdonald/Parent Gregory B 2nd<br />
Adams Heather 9 Macdonald/Parent Gregory B 2nd<br />
Ances Beau 5 Hauser/Gonzalez‐Scarano Edward B 2nd<br />
Atassi Nazem 12 Feldman/Lennon Gregory A 2nd<br />
Baca Christine 11 Biller/Malow Elizabeth A 2nd<br />
Balashov Konstantin 5 Hauser/Gonzalez‐Scarano Edward B 2nd<br />
Brennan KC 10 Dawson/Mobley George Bush 3rd<br />
Buchanan Gordon 6 Ferriero/Zee Edward C 2nd<br />
Butler Tracy 9 Macdonald/Parent Gregory B 2nd<br />
Cheng Eric 4 Johnston/Koroshetz Edward A 2nd<br />
Dahodwala Nabila 1 Drane/Richerson Betsy A 2nd<br />
Derrick Matthew 6 Ferriero/Zee Edward C 2nd<br />
Dobkin Roseanne 1 Drane/Richerson Betsy A 2nd<br />
Dumont Aaron 3 Ransom/Scherer Betsy C 2nd<br />
Fink Ericka 3 Ransom/Scherer Betsy C 2nd<br />
Goldfine Andrew 11 Biller/Malow Elizabeth A 2nd<br />
Goldman Jennifer 1 Drane/Richerson Betsy A 2nd<br />
Gomperts Stephen 7 Hillis Edward D 2nd<br />
Hinkle David 6 Ferriero/Zee Edward C 2nd<br />
Iyadurai Stanley 12 Feldman/Lennon Gregory A 2nd<br />
Jordan Lori 6 Ferriero/Zee Edward C 2nd<br />
Kao Aimee 7 Hillis Edward D 2nd<br />
Kolb Stephen 8 Pleasure/Blackstone Molly A 2nd<br />
Lansberg Maarten 4 Johnston/Koroshetz Edward A 2nd<br />
Leritz Elizabeth 4 Johnston/Koroshetz Edward A 2nd<br />
Lu Liang 8 Pleasure/Blackstone Molly A 2nd<br />
Marquez de la Plata Carlos 3 Ransom/Scherer Betsy C 2nd<br />
McGuire Jennifer 12 Feldman/Lennon Gregory A 2nd<br />
Mejia Nicte 12 Feldman/Lennon Gregory A 2nd<br />
Petryniak Magdalena 5 Hauser/Gonzalez‐Scarano Edward B 2nd<br />
Phillips Joanna 8 Pleasure/Blackstone Molly A 2nd<br />
Rabinovici Gil 7 Hillis Edward D 2nd<br />
Renwick Neil 2 Flanigan/Kapur Betsy B 2nd<br />
Rost Natalia 4 Johnston/Koroshetz Edward A 2nd<br />
Sansing Lauren 11 Biller/Malow Elizabeth A 2nd<br />
Savica Rodolfo 12 Feldman/Lennon Gregory A 2nd<br />
Schwedt Todd 2 Flanigan/Kapur Betsy B 2nd<br />
Shakkottai Vikram 10 Dawson/Mobley George Bush 3rd<br />
Tam Emily 11 Biller/Malow Elizabeth A 2nd<br />
Todd Peter 2 Flanigan/Kapur Betsy B 2nd<br />
Towfighi Amytis 11 Biller/Malow Elizabeth A 2nd<br />
Unni Vivek 10 Dawson/Mobley George Bush 3rd<br />
Viswanathan Anand 3 Ransom/Scherer Betsy C 2nd<br />
Walker Harrison 1 Drane/Richerson Betsy A 2nd<br />
Waters Michael 2 Flanigan/Kapur Betsy B 2nd<br />
William Christopher 7 Hillis Edward D 2nd<br />
Zanelli Santina 9 Macdonald/Parent Gregory B 2nd<br />
7
MENTOR GROUPS ‐ Group Number<br />
Last Name First Name Group Room Breakout Room Floor<br />
Dahodwala Nabila 1 Drane/Richerson Betsy A 2nd<br />
Dobkin Roseanne 1 Drane/Richerson Betsy A 2nd<br />
Goldman Jennifer 1 Drane/Richerson Betsy A 2nd<br />
Walker Harrison 1 Drane/Richerson Betsy A 2nd<br />
Todd Peter 2 Flanigan/Kapur Betsy B 2nd<br />
Waters Michael 2 Flanigan/Kapur Betsy B 2nd<br />
Schwedt Todd 2 Flanigan/Kapur Betsy B 2nd<br />
Renwick Neil 2 Flanigan/Kapur Betsy B 2nd<br />
Dumont Aaron 3 Ransom/Scherer Betsy C 2nd<br />
Viswanathan Anand 3 Ransom/Scherer Betsy C 2nd<br />
Marquez de la Plata Carlos 3 Ransom/Scherer Betsy C 2nd<br />
Fink Ericka 3 Ransom/Scherer Betsy C 2nd<br />
Lansberg Maarten 4 Johnston/Koroshetz Edward A 2nd<br />
Leritz Elizabeth 4 Johnston/Koroshetz Edward A 2nd<br />
Rost Natalia 4 Johnston/Koroshetz Edward A 2nd<br />
Cheng Eric 4 Johnston/Koroshetz Edward A 2nd<br />
Balashov Konstantin 5 Hauser/Gonzalez‐Scarano Edward B 2nd<br />
Ances Beau 5 Hauser/Gonzalez‐Scarano Edward B 2nd<br />
Petryniak Magdalena 5 Hauser/Gonzalez‐Scarano Edward B 2nd<br />
Derrick Matthew 6 Ferriero/Zee Edward C 2nd<br />
Jordan Lori 6 Ferriero/Zee Edward C 2nd<br />
Buchanan Gordon 6 Ferriero/Zee Edward C 2nd<br />
Hinkle David 6 Ferriero/Zee Edward C 2nd<br />
Rabinovici Gil 7 Hillis Edward D 2nd<br />
Kao Aimee 7 Hillis Edward D 2nd<br />
William Christopher 7 Hillis Edward D 2nd<br />
Gomperts Stephen 7 Hillis Edward D 2nd<br />
Kolb Stephen 8 Pleasure/Blackstone Molly A 2nd<br />
lu liang 8 Pleasure/Blackstone Molly A 2nd<br />
Phillips Joanna 8 Pleasure/Blackstone Molly A 2nd<br />
Abend Nicholas 9 Macdonald/Parent Gregory B 2nd<br />
Adams Heather 9 Macdonald/Parent Gregory B 2nd<br />
Zanelli Santina 9 Macdonald/Parent Gregory B 2nd<br />
Butler Tracy 9 Macdonald/Parent Gregory B 2nd<br />
Shakkottai Vikram 10 Dawson/Mobley George Bush 3rd<br />
Brennan KC 10 Dawson/Mobley George Bush 3rd<br />
Unni Vivek 10 Dawson/Mobley George Bush 3rd<br />
Sansing Lauren 11 Biller/Malow Elizabeth A 2nd<br />
Tam Emily 11 Biller/Malow Elizabeth A 2nd<br />
Baca Christine 11 Biller/Malow Elizabeth A 2nd<br />
Goldfine Andrew 11 Biller/Malow Elizabeth A 2nd<br />
Towfighi Amytis 11 Biller/Malow Elizabeth A 2nd<br />
Atassi Nazem 12 Feldman/Lennon Gregory A 2nd<br />
Savica Rodolfo 12 Feldman/Lennon Gregory A 2nd<br />
Iyadurai Stanley 12 Feldman/Lennon Gregory A 2nd<br />
McGuire Jennifer 12 Feldman/Lennon Gregory A 2nd<br />
Mejia Nicte 12 Feldman/Lennon Gregory A 2nd<br />
8
HARBOR<br />
TOWER<br />
FOURTH LEVEL<br />
THIRD LEVEL<br />
SECOND LEVEL<br />
GROUND LEVEL<br />
SALLY’S SEAFOOD ON THE WATER<br />
ANN-MARIES COFFEE HOUSE<br />
GALLERY<br />
SHOW MANAGER<br />
OFFICE 1<br />
RANDLE TERRACE<br />
POOL TERRACE<br />
SPA POOL<br />
WHIRL POOL<br />
AMERICA’S CUP<br />
WHIRL POOL FIRE PITS<br />
CUNNINGHAM<br />
WHIRL POOL<br />
A<br />
FOYER B<br />
C<br />
ESCALATORS ELEVATORS<br />
A<br />
B<br />
C<br />
D<br />
POOL<br />
CABANAS<br />
RANDLE FOYER<br />
RESTROOMS<br />
STAGE<br />
D C A<br />
RANDLE<br />
BALLROOM<br />
E B<br />
GIBBONS<br />
RESTROOMS<br />
AMERICA’S<br />
ROOF-TOP CUP FOYER<br />
SPORT COURTS<br />
AMERICA’S<br />
CUP TERRACE SEASONAL<br />
POOL BAR & GRILLE<br />
ESCALATORS<br />
KIN SPA<br />
MANCHESTER<br />
TERRACE<br />
MANCHESTER<br />
FOYER<br />
G D<br />
MANCHESTER<br />
A<br />
BALLROOM<br />
H E B<br />
I<br />
LAEL’S RESTAURANT<br />
F C<br />
RESTROOMS<br />
SHOW MANAGER<br />
OFFICE 5<br />
FOYER<br />
C B A B A<br />
FOYER EMMA ANNIE MAGGIE<br />
ELEVATORS<br />
OXFORD<br />
CONNAUGHT<br />
ESCALATORS<br />
SHOW MANAGER<br />
OFFICE 3<br />
SHOW MANAGER<br />
OFFICE 2<br />
LITRENTA<br />
PALM<br />
COURT<br />
FOYER<br />
ELEVATORS<br />
RESTROOMS RESTROOMS<br />
RESTROOMS<br />
TOP OF THE HYATT<br />
(ELEVATOR TO THE 40TH FLOOR)<br />
CONVENTION<br />
CENTER<br />
RETAIL<br />
PROMENADE<br />
GRAND<br />
LOBBY BAR<br />
DOWNTOWN AND<br />
GASLAMP DISTRICT<br />
RESTROOMS<br />
PARKING<br />
F<br />
SHOW MANAGER<br />
OFFICE 4<br />
CONCIERGE<br />
DESK<br />
FREIGHT<br />
ELEVATORS<br />
SEAPORT VILLAGE<br />
ESCALATORS<br />
ELIZABETH TERRACE<br />
ELIZABETH FOYER<br />
D C B A<br />
DOUGLAS PAVILION<br />
A<br />
ELEVATORS<br />
ELDREDGE<br />
FITNESS CENTER<br />
RESTROOMS<br />
RESTROOMS<br />
GEORGE BUSH<br />
A FORD<br />
B<br />
C<br />
MOHSEN<br />
A A MADELEINE<br />
B B<br />
DEL<br />
MAR<br />
A<br />
B<br />
C<br />
D<br />
RESTROOMS<br />
RESTROOMS<br />
PSAV OFFICE<br />
E D<br />
G<br />
B<br />
ELIZABETH BALLROOM<br />
RESTROOMS<br />
H<br />
C<br />
A BETSY<br />
ELEVATORS<br />
FREIGHT<br />
B<br />
C<br />
ELEVATORS<br />
MOLLY<br />
A A EDWARD<br />
PAVILION LOAD-IN<br />
B B<br />
GREGORY<br />
A C<br />
B D<br />
LOADING FREIGHT<br />
DOCK ELEVATORS<br />
CAR RENTAL<br />
DESK<br />
DOUGLAS FOYER<br />
FRONT DESK<br />
BELL<br />
DESK<br />
MAIN ENTRANCE<br />
BUSINESS CENTER<br />
ESCALATORS<br />
ELEVATORS<br />
ENTRANCE<br />
REDFIELD’S DELI<br />
REDFIELD’S<br />
SPORT’S BAR<br />
SEAPORT<br />
TOWER<br />
9<br />
2.10
Jose Biller, MD<br />
Role: Mentor<br />
Loyola University Medical Center<br />
Department of Neurology<br />
2160 S. First Ave.<br />
Maywood, IL 60153<br />
Email: jbiller@lumc.edu<br />
Craig Blackstone, MD, PhD<br />
Role: Mentor<br />
NINDS<br />
Building 35, Room 2C-913<br />
9000 Rockville Pike<br />
Bethesda, MD 20892<br />
Email: blackstc@ninds.nih.gov<br />
Ted Dawson, MD, PhD<br />
Role: Mentor<br />
The Johns Hopkins University School of<br />
Medicine<br />
Institute for Cell Engineering<br />
733 N. Broadway Street, Suite 731<br />
Baltimore, MD 21205<br />
Email: tdawson@jhmi.edu<br />
Nancy Desmond, PhD<br />
Role: Speaker<br />
National Institute of Mental Health<br />
6001 Executive Blvd., Room 7197, MSC 9645<br />
Bethesda, MD 20892-9645<br />
Email: ndesmond@mail.nih.gov<br />
Daniel Drane, PhD<br />
Role: Speaker/Mentor<br />
Emory University<br />
Woodruff Memorial Research Building<br />
101 Woodruff Circle, Suite 6111<br />
Mailstop: 1930-001-1AN<br />
Atlanta, GA 30322<br />
Email: ddrane@emory.edu<br />
Speaker/Mentor List<br />
Eva Feldman, MD, PhD<br />
Role: Mentor<br />
JDRF Center, University of Michigan<br />
ALS Clinic, Department of Neurology<br />
109 Zina Pitcher Place, 5017 BSRB<br />
Ann Arbor, MI 48109-2200<br />
Email: efeldman@umich.edu<br />
Donna Ferriero, MD<br />
Role: Speaker/Mentor<br />
University of California, San Francisco<br />
Department of Neurology, Box 0663<br />
521 Parnassus Avenue C215<br />
San Francisco, CA 94143-0663<br />
Email: ferrierod@neuropeds.ucsf.edu<br />
Kevin Flanigan, MD<br />
Role: Mentor<br />
Nationwide Children's Hospital Center for Gene<br />
Therapy<br />
Research Institute, WA3014<br />
700 Children's Drive<br />
Columbus, OH 43205<br />
Email: kevin.flanigan@nationwidechildrens.org<br />
Francisco Gonzalez-Scarano, MD<br />
Role: Mentor<br />
University of Texas Health Science Center San<br />
Antonio<br />
Mail Code 7790<br />
7703 Floyd Curl Drive<br />
San Antonio, TX 78229-3900<br />
Email: scarano@mail.med.upenn.edu<br />
Jay Gottfried, MD, PhD<br />
Role: Speaker<br />
Northwestern University<br />
Feinberg School of Medicine<br />
303 E. Chicago Ave., Ward 10-150<br />
Chicago, IL 60611<br />
Email: j-gottfried@northwestern.edu<br />
10
Stephen Hauser, MD<br />
Role: Speaker/Mentor<br />
University of California San Francisco<br />
Department of Neurology - M798<br />
505 Parnassus Avenue<br />
San Francisco, CA 94143-0114<br />
Email: hausers@neurology.ucsf.edu<br />
Argye Hillis, MD<br />
Role: Mentor<br />
Johns Hopkins University<br />
Meyer 6-113<br />
600 N. Wolfe Street<br />
Baltimore MD 21287<br />
Email: argye@jhmi.edu<br />
Karen Johnston, MD<br />
Role: Speaker/Mentor<br />
University of Virginia<br />
Dept of Neurology Box 800394<br />
One Hospital Drive<br />
Charlottesville, VA 22908<br />
Email: kj4v@virginia.edu<br />
Jaideep Kapur, MD, PhD<br />
Role: Speaker/Mentor<br />
University of Virginia<br />
Department of Neurology, Box 800394<br />
1 Hospital Drive<br />
Charlottesville, VA 22908<br />
Email: jk8t@virginia.edu<br />
Stephen Korn, PhD<br />
Role: Speaker<br />
NINDS<br />
6001 Executive Blvd<br />
NSC, Suite 2186<br />
Bethesda, MD 20852<br />
Email: korns@ninds.nih.gov<br />
Walter Koroshetz, MD<br />
Role: Speaker/Mentor<br />
NINDS<br />
Building 31, Room 8A52<br />
31 Center Dr., MSC 2540<br />
Bethesda, MD 20892-2540<br />
Email: koroshetzw@ninds.nih.gov<br />
Speaker/Mentor List<br />
Story Landis, PhD<br />
Role: Speaker<br />
NINDS<br />
31 Center Drive, Building 31, Room 8A52<br />
Bethesda, MD 20892<br />
Email: landiss@ninds.nih.gov<br />
Vanda Lennon, MD, PhD<br />
Role: Mentor<br />
Mayo Clinic<br />
200 First St. SW<br />
Rochester, MN 55905<br />
Email: lennon.vanda@mayo.edu<br />
Robert Macdonald, MD, PhD<br />
Role: Speaker/Mentor<br />
Vanderbilt University<br />
Department of Neurology<br />
A-0118 MCN, 1161 21st Avenue South<br />
Nashville, TN 37232-2551<br />
Email: robert.macdonald@vanderbilt.edu<br />
Beth Malow, MD<br />
Role: Course Organizer/Speaker/Mentor<br />
Vanderbilt University<br />
1161 21st Avenue South<br />
Nashville, TN 37232-2551<br />
Email: beth.malow@vanderbilt.edu<br />
William Mobley, MD, PhD<br />
Role: Speaker/Mentor<br />
Stanford University<br />
Dept. of Neurosciences<br />
9500 Gilman Dr. #0752<br />
CNCB Suite 100<br />
La Jolla, CA 92093-0752<br />
Email: wmobley@ucsd.edu<br />
Jack Parent, MD<br />
Role: Mentor<br />
University of Michigan<br />
Department of Neurology<br />
109 Zina Pitcher Place, 5021 BSRB<br />
Ann Arbor, MI 48109-2200<br />
Email: parent@umich.edu<br />
11
Sam Pleasure, MD, PhD<br />
Role: Mentor<br />
University of California, San Francisco – Mission<br />
Bay<br />
Department of Neurology<br />
1550 4th Street<br />
San Francisco, CA 94158<br />
Email: sam.pleasure@ucsf.edu<br />
Bruce Ransom, MD, PhD<br />
Role: Mentor<br />
University of Washington<br />
Department of Neurology<br />
Box 356465, Room RR650<br />
Seattle, WA 98195<br />
Email: bransom@u.washington.edu<br />
Steven Scherer, MD, PhD<br />
Role: Mentor<br />
University of Pennsylvania<br />
450 Stemmler Hall<br />
Philadelphia, PA 19104-6077<br />
Email: sscherer@mail.med.upenn.edu<br />
D. Steve Snyder, PhD<br />
Role: Speaker<br />
National Institute on Aging<br />
Building 31, Room 5C27<br />
31 Center Drive, MSC 2292<br />
Bethesda, MD 20892<br />
Email: SnyderD@nia.nih.gov<br />
Reisa Sperling, MD<br />
Role: Speaker<br />
Brigham and Women's Hospital<br />
221 Longwood Ave<br />
RFM 99<br />
Boston MA 02115<br />
Email: reisa@rics.bwh.harvard.edu<br />
Speaker/Mentor List<br />
Ljubisa Vitkovic, PhD<br />
Role: Speaker<br />
National Institute on Child Health & Human<br />
<strong>Development</strong><br />
Intellectual and <strong>Development</strong>al Disabilities<br />
Branch<br />
6100 Executive Boulevard, Room 4B09E, MSC<br />
7510<br />
Bethesda MD 20892<br />
Email: vitkovil@mail.nih.gov<br />
Phyllis Zee, MD, PhD<br />
Role: Mentor<br />
Northwestern University Medical School<br />
Department of Neurology<br />
710 N. Lakeshore Drive, Suite 520<br />
Chicago, IL 60611<br />
Email: p-zee@northwestern.edu<br />
12
Speaker/Mentor Biographies<br />
Jose Biller, MD<br />
Loyola University/Maywood, IL<br />
Dr. José Biller, MD is Professor of Neurology and <strong>Neurological</strong> Surgery and<br />
Chairperson of Neurology at Loyola University Chicago Stritch School of<br />
Medicine. Dr. Biller served as Director of the <strong>American</strong> Board of Psychiatry and<br />
Neurology (ABPN) from 1994 to 2001. He is past Chair of the United Council of<br />
<strong>Neurological</strong> Subspecialties’ (UCNS) Certification Council. He is the Chief Editor<br />
of the Journal of Stroke and Cerebrovascular Diseases and Frontiers in<br />
Neurology, and an editorial board member and reviewer for an array of other<br />
national and international journals and publications. He is a Fellow of the <strong>American</strong> Academy of<br />
Neurology, <strong>American</strong> College of Physicians, <strong>American</strong> Medical <strong>Association</strong> and the Stroke<br />
Council of the <strong>American</strong> Heart <strong>Association</strong>. Key areas of research interest focus on ischemic and<br />
hemorrhagic cerebrovascular disease, and stroke in young adults. He has published more than<br />
260 peer-reviewed articles, more than 115 book chapters, and 19 books. Dr. Biller earned his<br />
medical degree from the School of Medicine at the University of the Republic in Montevideo,<br />
Uruguay, where he also completed post-graduate training in Internal Medicine. He then<br />
completed residency in neurology at Loyola University Chicago and a Cerebrovascular Research<br />
Fellowship at Wake Forest University, Bowman Gray School of Medicine.<br />
Dr. Biller is certified (and recertified) in Neurology (ABPN), Vascular Neurology (ABPN), and<br />
Headache Medicine (UCNS). His research interests include: stroke clinical trials, stroke in<br />
children and young adults, transient ischemic attacks (TIAs), carotid artery disease, brain<br />
hemorrhages, brain aneurysms, neurological complications of pregnancy, neurological<br />
complications of systemic diseases, acute neurological care, general neurology, and neurology<br />
education.<br />
Craig D. Blackstone, MD, PhD<br />
National Institutes of <strong>Neurological</strong> Disorders and Stroke/Bethesda, MD<br />
Craig Blackstone, MD, PhD is Senior Investigator at the NINDS as well as<br />
Director of the NIH MD-PhD Partnership Training Program. He received BS and<br />
MS degrees in 1987 from the University of Chicago, where he was awarded the<br />
Sigma Xi Award for Excellence in Undergraduate Research. He was awarded a<br />
Medical Scientist Training Program Fellowship at the Johns Hopkins University<br />
School of Medicine, where he completed MD and PhD degrees in 1994. His<br />
graduate studies in the laboratory of Dr. Richard Huganir were on the structure<br />
and regulation of glutamate receptors in the central nervous system, for which he received the<br />
David Israel Macht Research Award. After a neurology residency in the Harvard-Longwood<br />
Neurology Program, Dr. Blackstone received an NINDS K08 award in 1998 to pursue fellowship<br />
training in movement disorders at the Massachusetts General Hospital and postdoctoral<br />
research training with Dr. Morgan Sheng at Harvard Medical School. In 2001, Dr. Blackstone<br />
joined the NINDS Clinical Neurosciences Program. His laboratory focuses on the cellular and<br />
13
Speaker/Mentor Biographies<br />
molecular mechanisms underlying the hereditary spastic paraplegias, and the cellular regulation<br />
of mitochondrial fission and fusion in both normal and neurological disease states. He has<br />
served on a number of NIH Study Sections and reviewed research grants for agencies<br />
throughout the world, and he has been a member of faculty search committees involved in<br />
hiring over ten tenure-track and tenured faculty members at the NIH. He is an elected member<br />
of the <strong>American</strong> Society for Clinical Investigation and currently serves on the Executive Council<br />
of the <strong>American</strong> <strong>Neurological</strong> <strong>Association</strong>, the Scientific Advisory Board of the Spastic Paraplegia<br />
Foundation, and the Board of Consulting Editors for the Journal of Clinical Investigation.<br />
Ted M. Dawson, MD, PhD<br />
Johns Hopkins University/Baltimore, MD<br />
Ted M. Dawson, MD, PhD is the Leonard and Madlyn Abramson Professor in<br />
Neurodegenerative Diseases in the Departments of Neurology and Neuroscience<br />
and the Graduate Program in Cellular & Molecular and the Institute for Cell<br />
Engineering at the Johns Hopkins University School of Medicine. He is the<br />
Scientific Director of the Institute for Cell Engineering and his the Director of the<br />
Johns Hopkins University School of Medicine's Morris K. Udall Parkinson's<br />
Disease Research Center of Excellence. Dr. Dawson is world-renowned for his<br />
novel contributions on the role of nitric oxide in neuronal injury. He has published over 400 fulllength<br />
manuscripts and review articles. He is one of the top five cited Neuroscientists in the last<br />
decade. Dr. Dawson has won several awards including the Derek Denny-Brown Young<br />
<strong>Neurological</strong> Scholar Award, the Paul Beeson Physician Faculty Scholar Award, the Santiago<br />
Grisolia Medal and the ISI Highly Cited Researcher Award. He was elected to the <strong>Association</strong> of<br />
<strong>American</strong> Physicians and he is a Fellow of the <strong>American</strong> <strong>Association</strong> for the Advancement of<br />
Science. He is the Chairman of Scientific Advisory Board of the Bachman-Strauss Dystonia and<br />
Parkinson Foundation and serves on the Medical Advisory Board of the Society for Progressive<br />
Supranuclear Palsy and he is a member of the Faculty of 1000 Biology Neurobiology of Disease<br />
and Regeneration Section of the Neuroscience Faculty. Many advances in neurobiology of<br />
disease have stemmed from Dr. Dawson's identification of the mechanisms of neuronal cell<br />
death and the elucidation of the molecular mechanisms of neurodegeneration. He pioneered<br />
the role of nitric oxide in neuronal injury in stroke and excitotoxicity and elucidated the<br />
molecular mechanisms by which nitric oxide and poly (ADP-ribose) polymerase and apoptosis<br />
inducing factor kills neurons. His studies of nitric oxide led to major insights into the<br />
neurotransmitter functions of this gaseous messenger molecule. He discovered the<br />
neurotrophic properties of non-immunosuppressant immunophilin ligands. Dr. Dawson has<br />
been at the forefront of research into the biology and pathobiology of the proteins and mutant<br />
proteins linked to Parkinson’s disease. These studies are providing major insights into<br />
understanding the pathogenesis of PD and are providing novel opportunities for therapies<br />
aimed at preventing the degenerative process of PD and other neurodegenerative disorders.<br />
14
Speaker/Mentor Biographies<br />
Nancy L. Desmond, PhD<br />
National Institute of Mental Health/Bethesda, MD<br />
Nancy L. Desmond, PhD, is currently an Associate Director in the Division of Neuroscience and<br />
Basic Behavioral Science (DNBBS) at the National Institute of Mental Health (NIMH), NIH. Before<br />
joining the NIH in 2003, Dr. Desmond was Associate Professor of Neurosurgery at the University<br />
of Virginia School of Medicine and a member of the Neuroscience Graduate Program there. She<br />
was the principal investigator on grants from the NIMH/NIH and the National Science<br />
Foundation that focused on understanding synaptic modification in the hippocampus. Dr.<br />
Desmond served as a peer reviewer of grants for the NIH, the NSF, and other agencies. She<br />
obtained her PhD degree in physiological psychology from the University of California, Riverside,<br />
and then did postdoctoral training in neuroscience at the University of Virginia. At the NIMH, Dr.<br />
Desmond directs the DNBBS Office of Research Training and <strong>Career</strong> <strong>Development</strong>, cocoordinates<br />
research training at the Institute level, and is Chief of the Neuroendocrinology and<br />
Neuroimmunology Program in that division.<br />
Daniel Drane, PhD<br />
Emory University/Atlanta, GA<br />
Daniel Drane, PhD received his doctorate degree in Clinical Psychology from Fuller Graduate<br />
School of Psychology in 1994, and completed a residency in Neuropsychology at the University<br />
of Alabama at Birmingham and a 2-year fellowship at the Medical College of Georgia. Dr. Drane<br />
is Board Certified in Clinical Neuropsychology through the <strong>American</strong> Board of Professional<br />
Psychology (ABPP). Dr. Drane is currently on faculty at Emory University School of Medicine,<br />
where he is an Assistant Professor in the Departments of Neurology and Pediatrics. He also<br />
maintains an Affiliate Associate Professor position at the University of Washington School of<br />
Medicine in Seattle, Washington, where he served as the Director of the Epilepsy<br />
Neuropsychology Program from 2001-2007. Dr. Drane is a Fellow in the National Academy of<br />
Neuropsychology (NAN).<br />
Dr. Drane has authored and co-authored a number of articles related to predicting and<br />
improving epilepsy surgery outcome, with a particular emphasis on studying the neural<br />
substrates of object naming, recognition, and semantic memory. His work merges the use of<br />
neurocognitive assessment and neuroimaging techniques (e.g., structural quantitative<br />
(volumetric) analysis, diffusion tensor imaging tractography, fMRI), with a goal of predicting<br />
those at risk of cognitive decline secondary to neurosurgical intervention and using these tools<br />
to guide the surgical approach in order to avoid such impairment. Dr. Drane’s work has been<br />
supported by the NIH/NINDS through the K23 and K02 award mechanisms.<br />
15
Speaker/Mentor Biographies<br />
Eva L. Feldman, MD, PhD<br />
University of Michigan/Ann Arbor, MI<br />
Eva L. Feldman, MD, PhD, the Russell N. DeJong Professor of Neurology at the<br />
University of Michigan, has made it her mission to use scientific discoveries to<br />
understand and cure human diseases throughout her career. In January 2008,<br />
Dr. Feldman was named the first Director of the A. Alfred Taubman Medical<br />
Research Institute, which was created to support fundamental research into a<br />
wide range of human diseases. Under her leadership, the Taubman Institute<br />
funds senior-level scientists in a diverse spectrum of diseases – adult and<br />
childhood cancer, ALS, diabetes, cardiovascular disease and hearing loss. In her own work, Dr.<br />
Feldman is on the forefront of applying stem cell research to human disease, most notably she is<br />
the Principal Investigator of the first clinical trial of intraspinal transplantation of stem cells in<br />
patients with ALS.<br />
In addition to running an active clinical practice at the University of Michigan, Dr. Feldman<br />
directs a team of 30 scientists who collaborate to understand and find new treatments for a<br />
wide variety of neurological diseases, including ALS, diabetic neuropathy, Alzheimer’s disease,<br />
and muscular dystrophies. She is the author of more than 238 articles, 50 book chapters and 2<br />
books. She is the Principal Investigator of 4 major National Institutes of Health research grants, 3<br />
private foundation grants and 3 clinical trials focused on understanding and treating<br />
neurological disorders, with an emphasis on ALS and diabetic neuropathy. She is President-elect<br />
of the <strong>American</strong> <strong>Neurological</strong> <strong>Association</strong> and recent Past President of the Peripheral Nerve<br />
Society. She has received many honors including the Early Distinguished <strong>Career</strong> Award from the<br />
University of Michigan, several scientific achievement awards in the field of diabetes and in May<br />
of this year, was elected to the Johns Hopkins Society of Scholars. Additionally, she has been<br />
listed in Best Doctors in America for 10 consecutive years.<br />
Among Dr. Feldman’s greatest accomplishments is her training of both scientists and<br />
neurologists. Eight scientists have received their Ph.D. degrees under her, she has trained 40<br />
postdoctoral fellows in her laboratory to become neuroscientists, and 36 neurologists have<br />
trained under her to specialize in the understanding and treatment of neuromuscular diseases,<br />
with an emphasis on ALS.<br />
Donna M. Ferriero, MD<br />
University of California, San Francisco/San Francisco, CA<br />
Donna M. Ferriero, MD is Professor of Pediatrics and Neurology and Chair of<br />
the Department of Pediatrics and Physician-in-Chief of the UCSF Benioff<br />
Children’s Hospital. Dr. Ferriero is Director of the Neonatal Brain Disorder<br />
Laboratories and co-director of the Newborn Brain Research Institute at<br />
UCSF. Her laboratory has been critical in defining the role of oxidative stress<br />
during hypoxia-ischemia and the relationship of selectively vulnerable<br />
16
Speaker/Mentor Biographies<br />
populations of neural cells during maturation-dependent injury. She has been recognized by the<br />
University and by her residents as an outstanding teacher, receiving the UCSF Academic Senate<br />
Distinguished Teaching Award in 1991, and the Robert B. Layzer Neurology Teaching Award in<br />
1994. She is active in mentoring programs for medical students, residents and junior faculty, and<br />
she was recognized for these efforts with the UCSF Chancellor’s Award for the Advancement of<br />
Women in 2000 and the Maureen Andrew Mentor Award from the Society for Pediatric<br />
Research in 2006. She is a recipient of the Holly Smith Award for outstanding service to the<br />
School of Medicine . She is President-elect of the <strong>American</strong> University Professors of Neurology<br />
and President of the Child Neurology Society. She served on council for the <strong>American</strong><br />
<strong>Neurological</strong> <strong>Association</strong> and <strong>American</strong> Pediatric Society and is past Chair of NIH NSD-A Study<br />
Section. She is currently on council for NINDS. She is on the editorial boards of Nature Clinical<br />
Practice Neurology, Pediatric Research (Associate Editor), Pediatric Neurology, Journal of Child<br />
Neurology, Journal of Pediatric Neurology, Current Pediatric Reviews, Current Opinions in<br />
Pediatrics (Neurology), and Annals of Neurology (Associate Editor for Child Neurology). She is<br />
the recipient of the 2000 Sydney Carter Award in Child Neurology for excellence and leadership<br />
in Child Neurology, and was elected to the Institute of Medicine of the National Academy of<br />
Sciences in 2005. She received the Royer Award for Excellence in Academic Neurology in 2007<br />
and the Willis Lecture for outstanding contributions to stroke research in 2010. She was recently<br />
elected to the <strong>Association</strong> of <strong>American</strong> Physicians.<br />
Kevin M. Flanigan, MD<br />
Nationwide Children's Hospital Center for Gene Therapy/Columbus, OH<br />
Kevin M. Flanigan, MD, is a Professor of Pediatrics and Neurology at The Ohio<br />
State University and a Principal Investigator at the Center for Gene Therapy at<br />
Nationwide Children’s Hospital in Columbus, Ohio. Dr. Flanigan received his<br />
undergraduate degree in Trumpet Performance (B.M.) at the University of<br />
Illinois Urbana-Champaign. He received his medical degree from Rush<br />
University Medical College in Chicago, Illinois, and completed an internship at<br />
University of Michigan Hospitals in Ann Arbor, Michigan. He then completed a<br />
neurology residency and neuromuscular disease fellowship at The Johns Hopkins Hospital in<br />
Baltimore, Maryland, before pursuing an additional fellowship in molecular biology at the<br />
University of Utah School of Medicine in Salt Lake City, Utah. Awarded an NINDS K08, he joined<br />
the faculty in Utah, where he spent 14 years and became an Associate Professor before moving<br />
to Columbus in 2009.<br />
Dr. Flanigan has extensive experience in the diagnosis and care of patients with neuromuscular<br />
disease and in neuromuscular pathology. He is particularly interested in molecular pathogenesis<br />
and therapies and has expertise in the molecular diagnosis and clinical phenotyping of muscular<br />
dystrophies. He is the Principal Investigator of the United Dystrophinopathy Project, a large<br />
consortium funded by the National Institutes of Health to explore genotype/phenotype<br />
considerations in Duchenne muscular dystrophy and Becker muscular dystrophy. He is co-PI on<br />
an U01 award from the NINDS directed toward bringing a viral gene therapy for<br />
mucopolysaccharidosis type IIIB to a clinical trial. He has extensive experience with clinical trials<br />
17
Speaker/Mentor Biographies<br />
and has served on advisory boards for trials of nonsense suppression and exon skipping in the<br />
dystrophinopathies.<br />
Dr. Flanigan has received numerous awards, including the Golden Anniversary Prize for<br />
Distinguished Clinical Investigation from the University of Utah School of Medicine Alumni<br />
<strong>Association</strong>. Dr. Flanigan is currently an editor for PLoS Currents: Muscular Dystrophy and serves<br />
on the editorial boards for the Journal of Clinical Neuromuscular Disease and Neuromuscular<br />
Disorders. He has spoken extensively about neuromuscular diseases at national and<br />
international society meetings. He is the author of more than 50 peer-reviewed journal articles<br />
and of 3 book chapters regarding neuromuscular diseases.<br />
Francisco Gonzalez-Scarano, MD<br />
University of Texas Health Science Center San Antonio/San Antonio, TX<br />
Francisco González-Scarano, MD trained at Yale (BA 1971) and Northwestern<br />
(MD 1975). He received his medical training as an intern in Medicine and<br />
resident in Neurology at the Hospital of the University of Pennsylvania, and<br />
was then a post-doctoral fellow with Dr. Neal Nathanson in the Department of<br />
Microbiology at Penn between 1979-1981, following which he spent a year as a<br />
visiting worker at the National Institute for Medical Research in London. He<br />
returned to Penn in 1982 as an assistant professor of Neurology, rose to<br />
Professor of Neurology as well as professor in the Department of Microbiology and chaired the<br />
Department of Neurology at the University of Pennsylvania in 1999-2010. He held many<br />
leadership positions at Penn, including co-Director of the Penn Center for AIDS Research (CFAR),<br />
a member of the Executive Committee in the Clinical Practices of the University of Pennsylvania<br />
(CPUP), and co-Director of the University of Pennsylvania Comprehensive Neuroscience Center.<br />
Dr. González-Scarano became the Dean of the School of Medicine and Vice-President for<br />
Medical Affairs at the University of Texas Health Science Center in San Antonio in August, 2010.<br />
Dr. González-Scarano is an expert in HIV neuropathogenesis as well as in other aspects of<br />
neurovirology and brain inflammation. He has been the principal investigator of many NIH<br />
grants, including a program project centering on the biology of HIV infection of the brain, and of<br />
training grants in neurovirology and in the scientific development of students from<br />
underrepresented minorities. He also held many roles in national organizations, is the author of<br />
many publications in neurovirology, AIDS, and Multiple Sclerosis, and is co-editor of two books.<br />
Between 1993 and 1997 he was the Chairman of the Board of Scientific Councilors of the NINDS;<br />
before and since he has served on several NIH and Multiple Sclerosis Society study sections. He<br />
was on the Council of the <strong>American</strong> <strong>Neurological</strong> <strong>Association</strong> in 2001-2003, chaired its Scientific<br />
Program Committee, and was its first vice-President 2008-2010. He was previously a member of<br />
the <strong>American</strong> Academy of Neurology’s Scientific Program Committee. He was a member of the<br />
National Advisory <strong>Neurological</strong> Disorders and Stroke Council (2004-2008), and is a member of<br />
the Institute of Medicine of the National Academies (2006-). In addition to his clinical work in<br />
Multiple Sclerosis and his laboratory activities, he has been on the Editorial Boards of the<br />
Journal of Virology, Virology, Virus Research, the Journal of Neurovirology, and Glia, and he edits<br />
a section of the electronic textbook Up-to-Date.<br />
18
Speaker/Mentor Biographies<br />
Jay Gottfried, MD, PhD<br />
Northwestern University/Chicago, IL<br />
Jay A. Gottfried, MD, PhD received his AB from Princeton University, and<br />
his MD and PhD from New York University, where he studied synaptic<br />
transmission in rat hippocampal slices. After an internship at Mt. Sinai<br />
Medical Center in New York, he completed a neurology residency at the<br />
University of Pennsylvania in Philadelphia. In 2001 Dr. Gottfried received a<br />
three-year Physician-Postdoctoral Research Fellowship from the Howard<br />
Hughes Medical Institute to work with Prof. Ray Dolan at University<br />
College London, where he launched a new research direction in human olfactory functional<br />
imaging. In 2004 he joined Northwestern University Feinberg School of Medicine as Assistant<br />
Professor of Neurology, and was promoted to Associate Professor with tenure in 2010. His<br />
research focuses on understanding how information about odor object quality is represented in<br />
the human brain, and how learning, context, and experience modulate this information at the<br />
perceptual and neural levels. To address these questions Dr. Gottfried combines olfactory<br />
psychophysics techniques with functional MRI, physiological recordings, multivariate statistical<br />
analyses, and computational modeling. He has authored numerous journal articles, chapters,<br />
and reviews based on his research, and he is the editor of a recent book titled “Neurobiology of<br />
Sensation and Reward,” published by CRC Press/Taylor & Francis.<br />
Stephen Hauser, MD<br />
University of California, San Francisco/San Francisco, CA<br />
Stephen L. Hauser, MD is the Robert A. Fishman Distinguished Professor and<br />
Chair of the Department of Neurology at UCSF. He is a graduate of MIT (Phi<br />
Beta Kappa) and Harvard Medical School (Magna Cum Laude). He trained in<br />
internal medicine at the New York Hospital–Cornell Medical Center, in<br />
neurology at the Massachusetts General Hospital (MGH), and in immunology at<br />
Harvard Medical School and the Institute Pasteur in Paris, France, and was a<br />
faculty member at Harvard Medical School before moving to UCSF.<br />
A neuroimmunologist, Dr. Hauser’s research has advanced our understanding of the genetic<br />
basis, immune mechanisms, and treatment of multiple sclerosis. Dr. Hauser is a fellow of the<br />
<strong>American</strong> Academy of Arts and Sciences and the <strong>American</strong> Academy of Physicians, a member of<br />
the Institute of Medicine of the National Academy of Sciences (currently Chair of the Committee<br />
on Gulf War and Health Outcomes), an editor of the textbook Harrison’s Principles of Internal<br />
Medicine, and editor-in-chief of Annals of Neurology. He is a former President of the <strong>American</strong><br />
<strong>Neurological</strong> <strong>Association</strong> and President of the Medical Staff at UCSF. He also serves on several<br />
scientific advisory boards for nonprofit organizations. Dr. Hauser has received numerous awards<br />
and honors for his work, including the Jacob Javits Neuroscience Investigator Award and the<br />
John Dystel Prize for Multiple Sclerosis Research. In April 2010 Dr. Hauser was appointed by<br />
President Obama to the Presidential Commission for the Study of Bioethical Issues charged with<br />
19
Speaker/Mentor Biographies<br />
advising the President on issues that may emerge from advances in biomedicine and related<br />
areas of science and technology.<br />
Argye E. Hillis, MD, MA<br />
Johns Hopkins University/Baltimore, MD<br />
Argye E. Hillis, MD, MA is a Professor of Neurology at Johns Hopkins School<br />
of Medicine, with joint faculty appointments in Physical Medicine and<br />
Rehabilitation and in Cognitive Science at Johns Hopkins University. Dr. Hillis<br />
serves as the Executive Vice Chair of the Department of Neurology, Director<br />
of the Neurology Residency Program, and the Co-Director of the<br />
Cerebrovascular Division of Neurology at Johns Hopkins. She received her<br />
undergraduate training and master’s degree from George Washington<br />
University and medical degree from Johns Hopkins University School of Medicine. Prior to<br />
medical training and neurology residency, Dr. Hillis trained in the fields of speech-language<br />
pathology and cognitive neuropsychology, and conducted clinical research focusing on<br />
understanding and treating aphasia and hemispatial neglect. She has brought these areas of<br />
experience to impact on her clinical research in neurology, which involves cognitive and<br />
neuroimaging studies of aphasia and hemispatial neglect due to acute stroke and focal<br />
dementias. Her current research aims to improve understanding how language functions and<br />
spatial maps are represented in the brain, and how understanding these processes can<br />
contribute to evaluation and treatment of stroke and dementia. She has published extensively<br />
on these topics in journals and textbooks. Dr. Hillis is Co-Editor-in-Chief of Behavioural<br />
Neurology and Associate Editor of Brain, Nature Reviews Neurology, and Aphasiology and has<br />
served as Associate editor of Annals of Neurology, Neurocase, <strong>American</strong> Journal of Speech-<br />
Language Pathology, Cognitive Neuropsychology, and Language and Cognitive Processes. Dr.<br />
Hillis was the 2003 recipient of the Derek Denny Brown <strong>Neurological</strong> Scholar Award from the<br />
<strong>American</strong> <strong>Neurological</strong> <strong>Association</strong>, the 2004 recipient of the Norman Geschwind Award in<br />
Behavioral Neurology from the <strong>American</strong> Academy of Neurology, and the 2007 recipient of the<br />
Yves and Justin Sergeant Award in Cognitive Neuroscience. Her current research is supported by<br />
the National Institutes of Health (NINDS and NIDCD).<br />
Karen C. Johnston, MD, MS<br />
University of Virginia/Charlottesville, VA<br />
Karen C. Johnston, MD, MSc is the Harrison Distinguished Professor and Chair<br />
of Neurology and Professor of Public Health Sciences at the University of<br />
Virginia. She graduated from medical school at the University of Rochester<br />
School of Medicine in 1991. She did her neurology residency at the University<br />
of Rochester Strong Memorial Hospital and a vascular neurology fellowship at<br />
the University of Virginia. She joined the UVA faculty in 1997 and obtained a<br />
Master’s degree in outcomes research and clinical investigation in 1999. She is<br />
20
Speaker/Mentor Biographies<br />
board certified in General Neurology and Vascular Neurology. She was the Vice Chair of<br />
Research for the UVA Department of Neurology prior to becoming Chair and is an Executive<br />
Leadership in Academic Medicine (ELAM) graduate from 2006.<br />
Dr. Johnston’s research has focused on treatment and outcomes in acute ischemic stroke and<br />
she is the principle investigator on numerous NIH funded grants. Most recently, she and her<br />
team have been funded by the NIH-NINDS to conduct the Phase III Stroke Hyperglycemia Insulin<br />
Network Effort (SHINE) Trial. She participates in numerous NIH-NINDS study sections and data<br />
safety monitoring committees and Chaired the NIH-NINDS Clinical Research Collaboration (CRC)<br />
advisory team. She was an Associate Editor of the journal Neurology and the founding editor of<br />
the Neurology Resident and Fellow section. She maintains a strong commitment to education<br />
and mentoring. She was the founding chair of the University of Virginia’s Academy of<br />
Distinguished Educators and is the Director of the UVA internal K12 scholars program for career<br />
development in clinical and translational research. She directs the AAN/NINDS Research <strong>Career</strong><br />
<strong>Development</strong> Program and the ANA/NINDS Junior Faculty <strong>Career</strong> <strong>Development</strong> Program. She<br />
also directs the University of Rochester/NINDS Clinical Trials in Neurology Course Faculty<br />
<strong>Development</strong> Program.<br />
Dr. Johnston has 2 children, Jeremy, age 15 and Tyler, age 10. She enjoys numerous athletic<br />
endeavors including playing and coaching sports with her children.<br />
Jaideep Kapur, MBBS, PhD<br />
University of Virginia/Charlottesville, VA<br />
Jaideep Kapur MBBS, PhD is Professor and Vice Chair of Neurology at the<br />
University of Virginia, School of Medicine, Charlottesville. He holds the Eugene<br />
Meyer III Chair in Neuroscience. Dr. Kapur received his medical training from<br />
the University of Delhi, India and his Ph.D. in Neuroscience from the University<br />
of Virginia. He completed residency training in neurology at the Virginia<br />
Commonwealth University, and fellowship training in epilepsy and<br />
neurophysiology at the University of Michigan.<br />
Dr. Kapur provides care to epilepsy patients as a member of FE Dreifuss Comprehensive Epilepsy<br />
Program at the University of Virginia. Dr. Kapur has a long-standing interest in understanding<br />
the neurobiological mechanisms underlying status epilepticus. These studies seek to explain<br />
why common therapies for these seizures fail in many patients and explore novel therapies for<br />
these seizures. Another area of research is regulation of seizures by hormonal fluctuations.<br />
Grants from National Institutes of Health and Epilepsy Foundation support his research.<br />
Another area of interest is biological basis of hormonal regulation of seizures.<br />
He has served on numerous grant review panels for National Institutes of Health, CURE Epilepsy<br />
foundation, Epilepsy Foundation and Epilepsy Research Foundation. He has been the Chair of<br />
the Research Council of the Epilepsy Foundation (America) , Research and Training Committee<br />
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Speaker/Mentor Biographies<br />
of the <strong>American</strong> Epilepsy Society. He has served as the President of the <strong>American</strong> Epilepsy<br />
Society.<br />
Stephen J. Korn, PhD<br />
National Institutes of <strong>Neurological</strong> Disorders and Stroke/Bethesda, MD<br />
Stephen J. Korn, PhD is NINDS Director of Training, <strong>Career</strong> <strong>Development</strong> and Workforce<br />
Diversity. He received his AB in Psychobiology from Oberlin College and his PhD in Pharmacology<br />
from the University of North Carolina-Chapel Hill. Dr. Korn received postdoctoral training in<br />
neurophysiology at NIH (as a PRAT Fellow of NIGMS) and in Biophysics at the Roche Institute of<br />
Molecular Biology (with financial support from NRSA postdoctoral fellowships). He then spent<br />
15 years on the faculty of the University of Connecticut at Storrs, where he was a Full Professor<br />
in the Department of Physiology and Neurobiology. He served on the Editorial Board of the<br />
Journal of General Physiology from 2000-2007 and served on the MDCN-4/NTRC study section<br />
for six years, three as Chair. He came to NINDS in January of 2006. His area of scientific specialty<br />
is the molecular basis of ion channel gating and permeation, but he also studied synaptic<br />
transmission and mechanisms of epileptiform activity in the hippocampal slice, and combined<br />
electrophysiological and imaging technology to study calcium and pH transport/buffering. He<br />
has written many grants for many purposes and supported his research with funds from NIH,<br />
NSF and several private foundations.<br />
Walter J. Koroshetz, MD<br />
National Institutes of <strong>Neurological</strong> Disorders and Stroke/Bethesda, MD<br />
Walter J. Koroshetz, MD serves as Deputy Director of The National Institute of<br />
<strong>Neurological</strong> Disorders and Stroke (NINDS), part of the National Institutes of<br />
Health (NIH). As the Deputy he works closely with the Director, Dr. Story<br />
Landis, in the development and implementation of NINDS programs.<br />
Prior to his appointment, Dr. Koroshetz was vice chair of the neurology service<br />
and director of stroke and neurointensive care services at Massachusetts General Hospital<br />
(MGH). He was also a professor of neurology at Harvard Medical School and led neurology<br />
resident training at MGH from 1990-2007.<br />
Dr. Koroshetz graduated from Georgetown University and received his medical degree from the<br />
University of Chicago. He trained in internal medicine at the University of Chicago and<br />
Massachusetts General Hospital. Dr. Koroshetz trained in neurology at MGH, after which he did<br />
post-doctoral studies in cellular neurophysiology at MGH and the Harvard neurobiology<br />
department. He joined the neurology staff, first in the Huntington’s Disease unit and then in the<br />
stroke and neurointensive care service. During his career Dr. Koroshetz has conducted basic<br />
electrophysiology research in cell membranes and in cultures of nerve cells and glial cells . His<br />
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Speaker/Mentor Biographies<br />
clinical research has focused on using neuroimaging to develop new treatments for patients<br />
with Huntington's disease and stroke. He is the author of more than 135 peer reviewed<br />
publications as well as numerous chapters and reviews. He has supervised the training of more<br />
than 150 residents and fellows.<br />
Story C. Landis, PhD<br />
National Institute of <strong>Neurological</strong> Disorders and Stroke/Bethesda, MD<br />
Story C. Landis, PhD has been Director of the National Institute for <strong>Neurological</strong><br />
Disorders and Stroke (NINDS) since 2003. A native of New England, Dr. Landis<br />
received her undergraduate degree from Wellesley College in 1967 and her PhD<br />
(1973) from Harvard University. After postdoctoral work at Harvard University,<br />
she served on the faculty of the Department of Neurobiology there. In 1985, she<br />
joined the faculty of Case Western Reserve University School of Medicine, where<br />
she created the Department of Neurosciences that achieved an international<br />
reputation for excellence. Throughout her research career, Dr. Landis has made fundamental<br />
contributions to the understanding of nervous system development. She has garnered many<br />
honors, is an elected fellow of the Academy of Arts and Sciences, the <strong>American</strong> <strong>Association</strong> for<br />
the Advancement of Science, the Institute of Medicine, and the <strong>American</strong> <strong>Neurological</strong><br />
<strong>Association</strong> and in 2002 was elected President of the Society for Neuroscience.<br />
Dr. Landis joined the NINDS in 1995 as Scientific Director and worked to re-engineer the<br />
Institute's intramural research programs. Between 1999 and 2000, she led the movement,<br />
together with the NIMH Scientific Director, to bring a sense of unity and common purpose to<br />
200 neuroscience laboratories from eleven different NIH Institutes. As NINDS Director, Dr.<br />
Landis oversees an annual budget of $1.5 billion that supports research by investigators in public<br />
and private institutions across the country, as well as by scientists working in its intramural<br />
program. With NIMH Director, Dr. Tom Insel, she chairs the NIH Neuroscience Blueprint, a<br />
roadmap-like effort to support trans-NIH activities in the brain sciences. In 2007, Dr. Landis was<br />
named Chair of the NIH Stem Cell Task Force.<br />
Vanda Lennon, MD, PhD<br />
Mayo Clinic/Rochester, MN<br />
Vanda Lennon, MD, PhD completed a PhD degree in Immunology at the<br />
Walter and Eliza Hall Institute after 2 years of internal medicine residency at<br />
McGill University, and spent the next 6 years combining basic immunology and<br />
neurobiology studies as postdoctoral Fellow, Assistant Professor and Associate<br />
Professor at the Salk Institute in San Diego. In 1978 she moved her research<br />
program (NIH RO1-funded since 1974) to Mayo Clinic in Rochester, MN, to<br />
establish a Neuroimmunology Laboratory bridging the Departments of<br />
Neurology and Immunology. In 1981, she established the Clinical Neuroimmunology Laboratory<br />
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Speaker/Mentor Biographies<br />
in the Department of Laboratory Medicine and Pathology to provide clinical relevance to my<br />
research program, which soon encompassed tumor immunology. The breadth of her research<br />
interests reflects our early recognition that solid cancers are a significant initiator of neurological<br />
autoimmunity. Our consistent focus has been on nicotinic ACh receptors and related plasma<br />
membrane channels pertinent to autoimmunity, neurobiology and cancer biology. In 2005 she<br />
established Mayo Clinic’s Autoimmune Neurology Fellowship Program which formally bridges<br />
clinical immunology and neurology.<br />
Robert L. Macdonald, MD, PhD<br />
Vanderbilt University/Nashville, TN<br />
Robert L. Macdonald, MD, PhD received his SB from the Massachusetts<br />
Institute of Technology before entering the University of Virginia in<br />
Charlottesville, Virginia, where he received his PhD in Physiology in 1969 and his<br />
MD in 1973. He served his medical internship and neurology residency at the<br />
University of Virginia before becoming a Guest Investigator at the National<br />
Institutes of Health from 1976 to 1978. In 1978, he joined the faculty of the<br />
University of Michigan as an Associate Professor of Neurology.<br />
In 1981, he was named Professor of Neurology, and in 1982, he was appointed Professor of<br />
Physiology. He was installed as the first Russell N. DeJong Professor of Neurology in 1995. In<br />
2001, he became Professor and Chair Department of Neurology, Professor of Molecular<br />
Physiology and Biophysics, and Professor of Pharmacology at Vanderbilt University.<br />
Dr. Macdonald has been a mentor throughout his career. He has trained 22 doctoral students<br />
and mentored 10 K awardees. At Vanderbilt University he has an active mentoring program for<br />
all junior faculty members in the department.<br />
Dr. Macdonald has had a distinguished research career, publishing 225 peer-reviewed<br />
publications and 65 book chapters and review articles. He has made major scientific<br />
contributions to the understanding of (1) the biophysical and pharmacological properties,<br />
structure, and functional assembly and trafficking of the γ-aminobutyric acid Type A (GABAA)<br />
receptor channel, (2) the basis of idiopathic generalized epilepsy due GABAA receptor mutations<br />
and (3) the mechanisms of action of a wide variety of antiepileptic drugs.<br />
Dr. Macdonald is the President of the <strong>American</strong> <strong>Neurological</strong> <strong>Association</strong> and has received the S.<br />
Weir Mitchell Award and Lecture, the Cotzias Award and Lecture and the Wartenberg Award<br />
and Lecture given by the <strong>American</strong> Academy of Neurology. He received the Epilepsy Research<br />
Award of the <strong>American</strong> Society for Pharmacology and Experimental Therapeutics, the Basic<br />
Neuroscience Award of the <strong>American</strong> Epilepsy Society, and gave the Lennox Lecture to and<br />
served the President of the <strong>American</strong> Epilepsy Society. He gave the University of Michigan<br />
Distinguished Faculty Lecture in 1998. He has received the Clinical Teaching Award from the<br />
residents at the University of Michigan (1986) and Vanderbilt University (2002).<br />
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Speaker/Mentor Biographies<br />
Beth A. Malow, MD, MS<br />
Vanderbilt University/Nashville, TN<br />
Beth Malow, MD, MS is a Professor of Neurology and Pediatrics at<br />
Vanderbilt University and holds the Burry Endowed Chair in Cognitive<br />
Childhood <strong>Development</strong>. She is also an Associate Director of Vanderbilt<br />
University’s Clinical Research Center and Chief of the Vanderbilt Sleep<br />
Disorders Division, Dr Malow received her MD degree at Northwestern<br />
University in Chicago, Illinois. She completed residency training in<br />
Neurology at the Harvard-Longwood Program in Boston, Massachusetts,<br />
followed by fellowship training in epilepsy, EEG, and sleep medicine at the National Institutes of<br />
Health. She completed a Master Degree in Clinical Research from the University of Michigan<br />
School Of Public Health, and was an Assistant and Associate Professor at the University of<br />
Michigan before joining the Vanderbilt faculty in 2003.<br />
Dr Malow’s clinical, educational, and research programs focus on the impact of treating sleep<br />
disorders on neurological disease. Her own research has emphasized the interface of sleep and<br />
epilepsy, and more recently, sleep, autism, and related disorders of neurodevelopment.<br />
Through collaborations and mentorship, she is also involved in the study of sleep as relates to<br />
autonomic function, pulmonary disease, sickle cell disease, stroke, and cognition. She served as<br />
principal investigator on a NIH/NINDS Multi-center Pilot Clinical Trial examining the effects of<br />
treating obstructive sleep apnea on seizure frequency, daytime sleepiness, and health-related<br />
quality of life in adults with epilepsy, and also as principal investigator on an NIH/NICHD trial of<br />
melatonin for insomnia in children with autism. Dr. Malow is the principal investigator for<br />
Vanderbilt’s Autism Treatment Network (ATN) site, one of 17 autism centers across North<br />
America funded to develop standards of medical care for children with autism, and leads the<br />
ATN sleep committee. She is a frequently invited speaker at national and international seminars<br />
and conferences focusing on sleep, autism, epilepsy, and neurological disorders, as well as<br />
clinical research and grant writing. Married with two school-aged sons, she also enjoys<br />
presenting and mentoring junior faculty on the topics of time management and career/life<br />
balance.<br />
William C. Mobley, MD, PhD<br />
University of California, San Diego/San Diego, CA<br />
William C. Mobley, MD, PhD is a Distinguished Professor and Chair of the<br />
Department of Neurosciences at UCSD. He came to UCSD in June 2009 from<br />
Stanford University in Palo Alto, Calif., where he served as the John E. Cahill<br />
Family Professor in the Department of Neurology and <strong>Neurological</strong> Sciences and<br />
was the founding director of the Neuroscience Institute.<br />
Dr. Mobley has a distinguished record of academic achievement and is<br />
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Speaker/Mentor Biographies<br />
considered one of the most outstanding academic neurologists in the US. He has an<br />
international reputation for his research on degenerative disease of the central nervous system<br />
as well as being a leader in translational medicine, bridging clinical and basic science in various<br />
areas.<br />
Dr. Mobley earned his Ph.D. from Stanford in Neuro- & Behavioral Science in 1974, and an M.D.<br />
from the same institution in 1976. After completing his M.D., Dr. Mobley completed an<br />
internship in pathology in 1977, also at Stanford University. He then went on to complete a<br />
residency and fellowship in neurology and pediatric neurology at The Johns Hopkins University<br />
in 1982. While there he was selected to serve as Chief Resident in Pediatric Neurology from<br />
1981 to 1982. In 1983, he became certified by the <strong>American</strong> Board of Pediatrics and in 1987<br />
was certified by the <strong>American</strong> Board of Psychiatry and Neurology with Special Competence in<br />
Child Neurology.<br />
Dr. Mobley’s research focuses on the neurobiology of neurotrophic factor actions and signaling<br />
and on the hypothesis that dysfunction of such signaling mechanisms contributes to neuronal<br />
dysfunction in developmental and age-related disorders of the nervous system. His emphasis on<br />
the neurobiology of Down syndrome has brought new insights into the disease, including<br />
possible treatments. He has also done pioneering work on the neurobiology of Alzheimer’s<br />
disease (AD) using a mouse model of Down syndrome. These studies were based on the<br />
observation that virtually all adults with Down syndrome develop Alzheimer’s disease by age 50.<br />
This knowledge paved the way for Dr. Mobley’s ongoing studies of AD in experimental models.<br />
Dr. Mobley has received many awards and distinctions. He is a member of the Institute of<br />
Medicine, National Academy of Sciences. He collaborated with the Dalai Lama to create the<br />
Center for Compassion and Altruism Research and Education at Stanford University. He also<br />
serves as the expert advisor to the Congressional Down Syndrome Caucus (for which he won the<br />
Christian Pueschel Memorial Award in 2007).<br />
He is the recipient of both the Zenith Award and the Temple Award from the Alzheimer’s<br />
<strong>Association</strong> and was chosen to receive the Cotzias Award of the <strong>American</strong> Academy of<br />
Neurology in 2004. Dr. Mobley is Past President of the <strong>Association</strong> of University Professors of<br />
Neurology, of the Professors of Child Neurology, and of the International Society for<br />
<strong>Development</strong>al Neuroscience. He is a Fellow of the Royal College of Physicians and in 2006 was<br />
named a Fellow of the <strong>American</strong> <strong>Association</strong> for the Advancement of Science.<br />
Jack M. Parent, MD<br />
University of Michigan/Ann Arbor, MI<br />
Jack M. Parent, MD received an A.B. with distinction in Human Biology at<br />
Stanford University and his M.D. from Yale University School of Medicine. He<br />
completed medical internship, neurology residency, clinical fellowship training in<br />
epilepsy and clinical neurophysiology, and post-doctoral training in neuroscience<br />
research at the University of California, San Francisco. In 2000, he joined the<br />
26
Speaker/Mentor Biographies<br />
faculty of the Department of Neurology at the University of Michigan, where he established the<br />
Neurodevelopment and Regeneration Laboratory and currently serves as co-director of the<br />
Epilepsy Division.<br />
Dr. Parent’s research focuses on the fields of stem cell biology, epilepsy and regeneration after<br />
stroke and other brain injuries. He has received several awards for his research, including a Paul<br />
Beeson Physician Faculty Scholars in Aging Award, a Dreifuss-Penry Epilepsy Award from the<br />
<strong>American</strong> Academy of Neurology, and a Grass Foundation Award in Neuroscience from the<br />
<strong>American</strong> <strong>Neurological</strong> <strong>Association</strong>. Dr. Parent recently served as co-chair of the Epilepsy<br />
Foundation Research Council, and is a member of the Epilepsy Foundation Professional Advisory<br />
Board, the Medical Advisory Board of the Global Ischemia Foundation, the Scientific Review Panel<br />
of the New Jersey Commission on Brain Injury Research, and the NIH CNNT study section. He is also<br />
an Associate Editor of Frontiers in Neurogenesis, and is on the editorial boards of Experimental<br />
Neurology and Stem Cells International.<br />
Samuel J. Pleasure, MD, PhD<br />
University of California, San Francisco/San Francisco, CA<br />
Samuel J. Pleasure, MD, PhD is Professor and Vice Chairman of Neurology at<br />
UCSF. Dr. Pleasure went to Penn for his BA, MD and PhD degrees, completing his<br />
thesis in Neuroscience with Dr. Virginia M.-Y. Lee in 1993. He joined the UCSF<br />
Department of Neurology as a resident from 1994 to 1997, also serving as Chief<br />
Resident in 1997. He moved on to a research fellowship (funded by a HHMI<br />
Postdoctoral Fellowship for Physicians) with Drs. Daniel Lowenstein and Marc<br />
Tessier-Lavigne at UCSF from 1997-2000 working on the role of developmental<br />
signaling systems in the regulation of axon guidance and cell fate in the forming dentate gyrus.<br />
Dr. Pleasure joined the faculty at UCSF in 2000 as Assistant Professor and became the Robert B.<br />
and Elinor Aird Chair in Neurology in 2001. Dr. Pleasure was recently promoted to Associate<br />
Professor and Vice Chair of the Department of Neurology. He is also a member of the<br />
Neuroscience, <strong>Development</strong>al Biology and Biomedical Sciences Graduate Groups as well as a<br />
member of the UCSF Institute for Regenerative Medicine. Dr. Pleasure continues to do a limited<br />
amount of clinical work, maintaining a ½ day a week clinic that alternates between Epilepsy and<br />
MS and attends as consult attending at San Francisco General Hospital once a year.<br />
Dr. Pleasure is a Reviewing Editor for the Journal of Neuroscience and on the Editorial Boards of<br />
<strong>Development</strong>al Neuroscience and ASN Neuro as well as reviewing manuscripts for a wide variety<br />
of neurobiology journals. Dr. Pleasure was a member of the Neurogenesis and Cell Fate study<br />
section 2004-2009 and served as Chair of the section for his last year of service. He also reviews<br />
research proposals for a number of private foundations and other governmental agencies as<br />
well as serving ad hoc on other NIH panels. Dr. Pleasure was the recipient of a K08 Award from<br />
NINDS (2000-2005), a Burroughs Wellcome Fund <strong>Career</strong> Award for Biomedical Sciences, a John<br />
Merck Fellowship for Neurodevelopmental Disorders and received additional funding from the<br />
Whitehall Foundation, Parents Against Childhood Epilepsy and Autism Speaks.<br />
27
Speaker/Mentor Biographies<br />
Dr. Pleasure’s laboratory focuses on three questions in developmental neurobiology: 1) The<br />
regulation of morphogenesis of the dentate gyrus during prenatal and early postnatal life; 2) The<br />
role of the meninges in regulating neurogenesis and neuronal migration in the cortex; and 3)<br />
The specification of oligodendrocyte precursors by morphogenic signaling molecules and<br />
members of the SoxE family. His laboratory is currently funded by NIMH, NIDA, the National<br />
Multiple Sclerosis Society and the California Institute for Regenerative Medicine and numerous<br />
fellowship grants to labmembers. He has published over 60 research papers, reviews and<br />
chapters.<br />
Bruce R. Ransom, MD, PhD<br />
University of Washington/Seattle, WA<br />
Bruce R. Ransom, MD, PhD is Professor and Chair of the Department of<br />
Neurology at the University of Washington School of Medicine. He is Adjunct<br />
Professor in the Department of Physiology and Biophysics and also holds the<br />
Warren and Jermaine Magnuson Chair in Medicine for Neurosciences.<br />
Dr. Ransom obtained his M.D. and Ph.D. (Neurophysiology) degrees at<br />
Washington University in St. Louis. After his internship, he spent 3 years as a<br />
postdoctoral research fellow at the NIH and then completed his Neurology residency at<br />
Stanford, where he stayed on as a faculty member. He moved to Yale University in 1987, where<br />
he was Professor of Neurology and of Cellular and Molecular Physiology, and Director of the<br />
Outpatient Neurology Clinic. He took his current positions at the University of Washington in<br />
Seattle in 1995 and became the founding chair of the new Department of Neurology. The<br />
department has grown rapidly under his leadership and now consists of about 65 faculty<br />
engaged in research, clinical work, and teaching.<br />
Dr. Ransom is an authority on the physiology and function of glial cells and on the<br />
pathophysiology of neural injury, especially ischemic injury of CNS white matter. He has served<br />
on scientific advisory boards for the NIH, the Howard Hughes Medical<br />
Institute, the Max Planck Society and the Paralyzed Veterans of America Spinal Cord<br />
Research Foundation. He received the Javits Neuroscience Investigator Award from the NIH<br />
(1991 to 1998), the Alexander von Humboldt Research Award (2005), teaching awards from<br />
Stanford and Yale, and has delivered several named lectureships. He was a Decade of the Brain<br />
lecturer for the <strong>American</strong> Academy of Neurology. He is the founder and Editor-in-Chief of the<br />
journal GLIA, now in its 23rd year, and serves on the editorial boards of other journals. He is<br />
President of the <strong>Association</strong> of University Professors of Neurology (AUPN). He organized and<br />
chaired the “Combining Research and Clinical <strong>Career</strong>s in Neuroscience <strong>Symposium</strong>” for 6 years<br />
(until 2009).<br />
Dr. Ransom has three children. His oldest son is an MSTP graduate and neurologist. Personal<br />
interests include running, downhill skiing, and travel. He is an avid collector and has an<br />
28
Speaker/Mentor Biographies<br />
extensive collection of petrified wood; in fact, several pieces of his furniture are made from<br />
petrified wood.<br />
Steven Scherer, MD, PhD<br />
University of Pennsylvania/Philadelphia, PA<br />
Steven S. Scherer, MD, PhD is a Professor of Neurology at the University of<br />
Pennsylvania. He received his B.S. (1977), as well as his MD and PhD (1985)<br />
from the University of Michigan. His PhD advisor was Dr. Stephen S. Easter. He<br />
did an internship in internal medicine (1985-86), and a residency in neurology<br />
(1986-1989) at the Hospital of the University of Pennsylvania. He was a Charles<br />
A. Dana fellow at the University of Pennsylvania from 1989-1991, in the<br />
laboratory of Dr. John Kamholz. He joined the faculty in 1991, obtaining the<br />
rank of Professor in 2001. He served as Vice Chair for Research in the Department of Neurology.<br />
He has an author on more than 110 original research papers and 50 reviews.<br />
Dr. Scherer’s chief scientific interest is the pathogenesis of peripheral neuropathies. His interest<br />
in peripheral nerve began with his PhD thesis, and brought him to Penn’s Department of<br />
Neurology, which has a distinguished history in this area. In 1993, he collaborated with Dr. Kurt<br />
Fischbeck, then a colleague at Penn, in the discovery that mutations in the gene that encodes<br />
the gap junction protein connexin32 cause the X-linked form of Charcot-Marie-Tooth disease<br />
(the eponym for inherited neuropathies). Thus began one of the main lines of research in his<br />
laboratory – what are the functions of gap junctions in the myelin sheath, and how do mutations<br />
in the connexin genes disrupt these functions? Along with his colleagues and students, Dr.<br />
Scherer showed that there are functional gap junctions in the PNS myelin sheath, that many<br />
connexin32 mutants cause a loss of function, that oligodendrocytes and Schwann cells express<br />
other connexins that probably have overlapping functions, that the Cx47 mutants associated<br />
with Pelizaeus-Merzbacher-like disease cause loss of function, that oligodendryocytes and<br />
astrocytes are couple by two pairs of heterotypic channels – Cx47:Cx43 and Cx32:Cx30.<br />
The structure and function of the myelinated axon is the other main focus. Dr. Scherer and his<br />
colleagues and students have illuminated the “molecular architecture” of myelinated axons. The<br />
issues here are what molecules form the myelin sheath, and what are their functional roles? The<br />
emerging evidence indicates that molecular interactions between axons and myelinating glial<br />
cells cause regional specializations in axons that are required for saltatory conduction. Further,<br />
because demyelination disrupts these regional specializations, salutatory conduction fails. The<br />
goals of this work are to understand the molecular basis for conduction, and restore conduction<br />
in demyelinating diseases such as multiple sclerosis.<br />
The diagnosis and treatment of peripheral neuropathies is Dr. Scherer’s clinic interest. He is<br />
particularly involved with people who have CMT, and is part of on ongoing effort to identify new<br />
genetic causes and to determine the relationships between the genotypes and phenotypes of<br />
these patients. Dr. Scherer is on the medical board of the CMT <strong>Association</strong>, and in that capacity,<br />
advises them on their effort to find effective treatments for different kinds of CMT.<br />
29
Speaker/Mentor Biographies<br />
D. Steve Snyder, PhD<br />
National Institute on Aging/Bethesda, MD<br />
Dr. D. Stephen Snyder, PhD currently serves as the acting director of the<br />
Division of Neuroscience (DN) at the National Institute on Aging. Dr.<br />
Snyder has been a member of the DN staff since October 1990,<br />
overseeing research portfolios and programs in fundamental<br />
neuroscience and the etiology of Alzheimer’s disease. He previously held<br />
concurrent appointments at the University of Tennessee Medical School<br />
(Departments of Neurology and Anatomy) and the Research Service, VA<br />
Medical Center in Memphis from 1984 to 1990 where he studied aspects of multiple sclerosis<br />
and peripheral nerve degeneration. Dr. Snyder received his B.S. in biology from Loyola College,<br />
his M.S. in cell biology from Adelphi University, and his Ph.D. in pathology from Albert Einstein<br />
College of Medicine. His postdoctoral fellowship in the Department of Neurology at the<br />
University of Tennessee Medical School focused on lysosomal proteases and myelin-related<br />
disorders. His interests remain the cell biological aspects of Alzheimer’s disease- especially the<br />
synapse, neuronal and vascular stress, and the biology of prion protein. Dr. Snyder is published<br />
in journals and book chapters and has served on numerous NIA and NIH committees and<br />
workgroups.<br />
Reisa Sperling, MD<br />
Brigham and Women's Hospital/Boston, MA<br />
Reisa Sperling, MD, MMS is a neurologist, specializing in dementia and<br />
imaging research, and an Associate Professor in Neurology at Harvard Medical<br />
School. Dr. Sperling is the Director of the Center for Alzheimer Research and<br />
Treatment at Brigham and Women’s Hospital and serves as the Director of the<br />
Alzheimer’s disease Neuroimaging Program of the Massachusetts Alzheimer’s<br />
Disease Research Center at Massachusetts General Hospital. Dr. Sperling’s<br />
research is focused on the early diagnosis and treatment of Alzheimer’s<br />
disease. Her recent work involves the use of functional MRI and PET amyloid imaging to study<br />
alterations in brain function in aging and early Alzheimer’s disease. She is the Principal<br />
Investigator on multiple NIH and Foundation grants to investigate the basis of memory<br />
impairment in aging and early Alzheimer’s disease, including a new National Institute on Aging<br />
Program Project grant – the Harvard Aging Brain Study - to investigate the impact of amyloid on<br />
brain aging. She was recently chosen to lead the National Institute on Aging-Alzheimer’s<br />
<strong>Association</strong> working group to develop recommendations for the study of “Preclinical Alzheimer’s<br />
disease”. Dr. Sperling also oversees a number of clinical trials of potential disease-modifying<br />
therapies in mild cognitive impairment and Alzheimer’s disease dementia at the BWH Center for<br />
Alzheimer Research and Treatment.<br />
30
Speaker/Mentor Biographies<br />
Ljubisa Vitkovic, PhD<br />
National Institute on Child Health & Human <strong>Development</strong>/Bethesda, MD<br />
Ljubisa Vitkovic, PhD, joined the Branch as a health scientist administrator in January 2003. Dr.<br />
Vitkovic has managed the Eunice Kennedy Shriver Intellectual and <strong>Development</strong>al Disabilities<br />
(IDD) Research Centers Program and the NICHD-funded Paul D. Wellstone Muscular Dystrophy<br />
Cooperative Research Centers. He is responsible for research in the areas of neuroscience<br />
related to neurodevelopmental disorders. Dr. Vitkovic has an MS degree in nuclear physics and a<br />
doctorate degree in biophysics from Michigan State University. Prior to joining the NICHD, he<br />
worked for the NIMH, NIAID, and NINDS, all at the NIH. He has received numerous awards<br />
including NIH Director’s Individual Award and was nominated for DHHS Secretary’s Award for<br />
Distinguished Service. He was also a professor for the French Academy of Sciences in<br />
Montpellier, France. Dr. Vitkovic has published mostly as the first or senior author, over 50<br />
peer-reviewed scientific articles and edited several books. He serves on the editorial board of<br />
Intellectual and <strong>Development</strong>al Disabilities Research Reviews and reviews for other journals.<br />
Phyllis C. Zee, MD, PhD<br />
Northwestern University/Chicago, IL<br />
Phyllis C. Zee, MD, PhD is Professor of Neurology, Neurobiology & Physiology,<br />
and Director of the Sleep Disorders Center and the sleep medicine fellowship<br />
training program, at Northwestern University’s Feinberg School of Medicine in<br />
Chicago, Illinois, where she is also Associate Director of the Center for Sleep and<br />
Circadian Biology.<br />
Dr. Zee directs an interdisciplinary clinical and research program in sleep and<br />
circadian rhythms. Research topics in this Program range from basic animal studies to<br />
therapeutic clinical trials. Her research has focused on the effects of age on sleep and circadian<br />
rhythms, genetic regulation of circadian sleep disorders, and behavioral interventions to<br />
improve sleep and performance. In addition, current NIH sponsored research include studies<br />
that examine the relationship between sleep and sleep disorders with metabolic and<br />
cardiovascular risk and the effects of age on the neural response to sleep loss.<br />
Dr. Zee also has authored more than 100 peer reviewed original articles and over 40 chapters<br />
and reviews on the topics of sleep, circadian rhythms, and sleep/wake disorders.<br />
A fellow of the <strong>American</strong> Academy of Sleep Medicine, fellow of the <strong>American</strong> Academy of<br />
Neurology and member of the <strong>American</strong> <strong>Neurological</strong> <strong>Association</strong>, Dr. Zee has served on<br />
numerous national and international committees, NIH scientific review panels, and advisory<br />
boards. She is President of the Sleep Research Society, past Chair of the NIH Sleep Disorders<br />
Research Advisory Board, and A Deputy Editor for the journal Sleep.<br />
Dr. Zee was honored with a Sleep Academic Award from the National Institutes of Health to<br />
enhance education in sleep medicine and is the recipient of the 2011 <strong>American</strong> Academy of<br />
Neurology Sleep Science Award.<br />
31
NINDS/ANA <strong>Career</strong> <strong>Development</strong><br />
<strong>Symposium</strong><br />
Working with your Mentors and Chair<br />
During your <strong>Career</strong> Dev Award<br />
Karen C. Johnston, MD, MSc<br />
Department of Neurology<br />
University of Virginia<br />
Email: kj4v@virginia.edu<br />
September 24, 2011<br />
Disclosure of Financial Relationships<br />
Karen C. Johnston<br />
Has relationships with the following proprietary<br />
entities producing health care goods or services.<br />
Research Grants/Contracts:<br />
NINDS R01 NS050192<br />
NINDS S U01 01 NS069498 S069498<br />
NHLBI/NINDS U01 HL088925<br />
Honoraria: Consulting:<br />
NINDS/NHLBI Photothera<br />
AUPN Diffusion Pharmaceutical Inc<br />
ANA Terumo<br />
AAN Remedy Pharmaceutical Inc.<br />
FDA<br />
Other Disclosure<br />
Karen C. Johnston<br />
I will share my opinions and my experience<br />
Every academic environment, mentor and chair<br />
is different<br />
32<br />
1
General Concepts<br />
• Mentors and Chair are advocates and partners<br />
– But have different roles<br />
– Everyone must understand the intended roles<br />
• Must share h iinformation f i with i h bboth h – regular l basis b i<br />
– Can’t help you if don’t know what is going on<br />
• Must communicate evolving short and long term<br />
goals<br />
– They will facilitate<br />
Case 1<br />
• Chair, division head, mentors – all<br />
committed to 75% research protected time<br />
prior to award<br />
• Just before award made – key clinical<br />
faculty members leaves division– enormous<br />
clinical gap<br />
• Consider role of mentor, division head,<br />
chair<br />
Case 2<br />
• K-applicant is fellow/clin instructor – submits K<br />
• Chair promises tenure track fac position –– if K<br />
• Gt Gets K and dchair hi offers ff - 1 yr clin li fac f position iti<br />
(80% clinical effort required for success)<br />
• Consider who the K-awardee goes to for help (the<br />
mentor is in outside dept)<br />
33<br />
2
Case 3<br />
• K-app includes institutional commitment for core<br />
research resources<br />
• Institution terminates core after K starts (becomes<br />
fee for service)<br />
• No K-funds to support<br />
• Consider who identifies resources when is an<br />
unexpected need<br />
Define Roles of Mentor/Chair<br />
• Define Mentor(s) Role<br />
– Science, Clinical, <strong>Career</strong> – likely part of big picture<br />
– Identify mentor goals/mentee goals – align them<br />
• Define Chair Role (varies)<br />
– Usually not 1°scientific mentor but always a mentor<br />
– Broader than mentor – overall short/long term success<br />
– Chair goals – include all nonscientific career trajectory<br />
– Chair goals – include Dept success – align goals<br />
• Meetings with each/ some meetings with all<br />
Interacting with your Mentors<br />
• Will likely have several – content/process<br />
• Regular Meetings - 1°- prob weekly at start<br />
• Have an agenda/list of topics<br />
• Keep eye on protected time together<br />
• B Be open/honest /h t about b t obstacles b t l or problems bl<br />
• Any obstacle to success of your K-award is<br />
fair game (eg home issue)<br />
• You should feel energized after meeting with<br />
your mentor<br />
34<br />
3
Interacting with your Chair<br />
• Chair invested in your success<br />
• Regular Meetings – at least once a yr<br />
• Lines of communication clear (prospective)<br />
• Rules of game – (success in dept; institution)<br />
• Keep eye on protected time together (saying no)<br />
• Continued consideration of necessary resources<br />
– Dept/Institutional commitments<br />
– Resources outside Dept<br />
– Additional resources (unexpected)<br />
Keep Eye on Long Term plan w/ Chair<br />
• Promotion/Tenure<br />
– Rules of success (understand promotion<br />
success)<br />
– Non scientific goals (clinical excellence)<br />
– Special situations (off the clock, clock change tracks, tracks<br />
awards, national opportunities)<br />
• If chair is your mentor (and maybe even<br />
not)– find outside counsel (outside dept) –<br />
consider institution fac dev lead<br />
Final Points<br />
• Remember, this is a partnership (w/mentor and<br />
chair)<br />
• Your success is your mentor’s success and your<br />
chair’s chair s success – here to help you succeed<br />
• Your best mentors will help you be better and help<br />
you grow your passion (do a gut check)<br />
• Mentor others and pass it forward<br />
35<br />
4
Case 1- Urgent Clinical Need<br />
• Chair/Division worked together to make clinical<br />
plan<br />
• K-awardee took lg clinical burden for 6 months<br />
• NIH agreed to postpone K-award by 6 months<br />
• Division felt that K-awardee prioritized division<br />
needs and she did not violate her K<br />
Case 2 – Guaranteed Failure<br />
• Unresolved<br />
• Negotiation with chair unsuccessful<br />
• Mentor has no standing with Chair<br />
• K-awardee has gone to Dean’s office for help<br />
• Oversight Advisory team (appt by Dean’s<br />
office) for K awardees under consideration<br />
Case 3 – Need for Resources<br />
• K-award did not have funds to pay for fee<br />
for service core<br />
• Chair and KK-awardee awardee negotiated with<br />
institution to get core resources without<br />
additional cost<br />
36<br />
5
Call on your colleagues<br />
All want you to be successful<br />
Contact Information:<br />
Karen C. Johnston, MD, MSc<br />
kj4v@virginia.edu<br />
434 924-5323<br />
Professor and Chair<br />
Department of Neurology<br />
University of Virginia<br />
Help Exists<br />
37<br />
6
K to R01 experiences for a basic researcher<br />
Reich et<br />
al. 1983<br />
NINDS/ANA<br />
<strong>Career</strong> <strong>Development</strong> <strong>Symposium</strong><br />
Sept. 24, 2011<br />
Jay A. Gottfried, MD, PhD<br />
Associate Professor of Neurology<br />
Northwestern University<br />
Feinberg School of Medicine<br />
Chicago, IL<br />
Important (Obvious) Point<br />
Pick a research topic that inspires you<br />
Important (Obvious) Point<br />
Pick a research topic that inspires you<br />
(and don’t be reluctant to change tracks)<br />
9/5/2011<br />
38<br />
1
My funding path to the R01<br />
HHMI post-doc fellowship, UCL<br />
7/2001-8/2004<br />
Hired at Northwestern 9/2004;<br />
new faculty start-up funds<br />
K08 submission 10/2004<br />
K08 1st resubmission 7/2005*<br />
*(funded 4/2006)<br />
1-yr pilot project grant 2005-2006 ($30K)<br />
2-yr Illinois state grant 2006-2008 ($60K)<br />
R01 submission 6/2008 (179/27.2%)*<br />
R01 1 st resubmission 11/2008 (142/12.7%)<br />
*(funded 4/2009)<br />
The path to the R01 really begins on day 1 of<br />
your K grant<br />
The time period between the K and the R<br />
generally coincides with setting up your lab,<br />
which also often coincides with your tenure clock<br />
How to prioritize?<br />
From K to R: setting priorities<br />
Lab start-up: ask for what you need<br />
to get your lab underway<br />
Hire, but hire carefully, and not hastily<br />
Stay focused on topic; resist the temptation to<br />
spread yourself thin (e.g., too many projects,<br />
too many collaborations)<br />
Write grants (institutional, private foundations)<br />
but don’t let this get in the way of:<br />
Publishing papers – aim high!<br />
9/5/2011<br />
39<br />
2
From K to R: setting priorities<br />
Mentorship is key!<br />
Scientific mentor <strong>Career</strong> mentor<br />
A supportive<br />
department chair<br />
Carve out your own niche (from your mentor)<br />
From K to R: setting priorities<br />
Don’t be afraid to say “no”<br />
- joining departmental or institutional committees<br />
- reviewing manuscripts for journals<br />
- writing book chapters and review articles<br />
- doing extra clinical work or teaching<br />
- attending g conferences, ggiving g talks<br />
But make sure to say “yes” some of the time<br />
- meet your colleagues, form potential collaborations<br />
- establish a scientific reputation at your institution<br />
and broadly within your research area<br />
- gain valuable experience and exposure<br />
- build up your CV (see: promotion & tenure)<br />
Anatomy of my R01 (the 25-page version)<br />
3 Specific Aims<br />
Aim 1: one experiment with 3 sub-aims<br />
Aim 2: three experiments<br />
Aim 3: one experiment<br />
11 Preliminary Data Figures<br />
Prior published data from my lab: 4<br />
Work in advanced progress: 4<br />
Highly preliminary: 3 (+ 1 table)<br />
4 Figures in Research Plan<br />
Depicting hypotheses, design, methods<br />
9/5/2011<br />
40<br />
3
A competitive R01 grant: practical matters<br />
Write clearly with well-specified hypotheses<br />
and predictions; avoid typos<br />
Leave space; don’t crowd the text<br />
Include lots of figures (a picture’s worth…)<br />
Cite the literature liberally<br />
For each experiment and/or aim include<br />
potential pitfalls and alternative outcomes<br />
Be optimistic! there are many advantages of<br />
holding a K (with the goal of obtaining an R01)<br />
�5-ish years of (75%) protected time to collect<br />
data, publish papers, and generate preliminary<br />
findings for the R01 application<br />
�A record of NIH funding (e.g., K) is a distinct<br />
strength for your R01 application<br />
�A If you have K funding support, then you are<br />
probably an early-stage/new investigator<br />
�Don’t forget that the NIH has a vested interest in<br />
seeing you get an R01 – they have already<br />
invested a lot!<br />
9/5/2011<br />
41<br />
4
From K to R<br />
(Literally and Figuratively)<br />
Reisa Sperling Sperling, M.D. M D<br />
Center for Alzheimer Research and Treatment<br />
Harvard Aging Brain Study<br />
Brigham and Women’s Hospital<br />
Massachusetts General Hospital<br />
Harvard Medical School<br />
K - Know<br />
• Know that you must be good- getting a K<br />
isn’t easy these days!<br />
• Know what you want to accomplish over the<br />
precious protected years of your K<br />
– May not be identical to your proposed Aims<br />
• Know that you have to start thinking about<br />
your R01 submission in Years 1 and 2 of<br />
your K – it is not too early!<br />
L - Learn<br />
• Your K is your protected time to LEARN<br />
– Learn the research skills needed but also to learn<br />
grantwomanship<br />
• Learn what makes a grant application successful<br />
– If possible, get on an ad-hoc study section - perhaps<br />
for fellowship applications<br />
– Mock NIH study sections<br />
– Get copies of successful R01 and other grant<br />
applications<br />
– Get copies of unsuccessful R01 applications – and the<br />
“pink sheets”<br />
42<br />
1
M - Mentor<br />
• Meet with your Mentor frequently<br />
• Have them set deadlines for you (papers, grants)<br />
• If your primary Mentor is really busy - also look<br />
for other Mentors – perhaps more junior folks<br />
who have been successful in transitioning to<br />
independent support<br />
• Also consider finding a senior Mentor who is not<br />
in your exact field - provide career advice<br />
• Discuss authorship – Transition to independence<br />
N - Network<br />
• Network with the “prime movers” in your<br />
field<br />
– Meet them at conferences – don’t be afraid to<br />
introduce yourself<br />
– Volunteer for committees in national and international<br />
organizations<br />
– Review abstracts and manuscripts<br />
• Network with your fellow K awardees<br />
• Network with senior clinical researchers at your<br />
institution and at meetings like this one!<br />
N - Niche<br />
• Find your niche<br />
• You may have to choose between competing<br />
areas of interest - pick p one primary p yarea/skill<br />
to pursue for later years of your K<br />
• Best to have a very specific area of expertise<br />
with which you are associated - so that you<br />
become known locally, nationally, and<br />
eventually internationally for N…<br />
43<br />
2
O - Opportunities<br />
• Opportunities to “showcase” your work<br />
– Present data at national meetings<br />
– Invited lectures at Specialty meetings<br />
• LLook k for f multiple li l funding f di opportunities ii<br />
before you go for the R01<br />
– Foundation Grants<br />
– Project in a Program Project or Center Grant<br />
– Other NIH mechanisms R03; R21<br />
• But almost as much work, and sometimes lower funding rate<br />
P - Publish<br />
• Publish at least 5 to 6 first authored papers<br />
in your niche before submitting R01<br />
– Ideally at least 1 in high profile journal<br />
• Publish 1 paper as senior author in later<br />
years of K<br />
– Research assistant, student, or post-doc first author<br />
– Demonstrate transition to independence<br />
• Publish state-of-the-art review in your topic<br />
– Will help you summarize background in very short<br />
form for R01<br />
P - Plan<br />
• Plan a detailed timeline for your R submission<br />
• Plan to submit a grant early in 4th year of K<br />
– Could be alternative grant to R01 if you are not<br />
ready to submit R01 yet<br />
– Plan at least 6 months to work on your first R01<br />
submission (3 to 4 months on smaller grants)<br />
• Plan to have 3 senior folks read your grant<br />
Aims<br />
– Ideally 2-3 months prior to submission!<br />
44<br />
3
Q - Question<br />
• Determine the burning Question<br />
• What is the unmet need in your field?<br />
• What is the obvious next Question to<br />
follow-up on your current work?<br />
• What is the Question for which you are<br />
uniquely qualified to search for answers?<br />
R – Research Ready<br />
• Ready to submit?<br />
• Rationale clear? Relevance to the field?<br />
• Realistic project – feasibility/over ambitious<br />
• Research the competition<br />
– NIH RePorter – who else is funded in your area?<br />
• Research your reviewers<br />
– What is the most appropriate Review committee?<br />
– Look up every standing member and recent Ad-hocs<br />
– Grantmanship – cite the Reviewers in your field!<br />
R – Revise and Resubmit<br />
• Rhinoceros skin!<br />
• Revise based on reviewers’ comment<br />
– Have several senior readers read your “pink pink<br />
sheets” and your 1 page response – this is key!<br />
• Resubmit if you don’t succeed at first<br />
– Be Ready with Plan B, C, D….<br />
45<br />
4
R – Rejoice!<br />
• Rejoice that no matter how tough it seems –<br />
you are the master of your own research!<br />
• Remember the reason you do the research!<br />
46<br />
5
Evidence of unrecognized<br />
"disconnection syndromes" in epilepsy<br />
surgery patients<br />
DDaniel i l LL. DDrane, Ph Ph.D., D ABPP (CN)<br />
� Department of Neurology, Emory University<br />
School of Medicine, Atlanta, GA<br />
� Department of Neurology, University of<br />
Washington School of Medicine, Seattle, WA<br />
Primary Collaborators – K23 and K02 Projects<br />
University of Washington, Seattle, WA<br />
George A. Ojemann, MD Jeffrey G. Ojemann, MD VaishaliPhatak, PhD<br />
Elizabeth Aylward, PhD John W. Miller, MD, PhD Thomas Grabowski, MD<br />
Gail Rosenbaum, BS Daniel L. Silbergeld, MD Adam O. Hebb, MD<br />
University of Iowa College of Medicine, Iowa City, Iowa<br />
Daniel Tranel, PhD<br />
Emory University, Atlanta, Georgia<br />
Kimford Meador, MD David Loring, PhD Robert Gross, MD<br />
James Rilling, Ph.D. KrishSathian, MD, Ph.D. Lawrence Barsalou, Ph.D.<br />
Xiaoping Hu, PhD Helen Mayberg, MD<br />
University of Arkansas<br />
Andrew James, Ph.D.<br />
Washington University in St. Louis<br />
David Van Essen, Ph.D. Matthew Glasser, M.S.<br />
Oxford University, UK<br />
Natalie Voets, Ph.D. Timothy Behrens, Ph.D.<br />
Presentation Goals<br />
� Briefly review my work with recognition &<br />
naming deficits in epilepsy, and evidence<br />
that these deficits represent disconnection<br />
syndromes.<br />
� Discuss the use use of neuroimaging<br />
(particularly DTI tractography) to better<br />
understand the neural circuits of these<br />
processes and to improve surgical<br />
outcome.<br />
� Discuss how the K23 and K02 award<br />
mechanisms have facilitated my research,<br />
and provide suggestions for obtaining<br />
these awards.<br />
9/6/2011<br />
47<br />
1
Ideas Leading to my Research<br />
�Category-Related deficits reported<br />
in various neurological patients<br />
(e.g., Elizabeth Warrington).<br />
�Damasio group made predictions<br />
about brain regions critical to these<br />
functions.<br />
Damasio’s Model of Semantic Memory<br />
� Diffuse neural network representation<br />
� Involves motor/sensory neurons of<br />
original perception<br />
� RRecall ll reactivates ti t original i i l areas<br />
� Convergence zones “bind”<br />
perceptions through reactivation of<br />
wide-spread sites<br />
� Meditational zones link reactivated<br />
network to classic language system<br />
Category-Related Naming Deficits<br />
� The inability to name certain types of<br />
objects although they are recognized.<br />
This occurs in the absence of<br />
anomia/aphasia<br />
anomia/aphasia.<br />
� In our work, patients have to be able to<br />
describe an object well enough for a<br />
blinded rater to identify the correct<br />
object from their description in order to<br />
be considered a correct recognition.<br />
9/6/2011<br />
48<br />
2
Famous Faces – Test Stimuli<br />
Patient Responses Reflecting Naming Errors<br />
Angela Lansbury<br />
� “She is an actress. She had a T.V. show called<br />
Murder She Wrote.” `<br />
Martin Luther King, Jr.<br />
� “Famous black man from Atlanta…He was famous<br />
for his walk from Birmingham…helping get<br />
equality for blacks…He was shot in Memphis…A<br />
local road is named after him…”<br />
Arnold Schwarzengger<br />
� “The terminator….governor of California…his wife<br />
is one of the Kennedy’s …..”<br />
Category-Related Recognition Deficits<br />
� The inability to name or recognize<br />
certain types of objects although<br />
there is no impairment of primary<br />
perceptual t l processes ( (e.g., visuo- i<br />
perceptual processing, spatial<br />
processing).<br />
Famous Faces – Test Stimuli<br />
Patient Responses Reflecting Recognition Errors<br />
Fidel Castro<br />
� “Middle East terrorist. He was killed already. I think that<br />
happened during Desert Storm.”<br />
Brad Pitt<br />
� � “Oh Oh..he he was great in the Titanic movie movie. He also acted in<br />
one where he pretended to be a doctor and other<br />
things…Catch Me if You Can…”<br />
Bill Cosby<br />
� “OJ…He killed his wife and got away with it…He was a<br />
sports star a long time ago. I think he played football…”<br />
Adolph Hitler<br />
� “I think he was a politician..very familiar…but I cannot<br />
place him…maybe in Congress a long time ago…”<br />
9/6/2011<br />
49<br />
3
Category-Related Deficits in TLE<br />
� Our work has shown that presurgical temporal<br />
lobe epilepsy (TLE) patients often exhibit<br />
category-related deficits involving either<br />
naming or recognition.<br />
� TLE patients with a language dominant<br />
seizure focus often exhibit at least mild<br />
category-related naming deficits (for famous<br />
faces, landmarks, and animals).<br />
� TLE patients with a nondominant seizure<br />
focus often exhibit at least mild categoryrelated<br />
recognition deficits (same<br />
categories).<br />
(See articles by Drane and colleagues in Neuropsychologia, 2008<br />
&Cortex, 2009. Also some abstracts)<br />
Category-Related Deficits in TLE<br />
� Many of these TLE patients decline<br />
significantly on these tasks post-surgically.<br />
� Post-surgical TLE patients frequently exhibit<br />
moderate or greater deficits on these measures<br />
in accordance with the previously p y specified p<br />
pattern. .<br />
� Post-operative decline appears to be mediated<br />
by disease-related factors.<br />
○ Age of Onset<br />
○ Extent of Damage (e.g., mesial temporal<br />
sclerosis vs. normal vs. more widespread<br />
damage visualized on MRI)<br />
Famous Faces Naming and Object<br />
Recognition Subtest<br />
9/6/2011<br />
50<br />
4
Famous Faces Naming and Object<br />
Recognition Subtest<br />
Famous Faces Naming and Object<br />
Recognition Subtest<br />
Famous Faces Naming and Object<br />
Recognition Subtest<br />
9/6/2011<br />
51<br />
5
Famous Faces Naming and Object<br />
Recognition Subtest<br />
Animal Naming and Object Recognition<br />
Subtest<br />
Animal Naming and Object Recognition<br />
Subtest<br />
9/6/2011<br />
52<br />
6
Man-Made Objects Naming and<br />
Recognition Subtest<br />
Man-Made Objects Naming and<br />
Recognition Subtest<br />
Famous Landmarks Naming and<br />
Recognition Subtest<br />
9/6/2011<br />
53<br />
7
Famous Landmarks Naming and<br />
Recognition Subtest<br />
Famous Landmarks Naming and<br />
Recognition Subtest<br />
Using Diffusion Tensor Imaging (DTI)<br />
in Epilepsy Surgery Assessment<br />
� It appears the category-related deficits we are<br />
observing may represent a “disconnection”<br />
syndrome or structural connectivity problem that is<br />
leading to difficulty with complex binding of<br />
perceptual and semantic/linguistic information.<br />
� The use of DTI tractography may shed additional<br />
light on the brain-behavior relationship that is<br />
being disrupted, and may represent a clinical tool<br />
for “mapping” function.<br />
9/6/2011<br />
54<br />
8
Category-Related Deficits in TLE as<br />
Structural Connectivity Problem<br />
� Language dominant TL patients who exhibit<br />
category-related naming deficits show near<br />
normal performance when provided with<br />
multiple p choice recognition g formats. However, ,<br />
once the answers have slipped from working<br />
memory, they are again unable to come up with<br />
the correct name.<br />
Naming accuracy on re-presentation of Famous<br />
Face items that were recognized and successfully<br />
identified with MC paradigm<br />
Famous<br />
Faces<br />
Left TLE<br />
(n=11)<br />
Mean SD<br />
Right TLE<br />
(n=10)<br />
Mean SD<br />
21.8 24.0 74.1 34.1 p
Percent of items initially unrecognized and<br />
rated unfamiliar that were correctly<br />
recognized with the MC paradigm<br />
Famous<br />
Faces<br />
Famous<br />
Landmarks<br />
Left TLE<br />
(n=20)<br />
Mean SD<br />
Right TLE<br />
(n=12)<br />
Mean SD<br />
37.7 20.1 56.6 14.6 p
Summary of Disconnection Findings<br />
� These findings are also consistent with a recent<br />
semantic memory model suggesting that<br />
linguistic systems have access to their own<br />
semantic information, and that some tasks can<br />
be performed without engaging a modalitybased<br />
semantic processing system<br />
See articles by Larry Barsalou and colleagues<br />
Evidence of problems binding sensory and<br />
semantic information postoperatively<br />
� 2 Patients undergoing dominant TL<br />
resection more than 5 years ago show the<br />
predicted pattern of naming deficits for<br />
famous faces and landmarks for items that<br />
were famous prior to their date of surgery surgery.<br />
� However, they show recognition deficits for<br />
many items that became famous after their<br />
surgery (despite seemingly intact<br />
knowledge of the person, event, landmark,<br />
etc.).<br />
Possible Structural Connectivity Problem<br />
� Given the possibility that surgical intervention<br />
is causing various “disconnection”<br />
syndromes, we propose that one potential<br />
cause for such syndromes may be damage<br />
to the major white matter tracts that traverse<br />
the temporal lobe.<br />
� Arcuate Fasciculus<br />
� Unicinate Fasciculus<br />
� Inferior Occipital-Frontal Fasciculus<br />
� Inferior Longitudinal Fasciculus<br />
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Possible Structural Connectivity Problem<br />
� Two recent papers provide data to support<br />
examining white matter pathways with respect<br />
to naming ability<br />
� One French neurosurgical group found<br />
that subcortical electrocorticography of the<br />
AF and IOFF led to reliable paraphasic<br />
errors in patients with anterior TL tumors,<br />
while stimulation of UF and ILF did not<br />
disrupt naming.<br />
Possible Structural Connectivity Problem<br />
� UCSD group used DTI in ES patients,<br />
demonstrating that the integrity of the IOFF,<br />
UF, and AF in the dominant TL was related to<br />
language performance (including naming<br />
ability) ability).<br />
McDonald CR, Ahmadi ME, Hagler DJ, et al. Diffusion tensor imaging<br />
correlates of memory and language impairments in temporal lobe<br />
epilepsy. Neurology 2008;71:1869-1876.<br />
Possible Structural Connectivity Problem<br />
� Several papers exist to make a case for<br />
relating WM pathways of the nondominant<br />
hemisphere to object recognition<br />
� Inferior Longitudinal Fasciculus (ILF) and the<br />
“ventral stream” have been associated with<br />
object recognition deficits.<br />
Thomas C, Avidan G, Humphreys K, Jung K, Gao F,<br />
Behrmann M. Reduced structural connectivity in ventral visual<br />
cortex in congenital prosopagnosia. Nature and Neuroscience<br />
2009;12:29-31.<br />
9/6/2011<br />
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12
Use of DTI seems to be a natural progression<br />
for studying these tracks in a TLE sample.<br />
� Using DTI, major white matter tracts could<br />
be examined both pre- and postoperatively.<br />
�� Th There may bbe bbaseline li diff differences iin th the<br />
tractography results of patients who decline<br />
on these tasks and those that do not.<br />
� Post-surgical alteration of the integrity of<br />
these tracts could also be examined across<br />
groups defined by post-surgical cognitive<br />
outcome.<br />
Correlations between Category-Related<br />
Naming and DTI results<br />
� Naming of famous faces and famous<br />
landmarks correlated significantly with the<br />
inferior portion of the left AF (r=0.72, p
Using DTI Tractography to Explore<br />
Connectivity Issues<br />
� For this patient with a left TL resection including<br />
the ILF (blue) and UF (yellow), but no involvement<br />
of IOFF and AF, there was no significant decline in<br />
naming.<br />
Using DTI Tractography to Explore<br />
Connectivity Issues<br />
� For this patient with a left TL resection which<br />
included the ILF, IOFF, and AF there was a<br />
significant decline in naming landmarks and<br />
persons.<br />
Using DTI Tractography to Explore<br />
Connectivity Issues<br />
� For this patient with a right TL resection including<br />
the ILF (blue) and UF (yellow), but no involvement<br />
of IOFF and AF, there was a major decline in object<br />
recognition.<br />
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Summary of Preliminary Results<br />
� Although TLE patients with TL seizure<br />
onset often exhibit significant categoryrelated<br />
naming or recognition deficits<br />
preoperatively p p y and frequently q y decline<br />
following surgery, they appear to remain<br />
free from visuo-perceptual deficits, a<br />
classic aphasia, or deficits in semantic<br />
knowledge.<br />
Summary of Preliminary Results<br />
� While core perceptual, semantic, and<br />
language systems appear to function<br />
well in isolation, creating task demands<br />
that require integration across systems<br />
lleads d tto performance f problems bl iin<br />
category-related naming and recognition<br />
suggesting that these deficits may<br />
involve a functional “disconnection” of<br />
these core systems.<br />
Summary of Preliminary Results<br />
� These disconnections may lead to difficulty<br />
with future learning dependent upon<br />
coordinated processing (e.g., pairing<br />
perceptual stimuli with semantic and<br />
language-based g g content). )<br />
� Diffusion imaging data suggests that certain<br />
WM tracts may be critical in the neural<br />
networks that underlie naming and<br />
recognition processes.<br />
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15
Summary of Preliminary Results<br />
� Therefore, we believe that better<br />
comprehending the functional/structural<br />
relationship between task performance and<br />
brain integrity will allow us to more fully<br />
understand the neural circuitry underlying these<br />
abilities, which in turn will allow us to predict and<br />
potentially minimize damage to core networks<br />
during TL surgery intended to control seizures.<br />
� Ultimately, we hope to be able to indentify and<br />
protect critical tracts using some combination of<br />
pre or intraoperative DTI tractography and<br />
stealth surgical technologies.<br />
Usefulness of the K23 Award<br />
�This award got my research<br />
“jump started” by providing me<br />
with substantial protected time,<br />
additional training in research<br />
design and statistics, and an<br />
introduction to quantitative<br />
volumetric MRI analysis<br />
Decision to Pursue K02 vs. R01<br />
�I felt like I had adequate data to<br />
pursue the RO1.<br />
�However, DTI analysis moved to the<br />
forefront of my y research and clinical<br />
interests.<br />
�The K02 provided an avenue to pick<br />
up some additional skills while<br />
transitioning to the R01.<br />
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62<br />
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K02 Mechanism<br />
� Generally similar to the K23 career<br />
development award without a mentor.<br />
� Three years of salary support (minimum of<br />
75% effort) is guaranteed and $50,000 per<br />
year provided to support one’s one s research.<br />
� If an R01 is in place by year 3, then the<br />
candidate also gets another 2 years of<br />
salary support from the K02 (still at the<br />
75%+ level).<br />
� Conversion rates from K02 to R01 have<br />
traditionally been good.<br />
Preparing the K02 Application<br />
�Have a clear rationale for why<br />
additional time/training is needed<br />
before applying for the R01.<br />
�Start preparing early, and have<br />
collaborators review your work<br />
periodically (particularly an individual<br />
or two with differing research<br />
backgrounds).<br />
Engaging Collaborators<br />
�Ideal collaborators are accessible,<br />
have time for you, and are interested<br />
in what you are doing.<br />
�It helps if they have some incentive<br />
to help you.<br />
�Make things easy for them.<br />
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17
Suggestions for Projects<br />
� Develop a few ideas that have arisen<br />
during your prior grant period. Ideally,<br />
you will have extensive data available<br />
from a prior award award, and a number of<br />
questions.<br />
� Run these by primary collaborators and<br />
refine.<br />
� Prioritize data analysis and paper<br />
preparation to drive your K02 application<br />
Suggestions for Projects<br />
�For the K02, it can be helpful to<br />
break your project into stages.<br />
�Be responsive to feedback (both<br />
from colleagues and grant agencies)<br />
�Work on things you are passionate<br />
about.<br />
Suggestions for Projects<br />
�Talk with NIH representatives when<br />
questions arise<br />
�Take advantage of workshops and<br />
other forums to learn more about<br />
grant writing<br />
�Get involved in reviewing grants<br />
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Evidence of unrecognized<br />
"disconnection syndromes" in epilepsy<br />
surgery patients<br />
DDaniel i l LL. DDrane, Ph Ph.D., D ABPP (CN)<br />
� Department of Neurology, Emory University<br />
School of Medicine, Atlanta, GA<br />
� Department of Neurology, University of<br />
Washington School of Medicine, Seattle, WA<br />
9/6/2011<br />
65<br />
19
Becoming an Independent RO1 Funded<br />
Investigator in Clinical Research:<br />
Strategies for Success… from Basic<br />
Science to Clinical Trials<br />
Jaideep Kapur, MD, PhD<br />
University of Virginia<br />
Beth A. Malow, MD, MS<br />
Vanderbilt University<br />
Making the KO8 to RO1 transition<br />
• From Mentee to…Principal Investigator<br />
– Principal creative force: generator of novel,<br />
innovative: ideas, hypotheses, techniques or<br />
methods.<br />
– Mentor.<br />
– Team Leader /Principal Lab Manager:<br />
identifies problems to be studied and<br />
allocates resources.<br />
What are the components of success?<br />
Presentation Outline:<br />
Components of Success for Basic and<br />
Clinical Researchers<br />
• Scientific creativity<br />
• Turning creativity into grants and papers<br />
• Effective management of people and resources<br />
• Negotiation for resources<br />
• Relationships with mentors, peers and trainees<br />
• Productivity<br />
• Perseverance<br />
• Balance<br />
66<br />
1
Start thinking about your RO1<br />
• What new idea/ innovation/ hypothesis<br />
will drive this application?<br />
• Where do new ideas come from?<br />
A crowd d of f existing i ti id ideas<br />
& a lot of practice at being creative….<br />
Components of the Scientific<br />
Creative Process<br />
• Mastery of multiple fields<br />
• Logical “ collapse” of multiple ideas into a simple<br />
rule or hypothesis.<br />
• Zeitgeist: the spirit of the times. The general<br />
cultural lt l iintellectual, t ll t l ethical thi l and/or d/ political liti l<br />
climate within a nation or even specific groups,<br />
along with the general ambience sociocultural<br />
direction or mood of an era (similar to the<br />
English word trend).<br />
• Chance<br />
See synthesis of theories on Scientific creativity<br />
Dean Keith Simonton University of California, Davis: Creativity in science: Chance,<br />
logic, genius, and zeitgeist (Cambridge University Press, 2004);<br />
Scientific Creativity as Logical<br />
Problem Solving: Newton<br />
67<br />
2
Problem of Planetary Motion:<br />
Models of Solar System<br />
Copernicus<br />
Kepler<br />
Classical Mechanics: Centrifugal<br />
Forces and Pendulum<br />
• Huygens coined the<br />
term "centrifugal<br />
force" in his 1659 De<br />
Vi Centrifiga and<br />
wrote of it in his 1673<br />
Horologium<br />
Oscillatorium on<br />
Pendulums.<br />
Innovation<br />
• Developing calculus to illustrate laws of<br />
Motion (Mathematical Physics).<br />
• Applications of differential calculus include<br />
computations involving velocity and<br />
acceleration, the slope of a curve.<br />
.<br />
68<br />
3
Creativity in Science: Discovering<br />
Laws of Motion & Gravity<br />
Copernicus,<br />
Kepler and<br />
Newton<br />
Huygens Huygens,<br />
Leibniz,<br />
Newton, and<br />
Hooke<br />
John Wallis, Isaac<br />
Barrow, James<br />
Gregory Newton and<br />
Leibniz<br />
Planetary motion<br />
Classical<br />
mechanics:<br />
Centrifugal<br />
forces<br />
Invention<br />
of Rules<br />
of<br />
Calculus<br />
“Newton’s” laws of motion<br />
"If I have seen further, it is by standing on the shoulders of giants."<br />
Sir Isaac Newton letter to Robert Hooke<br />
Creativity in Clinical Research<br />
• Follow your passions– get ideas from your<br />
clinical practice.<br />
• Read basic science of your field to ground<br />
your hypotheses.<br />
• CCombine bi id ideas ffrom diff different t fi fields– ld read d<br />
widely and look for overlaps.<br />
• It is ok to change your focus.<br />
• Serendipity favors the prepared mind.<br />
Vagus Nerve Stimulator and Sleep Apnea<br />
Malow, Neurology 2000;55:1450-1454<br />
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4
Becoming a Clinical Trialist<br />
• Start by conducting retrospective and crosssectional<br />
studies and build upon those<br />
• Strongly consider a pilot clinical trial (Phase 2)<br />
funding mechanism to work out design issues<br />
• Think about study designs and treatments that<br />
make sense to your patients and to the<br />
underlying science<br />
Becoming a Clinical Trialist<br />
• For example…parents educate their children<br />
about sleep prior to randomization to melatonin<br />
or placebo for insomnia in children with autism.<br />
Allows for a cleaner trial as well as collection of<br />
predictors p of response p ( (biochemical markers, ,<br />
genetic polymorphisms) in children whose<br />
sleep hygiene has been corrected.<br />
• Don’t hesitate to develop the tools you need for<br />
clinical outcomes.<br />
Actigraphy as Sleep Outcome Measure<br />
Polysomnography is gold standard for sleep trials, but has<br />
limitations in measuring sleep in children with autism and<br />
insomnia. Sleep diaries and questionnaires are subjective.<br />
We found that even actigraphy was challenging in some<br />
children and validated/published a placement in which the<br />
watch could be sewn into the pocket of a t-shirt.<br />
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5
Becoming a Clinical Trialist<br />
• Build your portfolio of grants based on<br />
institution, industry, and foundation funding–<br />
know which funding opportunities exist.<br />
• Look outside NINDS to other institutes.<br />
• Get training in clinical research and clinical<br />
trials (MS, MPH programs)<br />
– Epidemiology<br />
– Biostatistics<br />
– Measurement<br />
– Data Management<br />
– Manuscript and Proposal Writing<br />
– Ethics<br />
From ideas to papers and grants<br />
• Effective time management.<br />
• Effective generation and management of<br />
financial resources.<br />
• Eff Effective ti management t of f people. l<br />
– Consider 7 Habits of Highly effective people, Covey.<br />
Time Management<br />
Priorities:<br />
1) Time for reading the literature.<br />
2) Time for creative thinking / approaches to<br />
scientific problems.<br />
3) Time for writing grants/ papers.<br />
4) Time for teaching graduate students, postdocs,<br />
mentees and colleagues.<br />
5) Time for clinical work<br />
6) Time for patient phone calls, sign medical<br />
records, call administrative meetings, grants<br />
management etc.<br />
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6
Time Management: Covey’s 4 quadrants<br />
Know your peak times, and protect them<br />
Clinical researcher/lab director’s plan:<br />
• Write papers and grants in the morning<br />
and schedule this time on calendar<br />
• Don’t check email before 11 am and<br />
avoid id morning i meetings, ti bboth th fformal l<br />
and informal<br />
• Process emails on Blackberry<br />
throughout the day in-between meetings<br />
• Meetings in the early afternoon<br />
• Call patients back in the late afternoon<br />
• Handle non-urgent clinic issues on clinic<br />
days<br />
Resources: Financial<br />
You need resources!<br />
• Discuss with mentor whether you can use<br />
their lab resources to generate preliminary<br />
data.<br />
• Begin to work with the Chair to retain you as<br />
an independent investigator: space, start up<br />
package, promotion and title etc.<br />
• Look elsewhere: build national visibility, you<br />
can compare offers between home and other<br />
institutions.<br />
72<br />
7
Resources: Equipment<br />
• Equipment<br />
– Start up funds, grants, other institutional resources.<br />
–Buy wisely:<br />
• Use institutional equipment if you can ( confocal, 2<br />
photon DNA sequencers, Mass Spect. etc).<br />
• If you have used the equipment, check whether<br />
newer cheaper or advanced technologies have<br />
emerged.<br />
• Comparison shop.<br />
• If you have not used that equipment then get<br />
advise from someone who has.<br />
• Society for Neuroscience or other meetings are<br />
great opportunity to look.<br />
Resources: people-mentor<br />
– Show appreciation for the time and assistance<br />
given to you by your mentor.<br />
– Make only positive or neutral comments about<br />
your y mentor to others.<br />
– Keep the door open with your mentor.<br />
Separation anxiety<br />
• There can be anxiety on both sides as<br />
separation occurs<br />
– Who can do follow up research to jointly published<br />
research.<br />
– My view is that K- awardee should be completely free<br />
to pursue any or all findings made during K award.<br />
– Some mentors disagree with this approach. If there is<br />
any anxiety on the part of mentor, reach a clear<br />
understanding with the mentor regarding areas you<br />
can pursue.<br />
73<br />
8
Postdocs<br />
• Most important recruitment decision.<br />
• My approach: advertise at SFN, Science<br />
careers and institutional web site.<br />
• When h recruiting ii from f outside id US: S Investigate i<br />
institution and mentor.<br />
• Interview multiple candidates.<br />
• Obtain references on each candidate.<br />
• Mentor your recruits.<br />
Recruiting : Undergraduates and<br />
graduate students<br />
• Recognize majors at your institution that attract best<br />
undergraduates.<br />
• Teach and participate in the neuroscience or<br />
neuroscience related programs (Psychology, Biology).<br />
• You can usually teach 1‐2 lectures as a guest lecturer<br />
or part of a team‐taught course.<br />
• Teaching helps clarify concepts and develop<br />
relationships.<br />
Recruiting and Retaining Graduate<br />
Students<br />
• First opportunity to be a successful mentor.<br />
• Choose projects carefully considering the strengths<br />
and weaknesses of your student: challenging, novel<br />
but something that they can accomplish.<br />
• Be a coach and a cheer leader for your students.<br />
• You support and approval means a lot to them.<br />
• Mentor them to write predoctoral grants such as NSF<br />
and NRSA awards.<br />
• Once you have a good reputation more will come to<br />
you.<br />
74<br />
9
Recruiting: Technician<br />
• Two approaches: hire technicians with a<br />
specific skill set an techniques that are<br />
essential to running the lab. More<br />
expensive expensive, often senior career technicians technicians.<br />
• Hire untrained but very bright fresh college<br />
graduates (my approach).<br />
• Always interview multiple candidates, get<br />
references.<br />
Resources for the Clinical Researcher<br />
• Protected time<br />
• Space: including flexibility to work from home<br />
• Your study coordinator, data manager, and<br />
administrative assistant are key individuals of<br />
your y team<br />
- IRB applications<br />
- Data entry, verification<br />
- Organizing meetings<br />
• Program director responsibilities can be all<br />
encompassing– delay early in your career and<br />
seek out administrative support and also midlevel<br />
colleagues<br />
“Negotiating”<br />
What does that word bring to mind?<br />
Conflict<br />
Fear<br />
Limited Resources<br />
Relationship Building<br />
Trust<br />
Respect<br />
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10
Who is the key individual to negotiate<br />
with (before and after your first faculty<br />
position)?<br />
A. Your department chair<br />
B. Your division director<br />
C. Your dean<br />
D. None of the above<br />
The single most important<br />
decision any of us will ever have<br />
to make is whether or not to<br />
believe that the universe is<br />
fi friendly. dl<br />
-Albert Einstein<br />
Our deepest fear is not that we are<br />
inadequate. Our deepest fear is that<br />
we are powerful beyond measure. It is<br />
our light, not our darkness, that most<br />
frightens us. We are all meant to<br />
shine… as we let our own light shine,<br />
we unconsciously give other people<br />
permission to do the same.<br />
-Marianne Williamson<br />
76<br />
11
Succeeding at Negotiating<br />
• Know what you want.<br />
– Believe you deserve it.<br />
– Believe it is worthwhile for the greater good.<br />
– Come from passion and enthusiasm, not fear.<br />
• Understand what your chair/division director<br />
want.<br />
– Do your homework.<br />
– Decide if the position is compatible with what<br />
you want.<br />
– Look for the “win-win” (orange example from<br />
“Getting to Yes”)<br />
Getting To Yes (Fisher and Ury):<br />
Change the Game to Principled<br />
Negotiation<br />
Soft Negotiation Hard<br />
Negotiation<br />
Participants are Participants are<br />
friends<br />
adversaries<br />
Principled<br />
Negotiation<br />
Participants are<br />
problem solvers<br />
friends adversaries problem solvers<br />
Goal is agreement Goal is victory Goal is a wise<br />
outcome reached<br />
in a fair and<br />
friendly way<br />
Make offers Make threats Explore interests<br />
Accept one-sided<br />
losses to reach<br />
agreement<br />
Demand one-sided<br />
gains as the price<br />
of agreement<br />
Productivity<br />
Invent options for<br />
mutual gain<br />
• The Features of High-Impact Programs<br />
– Multiple Projects<br />
– Network of Enterprises (Gruber)<br />
– Variability in Nature of Projects<br />
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12
Characteristics of highly active vs.<br />
Random tenured faculty<br />
• Research draws into academic world whereas<br />
teaching for the random sample.<br />
• Strong mentors.<br />
• High publication rate & frequent citations in first<br />
five years of academic life.<br />
• Maintain professional communications with<br />
peers.<br />
• Maintain multiple projects.<br />
• Spend more time at work.<br />
• Autonomy, commitment and support.<br />
Creative Productivity<br />
Creative Productivity<br />
High Creative Early Bloomers<br />
5<br />
Low Creative Early Bloomers<br />
5<br />
4<br />
4<br />
3 f b l<br />
3<br />
2<br />
2<br />
1<br />
1<br />
f b l<br />
0<br />
2030405060708090<br />
0<br />
2030405060708090<br />
Ch Chronological l i l AAge<br />
Ch Chronological l i l AAge<br />
High Creative Late Bloomers<br />
5<br />
Low Creative Late Bloomers<br />
5<br />
4<br />
4<br />
3 f b l 3<br />
2<br />
2<br />
1<br />
1 f b l<br />
0<br />
2030405060708090<br />
0<br />
2030405060708090<br />
Chronological Age Chronological Age<br />
Creative Productivity<br />
Creative Productivity<br />
Balance<br />
• “You will go in and out of balance”<br />
– Karen Johnston<br />
• This is a marathon (not a sprint)<br />
• Best creative productive work self if you<br />
have a rich healthy personal life<br />
• If you give up sleep, hobbies, good diet,<br />
exercise, or important relationships –<br />
success will be much harder (if not<br />
impossible)<br />
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13
Know yourself<br />
• Understand your personality: Consider taking<br />
Myers‐Briggs.<br />
• Resources for leading a Lab: Making the Right<br />
Moves Moves.<br />
• When in doubt ask….<br />
Jaideep’s Acknowledgments<br />
• Mentors: Eric Lothman, Doug Coulter, Robert<br />
Macdonald.<br />
• Mentees: Howard Goodkin, Santina Zanelli.<br />
• Zakaria k i Mtchdlishvilli, hdli h illi Chengsan h Sun, S Karthik hik<br />
Rajasekharan, Suchitra Joshi, Jinli Sun<br />
• Catherine Swanwick, Matt Rannals.<br />
• Grants from NINDS, Epilepsy Foundation<br />
Parting words… always remember<br />
• Share what you learn with the<br />
junior folks.<br />
• Share your challenges (but<br />
remember the friendly<br />
universe)<br />
• You are the best and the<br />
brightest<br />
• You don’t have to do this<br />
alone<br />
• We all want to help you be<br />
successful!<br />
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14
Contact Information:<br />
Beth A. Malow, MD, MS<br />
Contact Info<br />
Beth.malow@vanderbilt.edu<br />
Vanderbilt University<br />
Jaideep Kapur, MD, PhD<br />
jk8t@virginia.edu<br />
University of Virginia<br />
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15
Overview of NINDS<br />
Funding Mechanisms<br />
Research Project, Center Grants, and Cooperative Agreement Awards:<br />
Mechanism – Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Program ↓<br />
Renewal<br />
R01: Research<br />
This program supports a focused research project conducted by a principal Prorated based on Modular up to Up to 5 years.<br />
Project Grant<br />
investigator. Also supported are Pilot Clinical Trial Grants for <strong>Neurological</strong><br />
Disease to gather preliminary data and conduct clinical studies to support the<br />
PI % effort. $250K. NINDS<br />
approval for over<br />
May be renewed.<br />
rationale for a subsequent full-scale clinical trial of intervention to treat or<br />
prevent neurological disease.<br />
$500K.<br />
R03: Small Grant This program supports new research projects that: 1) lead to a defined product, Prorated based on Modular up to Up to 2 years.<br />
Program<br />
resource or “deliverable” that has inherent value to the neuroscience community;<br />
2) will generate an important and potentially publishable unit of information or<br />
dataset; or 3) focus on secondary analysis of clinical data sets.<br />
PI % effort. $50K.<br />
Not renewable.<br />
R15: Academic This award provides support for research projects by faculty who are located in Prorated based on Detailed budget up Up to 3 years.<br />
Research<br />
Enhancement Award<br />
health professional schools or other academic components that have not been<br />
major recipients of NIH research grant funds.<br />
PI % effort. to $300K.<br />
(Modular up to<br />
$250K.)<br />
May be renewed.<br />
R21: Exploratory/ This program supports new research projects that: 1) assess the feasibility of a Prorated based on Modular up to Up to 2 years.<br />
<strong>Development</strong>al Grant novel avenue of investigation; 2) involve high risk experiments that could lead to<br />
a breakthrough in a particular field; or 3) demonstrate the feasibility of new<br />
technologies that could have major impact in a specific area.<br />
PI % effort. $275K.<br />
Not renewable.<br />
P01: Research<br />
This program supports broadly based multidisciplinary research programs with a Prorated based on Program staff Up to 5 years.<br />
Program Project<br />
Grant<br />
well-defined central research focus or theme. Program projects must have a<br />
minimum of 3 interrelated projects that contribute to the program objective, as<br />
well as shared resources (Cores).<br />
PI % effort. approval for over<br />
$500K.<br />
May be renewed<br />
once.<br />
P30: Center Core This program supports shared resources and facilities used by investigators with Prorated based on Up to $500K. Up to 5 years.<br />
Grant<br />
NINDS funded grants. An institution is eligible for a maximum of one NINDS<br />
Core Grant. These awards will support basic, translational, and clinical research,<br />
but will not be used to support clinical trials or to provide patient services.<br />
PI % effort.<br />
May be renewed.<br />
81
P50: Specialized<br />
Center Grant<br />
U01: Research<br />
Project - Cooperative<br />
Agreement<br />
U10: Cooperative<br />
Clinical Research<br />
Grant<br />
U24: Resource-<br />
Related Research<br />
Project - Cooperative<br />
Agreement<br />
U54: NINDS<br />
Cooperative Program<br />
in Translational<br />
Research<br />
U54: Specialized<br />
Center - Cooperative<br />
Agreement<br />
This Center Grant supports any part of the full range of research and<br />
development activities comprising a multidisciplinary attack on a specific disease<br />
entity or biomedical problem area within the mission of NINDS. Consultation<br />
with NINDS Program staff is crucial to the development of a P50 application.<br />
Supports cooperative agreements that will have milestone-driven projects<br />
focused on the identification and pre-clinical testing of new therapeutics. This<br />
cooperative agreement supports a focused research program conducted by a<br />
principal investigator with substantial involvement by NINDS staff in research<br />
activities.<br />
This cooperative research grant supports the clinical evaluation of various<br />
methods of therapy and/or prevention in specific disease areas. There is<br />
substantial involvement by NINDS staff in research activities.<br />
This cooperative agreement aims to improve the capability of resources to serve<br />
biomedical research. The project includes substantial involvement of NINDS<br />
staff, and may serve a local, regional, or national user group. The project will<br />
normally include shared resources, technical expertise, and scientific expertise.<br />
Supports cooperative agreements that will have milestone-driven projects<br />
focused on the identification and pre-clinical testing of new therapeutics.<br />
This cooperative agreement supports a specialized center that will have<br />
milestone-driven projects focused on the identification and pre-clinical testing of<br />
new therapeutics. The program will facilitate review and administration of<br />
projects and will accelerate the translation of discoveries in basic research to<br />
treatment in the clinic. The center may serve as a regional or national resource<br />
for special research purposes.<br />
This program is designed to augment and strengthen the research capabilities of<br />
faculty, students, and fellows at minority institutions by supporting the<br />
development of new, and/or the enhancement of ongoing, basic and clinical<br />
projects and programs. All projects are milestone driven.<br />
2<br />
Prorated based on<br />
PI % effort.<br />
Prorated based on<br />
PI % effort.<br />
Prorated based on<br />
PI % effort.<br />
Prorated based on<br />
PI % effort.<br />
Prorated based on<br />
PI % effort.<br />
Prorated based on<br />
PI % effort.<br />
Program staff<br />
approval for over<br />
$500K.<br />
Depends on<br />
specific<br />
announcement.<br />
Depends on<br />
specific<br />
announcement.<br />
Depends on<br />
Specific RFA.<br />
Program staff<br />
approval for over<br />
$500K.<br />
Up to $1M per<br />
year. (basic)<br />
Up to $1.5M per<br />
year. (clinical)<br />
Up to 5 years.<br />
May be renewed<br />
once.<br />
Up to 5 years.<br />
May be renewed.<br />
Up to 5 years.<br />
May be renewed.<br />
Up to 3 years.<br />
May be renewed.<br />
Up to 5 years.<br />
May be renewed.<br />
Up to 5 years.<br />
Renewal under<br />
administrative<br />
consideration.<br />
82
Research Education Programs<br />
Mechanism – Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Program ↓<br />
Renewal<br />
R25: NINDS Diversity<br />
Research Education<br />
Grants in<br />
Neuroscience<br />
The National Institute on <strong>Neurological</strong> Disorders and Stroke (NINDS) Research<br />
Education grant is a flexible and specialized mechanism designed to foster the<br />
development of neuroscience researchers through creative and innovative<br />
educational programs. R25 Education Projects enable grantee organizations to<br />
provide research, mentorship and related experiences for undergraduate, graduate<br />
Prorated based on<br />
the PI % effort.<br />
All personnel costs<br />
associated with<br />
Up to $250K<br />
Direct Costs per<br />
year.<br />
Up to 5 years.<br />
and medical students, postdoctoral fellows and other junior scientists to broaden directing,<br />
their skills and enhance their career development opportunities. Funding support coordinating,<br />
for the R25 Diversity Education Programs should lead to increased recruitment, administering and<br />
mentoring, training and retention of diverse researchers in the scientific and<br />
technology workforce.<br />
implementing the<br />
program may not<br />
This mechanism of support is not to be used to substitute the Ruth L. Kirschstein exceed 25% of the<br />
National Research Service Award training and fellowship mechanisms supported total direct costs in<br />
by the NIH.<br />
any year of the<br />
project.<br />
R25: Research<br />
These research education grants will create an opportunity for medical Up to $70,000 per N/A 9-24 months.<br />
Education Programs<br />
for Residents and<br />
Fellows in Neurology,<br />
Neurosurgery,<br />
residents and fellows to participate in an intensive 9 to 24 months of mentored<br />
research education experience during residency and fellowship years. This<br />
opportunity will include the necessary training for successful competition for<br />
independent mentored research awards and will facilitate the transition from<br />
fellow/resident to clinician-scientist. In addition to laboratory research skills,<br />
participant.<br />
Not renewable.<br />
Neuropathology and participants in the program will develop the critical skills necessary to design<br />
Neuroradiology and conduct research experiments and write competitive grant applications.<br />
R25: Summer<br />
These research education grants provide a high quality research experience for Participant costs Up to $100K Up to 5 years.<br />
Research Experience<br />
Programs<br />
high school and college students during their summer academic break. The NIH<br />
expects that such programs will: help attract young students to careers in<br />
science; provide opportunities for college students to gain valuable research<br />
are based on a<br />
maximum 15<br />
weeks. Salary and<br />
Direct Costs per<br />
year.<br />
experience to help prepare them for graduate school. The programs would fringe benfits up to<br />
also contribute to enhancing overall science literacy. (This program at $5,000 per high<br />
NINDS does not support science teachers.)<br />
school student and<br />
up to $6,000 per<br />
college student.<br />
For programs<br />
shorter than 15<br />
weeks, these<br />
amounts will be<br />
prorated<br />
accordingly.<br />
3<br />
83
Conference Grants:<br />
Mechanism –<br />
Program ↓<br />
R13: Conference<br />
Grant<br />
U13: Cooperative<br />
Conference Grant<br />
Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Renewal<br />
This granting program provides support for scientific meetings, conferences, and May request partial No limit, but Up to 5 years,<br />
workshops that are relevant the scientific mission of the NINDS. Support of salary for PI and typically in the but generally 1<br />
these meetings is contingent on the interests and priorities of the NINDS. other staff. range of $10K- year. May be<br />
Consultation with Program staff and subsequent letter of intent is essential to the<br />
development of an R13 application.<br />
$25K.<br />
renewed.<br />
This granting program provides support for scientific meetings, conferences, and May request partial No limit, but Up to 5 years,<br />
workshops that are relevant the scientific mission of the NINDS. The U13 salary for PI and generally less than but generally 1<br />
requires close collaboration with and input from NINDS Program staff in the other staff. $100K.<br />
year. May be<br />
conceptualization and administration of the program, e.g., agenda, speakers, and<br />
post-meeting publications.<br />
renewed.<br />
Small Business Grants:<br />
Mechanism – Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Program ↓<br />
Renewal<br />
R41: Small Business To support cooperative R&D projects between small business concerns and Prorated based on Up to $100K for 1 year, followed<br />
Technology Transfer<br />
(STTR), Phase I<br />
research institutions, limited in time and amount, to establish the technical merit<br />
and feasibility of ideas that have potential for commercialization. Awards are<br />
made to small business concerns only.<br />
PI % effort. phase I.<br />
by STTR phase<br />
II.<br />
R42: Small Business To support in-depth development of cooperative R&D projects between small Prorated based on Up to $750K. 2 years.<br />
Technology Transfer<br />
(STTR), Phase II<br />
business concerns and research institutions, limited in time and amount, whose<br />
feasibility has been established in Phase I and that have potential for<br />
commercialization. Awards are made to small business concerns only.<br />
PI % effort.<br />
R43: Small Business To support projects, limited in time and amount, to establish the technical merit Prorated based on Up to $100K for 6 months,<br />
Innovative Research<br />
(SBIR), Phase I<br />
and feasibility of R&D ideas that may ultimately lead to a commercial product(s)<br />
or service(s).<br />
PI % effort. phase I.<br />
followed by<br />
SBIR phase II.<br />
R44: Small Business To support in-depth development of R&D ideas whose feasibility has been Prorated based on Up to $750K. 2 years.<br />
Innovative Research<br />
(SBIR), Phase II<br />
established in Phase I and which are likely to result in commercial products or<br />
services. SBIR Phase II are considered Fast-Track and do not require National<br />
Council Review.<br />
PI % effort.<br />
U44: Cooperative This Cooperative Agreement aims to provide support for Phase II, and Fast- Prorated based on Up to $300K for Up to 2 years for<br />
Small Business<br />
Awards in<br />
Translational<br />
Research<br />
Track projects that directly address identification and pre-clinical testing of new<br />
therapeutics. Cooperative agreements include substantial involvement of NINDS<br />
staff.<br />
PI % effort. Ph I of Fast-Track<br />
Up to $750K<br />
Up to $1M if<br />
include IND or<br />
IDE filing<br />
Ph I of Fast-<br />
Track<br />
Up to 3 years<br />
4<br />
84
Institutional NRSA Training Grants:<br />
Mechanism – Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Program ↓<br />
Renewal<br />
T32: Institutional This training grant supports advanced (dissertation stage) predoctoral Ph.D. and Predocs: $21,180 Predocs: $4,200 5-year award.<br />
Training Awards M.D. students, postdoctoral fellows, or a mix of both. All applications to this<br />
program must have a central focus or theme. Funds should be used to support<br />
per year.<br />
Postdocs: $37,740per<br />
year.<br />
Postdocs: $7,850<br />
Renewable.<br />
novel and/or expanded training opportunities.<br />
$52,068 per year. per year.<br />
T32: Jointly<br />
This training grant is jointly sponsored by NINDS and 9 other NIH Institutes. It Predocs: $21,180 Predocs: $4,200 5-year award.<br />
Sponsored<br />
Predoctoral Training<br />
in Neuroscience<br />
provides broad training in the Neurosciences focused on the early years of<br />
training before full-time thesis research is started and allows institutions to<br />
consolidate their predoctoral training.<br />
per year.<br />
per year.<br />
Renewable.<br />
Individual NRSA Fellowships:<br />
Mechanism – Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Program ↓<br />
Renewal<br />
F31: Individual This fellowship is designed to support up to 5 years of predoctoral research $21,180 per year. Up to $4,200 per Up to 5 years.<br />
Predoctoral<br />
Fellowships for<br />
Students in MD/PhD<br />
Programs<br />
training for students in combined MD/PhD programs. This mechanism does not<br />
support medical school education. Individuals must be enrolled in an M.D.<br />
program at an accredited medical school, accepted in a related scientific Ph.D.<br />
program, and supervised by a mentor in that scientific discipline at the time of<br />
submission. Applicants must have a minimum of 1 year of dissertation research<br />
remaining at the time an award is made.<br />
year.<br />
Non-renewable.<br />
F31: Individual This program is an individual NRSA for doctoral candidates that have<br />
$21,180 per year. Up to $4,200 per Up to 3 years.<br />
Predoctoral<br />
Fellowships<br />
successfully completed their comprehensive examinations and will be<br />
performing dissertation research and training. The NINDS will provide up to 3<br />
years of support for candidates within their first 6 years of graduate school.<br />
year.<br />
Non-renewable.<br />
F31: Predoctoral NINDS will provide up to 5 years of support for research training leading to the $21,180 per year. Up to $4,200 per Up to 5 years.<br />
Fellowships to<br />
Promote Diversity<br />
Ph.D. or equivalent research degree; the combined M.D./Ph.D. degree; or other<br />
combined professional doctorate/research Ph.D. degrees in the biomedical or<br />
behavioral sciences. These fellowships (F31) are for well-qualified students<br />
from diversity groups found to be underrepresented in the biomedical and<br />
behavioral sciences in the United States (as defined in the program<br />
announcement). The overall goal of this program is to increase the number of<br />
scientists from diverse population groups who are prepared to pursue careers in<br />
biomedical, behavioral, social, clinical, or health services research.<br />
year.<br />
Non-renewable.<br />
F32: Individual This individual NRSA targets individuals seeking postdoctoral research training $37,740-$52,068 Up to $7,850 per Up to 3 years.<br />
Postdoctoral<br />
Fellowships<br />
in the basic and clinical neurological sciences.<br />
per year.<br />
year.<br />
Non-renewable.<br />
5<br />
85
F05: International<br />
Neuroscience<br />
Fellowship Program<br />
F33: Individual<br />
Senior Fellowships<br />
This program provides a unique opportunity to qualified foreign neuroscientists,<br />
at the junior or mid-career level, to receive up to three years of research training<br />
in the United States (U.S.). Eligible individual applicants include non-immigrant<br />
foreign scientists with a doctoral degree (or its equivalent) and a sponsor in the<br />
U.S. who is affiliated with an eligible U.S. organization. This individual must<br />
also have an endorsement from their home institution, and an appointment in an<br />
institution in their home country upon completion of the fellowship. The<br />
proposed research training must be within the scope of biomedical, behavioral, or<br />
clinical research as it relates to neuroscience, and should enhance the trainee’s<br />
knowledge and skills to conduct independent research in his or her home<br />
country.<br />
This senior NRSA fellowship is for individuals beyond the new-investigator<br />
stage who wish to: 1) make major changes in their research direction; 2) broaden<br />
their scientific background; or 3) acquire new research skills.<br />
6<br />
$37,740-$52,068<br />
per year.<br />
$37,740-$52,068<br />
per year.<br />
Up to $7,850 per<br />
year.<br />
Up to $7,850 per<br />
year.<br />
Up to 3 years.<br />
Non-renewable.<br />
Up to 3 years.<br />
Non-renewable.<br />
<strong>Career</strong> <strong>Development</strong> Awards:<br />
Mechanism – Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Program ↓<br />
Renewal<br />
K01: <strong>Career</strong><br />
The objective of the <strong>Career</strong> <strong>Development</strong> Award to Promote Diversity in Up to $85,000 per Up to $50,000 per 3-5 years. Not<br />
<strong>Development</strong> Award<br />
to Promote Diversity<br />
in Neuroscience<br />
Research<br />
Neuroscience Research is to promote diversity among faculty-level neuroscience<br />
investigators who are competitively funded to conduct independent research. The<br />
award supports an intensive, supervised career development and scientific<br />
mentoring experience for promising junior investigators to obtain research<br />
independence during the performance period of the award. The essential<br />
elements of the Diversity K01 Award are an individualized, well-thought-out<br />
career development and research plan, a committed, capable mentor, and a<br />
commitment on the part of the applicant institution to the development of the<br />
candidate.<br />
year.<br />
year.<br />
renewable.<br />
K02: Independent This program provides a period of intensive research focus for newly<br />
Years 1-3: Up to Years 1-3: Up to Up to 5 years.<br />
Scientist Award independent clinical-scientists. The award provides salary and research costs for<br />
the first three years, and continued salary support for years four and five,<br />
$95,000 per year. $50,000 per year. (Years 4/5<br />
require R01).<br />
contingent on successful competition for an R01 or equivalent award. In contrast Years 4-5: Up to Years 4-5: N/A Not renewable.<br />
to requirements of other institutes, applicants are not eligible for this award if 80% of<br />
they have a major, independent, peer-reviewed research grant (R01, subproject<br />
on a P01, or equivalent) prior to receiving the K02 award. Awardees are<br />
encouraged to apply for R01 support at any time after they’ve received the K02<br />
award.<br />
institutional base<br />
86
K08: Mentored<br />
Clinical Scientist<br />
Research <strong>Career</strong><br />
<strong>Development</strong> Award<br />
K12: <strong>Neurological</strong><br />
Sciences Academic<br />
<strong>Development</strong> Award<br />
(NSADA)<br />
K23: Mentored<br />
Patient-Oriented<br />
Research <strong>Career</strong><br />
<strong>Development</strong> Award<br />
K24: Midcareer<br />
Patient-Oriented<br />
Research <strong>Career</strong><br />
<strong>Development</strong> Award<br />
K25: Mentored<br />
Quantitative <strong>Career</strong><br />
<strong>Development</strong> Award<br />
K99/R00: Pathway to<br />
Independence Award<br />
This award provides "protected time" for clinically trained persons to participate<br />
in an intensive, supervised training program in biomedical research. Candidates<br />
must apply within 3 years of completing clinical training.<br />
Institutional award to train pediatric neurologists for careers in research. Newly<br />
trained pediatric neurologists are selected and appointed to this program by the<br />
sponsoring institution. It is expected that individuals appointed to the NSADA<br />
program will subsequently apply for their own Mentored Clinical Scientist<br />
<strong>Development</strong> Award (K08), the Mentored Patient-Oriented <strong>Career</strong> <strong>Development</strong><br />
Award (K23), an NINDS Research Scientist <strong>Development</strong> Award (K02) or an<br />
R01, to continue their research training.<br />
Supports the career development of clinically trained investigators with an M.D.<br />
or equivalent degree who have made a commitment to patient-oriented research.<br />
For the purposes of this award, patient-oriented research is defined as research<br />
conducted with human subjects (or on material of human origin such as tissues,<br />
specimens, and cognitive phenomena) for which an investigator directly interacts<br />
with human subjects. This area of research includes: 1) mechanisms of human<br />
disease; 2) therapeutic interventions; 3) clinical trials; and 4) the development of<br />
new technologies.<br />
Supports clinicians (M.D. degree or equivalent) devoted to patient-oriented<br />
research and to mentoring of beginning clinical investigators in this area of<br />
research. Candidates must have independent research support at the time of<br />
application and maintain independent research support for the duration of the<br />
career award. NINDS has detailed programmatic priorities with regard to the<br />
mentoring component of the K24 award. Potential applicants are urged to contact<br />
the NINDS Director of Training and <strong>Career</strong> <strong>Development</strong> before preparing an<br />
application.<br />
This program supports the career development of investigators with quantitative<br />
scientific and engineering backgrounds outside of biology or medicine that have<br />
made a commitment to focus their research endeavors on basic or clinical<br />
research. Priority consideration will be given to applicants within the early stages<br />
of career development who do not already have an extensive publication record<br />
in the neurosciences.<br />
The intent of this program is to increase and maintain a strong cohort of new<br />
NIH-supported independent investigators. Investigators complete supervised<br />
research and publish findings during the mentored phase. Transition to the<br />
independent phase is contingent on the awardee securing an independent research<br />
position prior to completion of the mentored phase. Award recipients will be<br />
expected to obtain R01 support from the NIH during the independent phase of<br />
the award.<br />
7<br />
Up to $85,000 per<br />
year.<br />
Up to $85,000 per<br />
year.<br />
Up to $85,000 per<br />
year.<br />
$49,175 (25%<br />
effort) to $98,350<br />
(50% effort).<br />
Up to $85,000 per<br />
year.<br />
Up to $50,000 per<br />
year.<br />
(Intramural<br />
candidates will be<br />
supported by DIR<br />
funds)<br />
Up to $50,000 per<br />
year.<br />
Up to $30,000 per<br />
year.<br />
Up to $50,000 per<br />
year.<br />
Up to $30,000 per<br />
year for mentoring<br />
activities.<br />
Up to $50,000 per<br />
year.<br />
Up to $20,000 per<br />
year.<br />
(Intramural<br />
candidates will be<br />
supported by DIR<br />
funds)<br />
3-5 years. Not<br />
renewable.<br />
Up to 5 years.<br />
May be renewed.<br />
3-5 years<br />
research. Not<br />
renewable.<br />
Up to 5 years.<br />
May be renewed.<br />
3-5 years. Not<br />
renewable.<br />
Up to 2 years for<br />
the mentored<br />
phase, up to 3<br />
years for<br />
independent<br />
phase. Not<br />
renewable.<br />
87
Training for Diverse Populations:<br />
Mechanism – Program Synopsis Salary/ Stipend Budget Info. Duration/<br />
Program ↓<br />
Renewal<br />
NINDS Research Supplemental funds to active NINDS research grants are available from the Salary for the Varies depending Minimum of 2<br />
Supplements to<br />
Promote Diversity in<br />
Health-Related<br />
Research<br />
NINDS for supporting individuals a) from underrepresented ethnic or racial<br />
groups, b) from disadvantaged backgrounds, or c) with disabilities. This<br />
program is part of an NIH initiative to increase diversity in the biomedical<br />
research workforce. Institutions are encouraged to identify candidates who will<br />
increase diversity on a national or institutional basis. This program targets six<br />
different<br />
educational groups<br />
should be<br />
consistent with the<br />
institutional salary<br />
on the career level<br />
of the candidate.<br />
Information can be<br />
found on FOA<br />
Section 111.3.<br />
years/not<br />
renewable<br />
educational groups: High School Students, Undergraduate Students, Post-<br />
Baccalaureate and Post-Master’s Degree Students, Graduate Students,<br />
Postdoctoral Candidates, and Faculty Members.<br />
policies.<br />
Research<br />
Supplements to<br />
Promote Re-Entry<br />
into Biomedical and<br />
Behavioral Research<br />
<strong>Career</strong>s<br />
F31: Predoctoral<br />
Fellowships to<br />
Promote Diversity<br />
In all cases, the proposed research experience must be an integral part of the<br />
approved, ongoing research of the parent grant and it must have the potential to<br />
contribute significantly to the research career development of the candidate. In<br />
addition to an outlined training plan for the candidate, the principal investigator<br />
must demonstrate that they are willing to provide appropriate mentorship.<br />
These programs have been designed to attract individuals from underrepresented<br />
groups into research careers and are not intended to provide an alternative or<br />
additional means of supporting individuals who already receive support from an<br />
NIH research grant, an NIH National Research Service Award (NRSA), or any<br />
other DHHS funding mechanism. Applications may be submitted at any time by<br />
investigators holding NINDS grants (see program announcement for eligible<br />
grant mechanisms). Though supplements are received on a rolling basis NINDS<br />
implemented three review cycles per fiscal year for funding decisions (see NOT-<br />
NS-08-004).<br />
The Office of Research on Women’s Health (ORWH), participating Institutes<br />
and Centers (ICs) of the National Institutes of Health (NIH), and the Office of<br />
Dietary Supplements (ODS) announce a continuing program for administrative<br />
supplements to research grants to support individuals with high potential to reenter<br />
an active research career after a qualifying interruption for family or other<br />
responsibilities. The purpose of these supplements is to encourage such<br />
individuals to re-enter research careers within the missions of all the program<br />
areas of NIH. This program will provide administrative supplements to existing<br />
NIH research grants for the purpose of supporting full-time or part-time research<br />
by these individuals in a program geared to bring their existing research skills<br />
and knowledge up to date. Though supplements are received on a rolling basis<br />
NINDS implemented three review cycles per fiscal year for funding decisions.<br />
(see NOT-NS-08-004).<br />
See Individual NRSA Fellowships for more information.<br />
8<br />
Must be in<br />
accordance with<br />
the salary structure<br />
of the grantee<br />
institution<br />
Up to $10,000 1-3 years/not<br />
renewable.<br />
88
K01: <strong>Career</strong><br />
<strong>Development</strong> Award<br />
to Promote Diversity<br />
in Neuroscience<br />
Research<br />
See <strong>Career</strong> <strong>Development</strong> Awards for more information.<br />
9<br />
89
1. Essentials<br />
Writing a Grant Application: An Informal Guide<br />
a. Significance<br />
b. Sound, clear hypotheses<br />
c. Productivity and demonstration of feasibility -- high quality results and figures<br />
d. Logical development of experimental design – experiments address stated hypotheses<br />
e. Can you do everything you propose to do in the time requested -- “Overly Ambitious” is one of<br />
the most common criticisms of young investigators.<br />
f. Plan ahead and don't rush -- give yourself at least 2-3 months to prepare the grant application.<br />
g. Arrange with colleagues or mentors to review a first draft of your specific aims early (6 weeks or<br />
so). You want the harshest critiques before you submit.<br />
2. Specific aims<br />
a. Do the aims address interesting and significant issues?<br />
b. Are they hypothesis-based?<br />
c. Are they "win-win" – i.e., will an outcome consistent with the null hypothesis still be a<br />
contribution to the field?<br />
3. Preliminary results<br />
a. Preliminary results should support feasibility of study and hypotheses.<br />
b. Make sure that the major methods to be used in the proposed work are reflected by preliminary<br />
results. If you do not have expertise or preliminary results with a technique, make sure you list a<br />
solid, experienced consultant or collaborator and include a letter agreeing to the collaboration,<br />
and a specific statement about what the collaborator will contribute.<br />
c. Put time and effort into preparing meticulous figures, graphs, or tables; this is your chance to<br />
demonstrate rigor and organization that will increase the reviewer's confidence that you can carry<br />
out the project. This cannot be overemphasized: a high quality application reflects high quality<br />
work (and vice-versa).<br />
4. Experimental design<br />
a. This is one of the most common places where the text is insufficient. This is not just a place to<br />
tediously list group sizes, detailed methods, etc. This is the place to demonstrate your ability to<br />
think knowledgeably and logically.<br />
b. Develop your aims; of all the sections this may well be the part of the grant application upon<br />
which you spend the most time.<br />
c. What happens if your first specific aim doesn’t work out as you have predicted? Will aims 2, 3<br />
and 4 then be rendered useless? Where do you go if the first step fails? Have multiple working<br />
hypotheses.<br />
90
d. One method that often works is to divide this section into subheadings after each specific aim is<br />
restated, as follows:<br />
Specific Aim #<br />
i. Rationale: How does this design relate to your hypotheses? What is your reasoning (in<br />
detail)?<br />
ii. Methods: List general approaches first, explaining why the methods you propose are the<br />
best available for your questions. (caveat: if you realize that you do not have the best, most<br />
direct methods for your questions, you need to rethink your aims or incorporate collaborators<br />
or new preliminary data showing feasibility with the necessary techniques.) **Don't forget<br />
to address statistical analysis.<br />
iii. Anticipated results: You need to devote a great deal of thought, and text, to potential<br />
outcomes and their likelihood of realization. Explain how you will interpret the different<br />
outcome scenarios and how these results relate back to your hypotheses. This is an<br />
opportunity to demonstrate creativity and enthusiasm for the data to be obtained, and show<br />
that you have considered the interpretation of alternative outcomes.<br />
iv. Problems and pitfalls: Be honest with yourself. If this section feels horribly uncomfortable,<br />
it is because you are probably trying an experiment that is not feasible. All experiments have<br />
pitfalls, but you should be able to recover from them in a satisfactory way. Explain the<br />
pitfalls, and how alternate approaches will be used to overcome them if they occur. Do not<br />
think that avoiding mentioning a pitfall is a good strategy - it usually doesn't work. The<br />
reviewer will very likely notice the pitfall and believe that you are not aware of it, decreasing<br />
confidence in your ability to conduct the study.<br />
5. Timetable<br />
This is a worthwhile exercise, but does not need to take up an inordinate amount of space. The idea is to<br />
take a serious look at the amount of work you’ve proposed and demonstrate to reviewers that this<br />
amount is appropriate.<br />
6. Responsible Conduct of Research (RCR)<br />
In order to receive an award, applicants must comply with the NIH RCR policy. Pay close attention to<br />
the instructions listed in the notice (NOT-OD-10-019: http://grants.nih.gov/grants/guide/notice-files/notod-10-019.html<br />
).<br />
7. Contact an NIH Program Director<br />
Not all institutes support all grant mechanisms. Moreover, institutes use grant mechanisms differently.<br />
Be sure that an institute will support your research/training with the mechanism you are applying to.<br />
Institute websites and web links in program announcements describe institute interests. You should also<br />
contact an institute program director if you plan to apply for a training award other than an F32 (which<br />
all institutes support).<br />
91
Common Mistakes in NIH Grant Applications<br />
The five review criteria for most NIH grant applications are Significance, Approach, Innovation<br />
(not necessary, but the results should have compelling significance), Investigator and Environment:<br />
Problems with Significance:<br />
Not significant, exciting, or new research<br />
Lack of compelling rationale<br />
Incremental and low impact research<br />
Problems with Approach:<br />
Too ambitious, too much work proposed<br />
Unfocused aims, unclear goals<br />
Limited aims and uncertain future directions<br />
Problems with Experimental Design:<br />
Inappropriate level of experimental detail<br />
Feasibility of each aim not shown<br />
Little or no expertise with approach<br />
Lack of appropriate controls<br />
Not directly testing hypothesis<br />
Correlative or descriptive data<br />
Experiments not directed towards mechanisms<br />
No discussion of alternative models or hypotheses<br />
No discussion of potential pitfalls<br />
No discussion of interpretation of data<br />
Inadequate description of statistical approach/analyses<br />
Problems with Investigator:<br />
No demonstration of expertise or publications in approaches<br />
Low productivity, few recent papers<br />
No collaborators recruited or no letters from collaborators<br />
Lack of funding<br />
Problems with Environment:<br />
Inadequate institutional support<br />
92
THE FUNDING COMPONENTS OF NIH<br />
The NIH Homepage:<br />
http://www.nih.gov<br />
Homepages of the NIH Institutes, Centers & Offices:<br />
http://www.nih.gov/icd/<br />
THE NIH GUIDE FOR GRANTS AND CONTRACTS:<br />
Program Announcements (PAs) and<br />
Request for Applications (RFAs):<br />
http://www.nih.gov/grants/guide/index.html<br />
Institutes, Centers, & Offices at the NIH<br />
http://www.nih.gov/icd/<br />
NIH Grants Policy Statement<br />
http://grants.nih.gov/grants/policy/nihgps/<br />
THE APPLICATION PROCESS<br />
NCI's Quick Guide to the Preparation of<br />
NIH Grant Applications:<br />
http://deainfo.nci.nih.gov/extra/extdocs/gntapp.pdf<br />
Application Receipt, Referral and Review,<br />
Center for Scientific Review:<br />
http://www.nih.gov/grants/funding/submissionschedule.htm<br />
and<br />
http://www.csr.nih.gov/<br />
NIH Grant Application Instructions, Guidelines and Forms:<br />
http://www.nih.gov/grants/forms.htm<br />
NIH Modular Grant Information, Q&A,<br />
Sample Budget and Biosketch:<br />
http://www.nih.gov/grants/funding/modular/modular.htm<br />
NIAID “How To” website for developing a grant application:<br />
http://funding.niaid.nih.gov/researchfunding/grant/pages/aag.asp<br />
x<br />
NIH Websites<br />
THE REVIEW PROCESS<br />
The Five Review Criteria for Most NIH applications:<br />
http://grants.nih.gov/grants/guide/notice-files/NOT-OD-09-<br />
025.html<br />
Descriptions of Initial Review Groups at the<br />
Center for Scientific Review:<br />
http://www.csr.nih.gov/review/irgdesc.htm<br />
NIH Center for Scientific Review Study Section Rosters:<br />
http://www.csr.nih.gov/committees/rosterindex.asp<br />
DATA ON ACTIVE GRANTS<br />
Research Portfolio Online Reporting Tool (RePORT) of NIH<br />
awarded grants<br />
http://www.nih.gov/grants/award/award.htm<br />
NIH eRA commons:<br />
https://commons.era.nih.gov/commons/<br />
THE SPECIAL PROGRAMS AT NIH<br />
The K Awards:<br />
http://www.nih.gov/training/careerdevelopmentawards.htm<br />
Application Guidelines for the K Awards:<br />
http://grants.nih.gov/grants/funding/424/index.htm<br />
Ruth L. Kirschstein National Research Service Awards<br />
Institutional Research Training Grants<br />
Individual Fellowships<br />
http://grants.nih.gov/training/nrsa.htm<br />
R03/Small Grant Program<br />
http://www.nih.gov/grants/funding/r03.htm<br />
AREA or R15 for Non-Research-Intensive<br />
Colleges and Universities:<br />
http://www.nih.gov/grants/funding/area.htm<br />
SBIR/STTR Homepage:<br />
http://www.nih.gov/grants/funding/sbir.htm<br />
93
Where to find Help<br />
NINDS Training and <strong>Career</strong> <strong>Development</strong> Office<br />
The NINDS supports training opportunities in basic, clinical and translational research. <strong>Career</strong><br />
development programs (K awards) are designed primarily to support clinician-scientists doing either basic<br />
or clinical research, but are also used for other specialized purposes. Fellowships (F awards) are available<br />
for predoctoral and postdoctoral scientists, as well as for established investigators who wish to change<br />
career direction or gain new skills for their research. The NINDS Training website<br />
(http://www.ninds.nih.gov/funding/areas/training_and_career_development/index.htm) provides the<br />
following types of information:<br />
� Grant mechanisms and other funding opportunities<br />
� Policy updates affecting training and career development programs<br />
� Application information and forms<br />
� Program Contacts<br />
� Grant-writing tips<br />
� Events of Interest<br />
How can I find out about grant opportunities at the NIH?<br />
There are a variety of ways to find out about current funding opportunities offered by the NIH.<br />
If you know the Institute to target with your application, you can visit their website directly to find funding<br />
opportunities. A list of the NIH Institutes and their respective websites can be found here:<br />
http://www.nih.gov/icd/<br />
If you would like to search for a specific NIH funding opportunity or review new NIH program<br />
announcements, you can query the NIH Guide for Grants and Contracts:<br />
http://grants.nih.gov/grants/guide/index.html<br />
For all federal funding opportunities, you can query Grants.gov:<br />
www.Grants.gov<br />
The <strong>Career</strong> Award Wizard is designed to help applicants determine what <strong>Career</strong> (K) Award programs they<br />
may be eligible for based on their level and type of training:<br />
http://grants1.nih.gov/training/careerdevelopmentawards.htm<br />
New Table of Page Limits For all NIH funding opportunities:<br />
http://grants.nih.gov/grants/forms_page_limits.htm<br />
The F Kiosk is designed to help applicants discern which fellowship programs are appropriate for their<br />
career stage: http://grants1.nih.gov/training/F_files_nrsa.htm<br />
The NIH New Investigator Resource Page provides timely updates regarding grant opportunities for new<br />
investigators:<br />
http://grants1.nih.gov/grants/new_investigators/index.htm<br />
Funding opportunities through the NIH Roadmap for Medical Research and the NIH Blueprint for<br />
Neuroscience Research are posted on their respective websites:<br />
� NIH Roadmap: http://nihroadmap.nih.gov/<br />
� NIH Blueprint: http://neuroscienceblueprint.nih.gov/<br />
Loan repayment programs are available for some candidates.<br />
� NIH Loan Repayment Program:<br />
NINDS Training and <strong>Career</strong> <strong>Development</strong> Office Page 1<br />
94
http://www.lrp.nih.gov<br />
� NINDS Loan Repayment Program:<br />
http://www.ninds.nih.gov/funding/areas/training_and_career_development/NINDS_Loan_R<br />
epayment_Guidelines.htm<br />
How can I find out about training opportunities at the NIH?<br />
There are opportunities for students, postdocs, clinicians, and other investigators to come to the NIH for a<br />
research training experience.<br />
� For opportunities across the NIH: http://www.training.nih.gov/<br />
� For opportunities at NINDS: http://intra.ninds.nih.gov/training.asp<br />
What must I know before I apply?<br />
After identifying grant opportunities that suit your research interests and career stage, familiarize yourself<br />
with appropriate forms and deadlines. You may also want to contact program staff to ensure that the<br />
proposed research is in line with the mission of the Institute(s) targeted by your application.<br />
NIH Forms and Applications<br />
http://grants.nih.gov/grants/forms.htm<br />
Grant Submission Deadlines and Review Timelines<br />
http://grants.nih.gov/grants/funding/submissionschedule.htm<br />
Electronic Submission of Applications<br />
General Information:<br />
http://era.nih.gov/ElectronicReceipt/index.htm<br />
Timeline for Required use of Electronic Submission:<br />
http://era.nih.gov/ElectronicReceipt/files/Electronic_receipt_timeline_Ext.pdf<br />
To apply for a grant, your organization must be registered with Grants.gov:<br />
www.grants.gov<br />
The NIH eRA Commons allows applicants to track the status of their application and monitor their award.<br />
Registration is required:<br />
https://commons.era.nih.gov/commons/<br />
Where can I find grant-writing tips?<br />
Several Institutes have developed materials to guide new investigators through process of grant-writing. A<br />
few of these resources are listed below with a reference to the authoring Institute.<br />
Grants Tutorials (NIAID)<br />
http://funding.niaid.nih.gov/researchfunding/grant/pages/aag.aspx<br />
Tips for new NIH Grant Applicants (NIGMS)<br />
http://www.nigms.nih.gov/Research/Application/Tips.htm<br />
Common Mistakes in NIH Applications (NINDS)<br />
http://www.ninds.nih.gov/funding/grantwriting_mistakes.htm<br />
Grant Writing: A 12-Step Program (NIMH)<br />
http://www.ninds.nih.gov/funding/NLD_SfN_Oct_2005.pdf<br />
A Short Guide to the Preparation of an NIH R01 Grant Applications (NCI)<br />
http://deainfo.nci.nih.gov/extra/extdocs/gntapp.pdf<br />
NINDS Training and <strong>Career</strong> <strong>Development</strong> Office Page 2<br />
95
Understanding Peer Review<br />
Several online resources are available to demystify the review process.<br />
The Peer Review Process<br />
http://cms.csr.nih.gov/AboutCSR/OverviewofPeerReviewProcess.htm<br />
Video on Peer Review at NIH<br />
http://cms.csr.nih.gov/ResourcesforApplicants/InsidetheNIHGrantReviewProcessVideo.htm<br />
Review Group Descriptions<br />
http://cms.csr.nih.gov/PeerReviewMeetings/CSRIRGDescription/<br />
Study Section Rosters<br />
http://www.csr.nih.gov/Committees/rosterindex.asp<br />
Contacts:<br />
Be sure to review the contact list associated with the funding opportunity announcement through which you<br />
are applying.<br />
Institute-specific requirements and contacts for parent <strong>Career</strong> Award Programs<br />
K01: http://grants.nih.gov/grants/guide/contacts/parent_K01.html<br />
K08: http://grants.nih.gov/grants/guide/contacts/parent_K08.html<br />
K23: http://grants.nih.gov/grants/guide/contacts/parent_K23.html<br />
K25: http://grants.nih.gov/grants/guide/contacts/parent_K25.html<br />
K99/R00: http://grants.nih.gov/grants/guide/contacts/parent_K99_R00.html<br />
K02: http://grants.nih.gov/grants/guide/contacts/parent_K02.html<br />
K24: http://grants.nih.gov/grants/guide/contacts/parent_K24.html<br />
In addition, each Institute has appointed contact persons for Extramural (E) and Intramural (I) Training<br />
Programs: http://grants.nih.gov/training/tac_training_contacts.doc<br />
Other useful websites:<br />
NIH OER Human Subjects Website<br />
http://grants1.nih.gov/grants/policy/hs/index.htm<br />
NIH OER Office of Laboratory Animal Welfare Website<br />
http://grants2.nih.gov/grants/olaw/olaw.htm<br />
NIH Office of Research Integrity Website<br />
http://ori.dhhs.gov/<br />
Howard Hughes Medical Institute (HHMI) Materials for Successful Laboratory Management<br />
http://www.hhmi.org/resources/labmanagement/resources.html<br />
NINDS Training and <strong>Career</strong> <strong>Development</strong> Office Page 3<br />
96
NINDS/ANA <strong>Career</strong> <strong>Development</strong> <strong>Symposium</strong> 2011<br />
Bibliography of Recommended Reading:<br />
1. Barker K. At the Helm: A Laboratory Navigator. Cold Spring Harbor Laboratory Press, Cold Spring<br />
Harbor, New York, 2002<br />
2. Bryant, Adam. Google’s Quest to Build a Better Boss. New York Times March 12, 2011.<br />
http://www.nytimes.com/2011/03/13/business/13hire.html?_r=1&emc=eta1<br />
3. Burrows Welcome Fund and Howard Hughes Medical Institute. Making the right moves: A<br />
practical guide to Scientific Management for Postdocs and new faculty. (Available at<br />
http://www.hhmi.org/grants/office/scimgmt.html).<br />
4. Fisher R, and Ury WL Getting to Yes: Negotiating Agreement Without Giving In. Penguin Books,<br />
2 nd ed. 1991.<br />
5. Fisher RS, Powers LE. Peer-reviewed publications: A view from inside. Epilepsia 2004;45(8):889-<br />
894.<br />
6. Hulley SB, Cummings SR, Browner WS, Grady DG, Newman TB. Designing Clinical Research: An<br />
Epidemiologic Approach. 2 nd ed. Lippincott Williams and Wilkins, 2006.<br />
7. Inouye S and Fiellin D. An evidence-based guide to writing grant proposals for clinical research.<br />
Ann Intern Med 2005;142:274-282.<br />
8. Kahn CR. Picking a research problem; The critical decision. NEJM 1994; 3330:1530-1533.<br />
9. Kroeger O, Thuesen JM, Rutledge H. Type Talk at Work: How the 16 Personality Types<br />
Determine Your Success on the Job. Dell Publishing, 2002.<br />
10. Maxwell JC. The 21 Irrefutable Laws of Leadership. Thomas Nelson, 1998.<br />
11. Miller JA. The Anxious Organization. Facts on Demand Press, 2002.<br />
12. Ogden, TE and Goldberg, IA. Research Proposals: A Guide to Success. Third Edition. Elsevier<br />
(USA), 2002.<br />
13. Peat J, Elliott E, Baur L, Keena V. Scientific Writing, Easy When You Know How. British Medical<br />
Journal Books. London, 2002.<br />
14. Patterson K, Greeny J, McMillan R, Switzler A. Crucial conversations: Tools for talking when<br />
stakes are high. McGraw-Hill, 2002.<br />
15. Stone D, Patton B, Heen S, Fisher R. Difficult Conversations: How to Discuss what Matters Most.<br />
Penguin Books, 2000.<br />
16. Ury W. The Power of a Positive No. Bantam Books, 2007.<br />
Web Resources:<br />
NIH New Investigator’s Website<br />
http://grants.nih.gov/grants/new_investigators/index.htm<br />
Tips and Tools for Applicants<br />
http://www.ninds.nih.gov/funding/areas/training_and_career_development/resources.htm#tips<br />
97
Nicholas Abend, MD<br />
University of Pennsylvania School of Medicine &<br />
Children’s Hospital of Philadelphia<br />
Philadelphia, PA<br />
Heather Adams, PhD<br />
University of Rochester<br />
Rochester, NY<br />
Beau Ances, MD, PhD<br />
Washington University in Saint Louis<br />
Saint Louis, MO<br />
Konstantin Balashov, MD, PhD<br />
UMDNJ-Robert Wood Johnson Medical School<br />
Edison, NJ<br />
KC Brennan, MD<br />
University of Utah<br />
Salt Lake City, UT<br />
Gordon Buchanan, MD PhD<br />
Yale University School of Medicine<br />
New Haven, CT<br />
Tracy Butler, MD<br />
NYU Comprehensive Epilepsy Center<br />
New York, NY<br />
Eric Cheng, MD, MS<br />
UCLA/VA Greater Los Angeles<br />
Los Angeles, CA<br />
Nabila Dahodwala, MD, MS<br />
University of Pennsylvania<br />
Philadelphia, PA<br />
Matthew Derrick, MBBS<br />
Northshore University Healthsystem<br />
Evanston, IL<br />
K-Awardee Attendee List<br />
Roseanne Dobkin, PhD<br />
UMDNJ-Robert Wood Johnson Medical School<br />
Piscataway, NJ<br />
Ericka Fink, MD<br />
Children’s Hospital of Pittsburgh of UPMC<br />
Pittsburgh, PA<br />
Jennifer Goldman, MD, MS<br />
Rush University<br />
Chicago, IL<br />
Stephen Gomperts, MD, PhD<br />
Massachusetts General Hospital<br />
Boston, MA<br />
David Hinkle, MD/PhD<br />
Washington University Medical School<br />
St. Louis, MO<br />
Lori Jordan, MD, PhD<br />
Vanderbilt University<br />
Nashville, TN<br />
Aimee Kao, MD, PhD<br />
University of California, San Francisco<br />
San Francisco, CA<br />
Stephen Kolb, MD, PhD<br />
The Ohio State University Medical Center<br />
Columbus, OH<br />
Maarten Lansberg, MD<br />
Stanford University<br />
Palo Alto, California<br />
Elizabeth Leritz, PhD<br />
VA Boston Healthcare System<br />
Boston, MA<br />
98
Liang Lu, MD<br />
University of Alabama at Birmingham<br />
Birmingham, AL<br />
Magdalena Petryniak, MD<br />
University of California, San Francisco<br />
San Francisco, CA<br />
Joanna Phillips, MD, PhD<br />
University of California, San Francisco<br />
San Francisco, CA<br />
Gil Rabinovici, MD<br />
University of California, San Francisco<br />
San Francisco, CA<br />
Neil Renwick, MD, PhD<br />
Rockefeller University<br />
New York, NY<br />
Natalia Rost, MD, MPH<br />
Massachusetts General Hospital<br />
Boston, MA<br />
Todd Schwedt, MD<br />
Washington University School of Medicine<br />
St. Louis, MO<br />
Vikram Shakkottai, MBBS, PhD<br />
University of Michigan<br />
Ann Arbor, MI<br />
Peter Todd, MD, PhD<br />
University of Michigan<br />
Ann Arbor, MI<br />
Vivek Unni, MD, PhD<br />
Massachusetts General Hospital<br />
Boston, MA<br />
Anand Viswanathan, MD, PhD<br />
General Hospital and Harvard Medical School<br />
Boston, MA<br />
K-Awardee Attendee List<br />
Harrison Walker, MD<br />
University of Alabama at Birmingham<br />
Birmingham, AL<br />
Christopher William, MD, PhD<br />
Massachusetts General Hospital<br />
Charlestown, MA<br />
Santina Zanelli, MD<br />
University of Virginia<br />
Charlottesville, VA<br />
99
<strong>Career</strong> <strong>Development</strong> (K-Awardee) Poster List<br />
Please refer to the 2011 ANA Onsite Program to view the full abstracts for the following posters.<br />
CD500. Eric Cheng<br />
Site of Care Is a Mechanism for Racial Disparities in Carotid Imaging<br />
CD501. Natalia Rost<br />
Genome-Wide <strong>Association</strong> Study of White Matter Hyperintensity in Patients with Acute Ischemic Stroke: A<br />
Meta-Analysis<br />
CD502. Lori Jordan<br />
The Pediatric Intracerebral Hemorrhage Score<br />
CD503. Withdrawn<br />
CD504. Elizabeth Leritz<br />
Elevated Cholesterol Is Differentially Associated with Brain Structure and Cognition in Older Adults<br />
CD505. Anand Viswanathan<br />
Aspirin and Recurrent Intracerebral Hemorrhage in Cerebral Amyloid Angiopathy (CAA)<br />
CD506. Maarten Lansberg<br />
Decreased CBV Is Not a Good Measure of Infarct Core In Acute Ischemic Stroke<br />
CD507. Vikram Shakkottai<br />
Correcting Aberrant Cerebellar Physiology Rescues Motor Dysfunction in the Polyglutamine Disease,<br />
Spinocerebellar Ataxia type 3<br />
CD508. Roseanne Dobkin<br />
Telephone-Based Cognitive-Behavioral Therapy for Depression in Parkinson[apos]s Disease<br />
CD509. Vivek Unni<br />
Understanding [alpha]-Synuclein Biology In Vivo: New Approaches for Testing Protein Degradation<br />
Pathways Involved in Parkinson[apos]s Disease<br />
CD510. Jennifer Goldman<br />
Entorhinal Cortex Atrophy Differentiates Parkinson[apos]s Disease Patients with and without Dementia<br />
CD511. Nabila Dahodwala<br />
Can a Screening Questionnaire Accurately Identify Mild Parkinsonian Signs?<br />
CD512. Harrison Walker<br />
Clinically Effective Subthalamic Deep Brain Stimulation Antidromically Activates Frontal Cerebral Cortex in<br />
Parkinson’s Disease<br />
100
<strong>Career</strong> <strong>Development</strong> (K-Awardee) Poster List<br />
Please refer to the 2011 ANA Onsite Program to view the full abstracts for the following posters.<br />
CD514. Stephen Gomperts<br />
Dopamine Neurons Coordinate with the Hippocampal Reactivation of Sequential Experience<br />
CD515. Nicholas Abend<br />
Non-Convulsive Status Epilepticus Is Associated with Mortality and Worse Short-Term Outcome in Critically<br />
Ill Children<br />
CD516. Tracy Butler<br />
Imaging Hippocampal Inflammation in a Patient with Epilepsy and Neuropsychiatric Dysfunction Associated<br />
with Autoantibodies to Glutamic Acid Decarboxylase<br />
CD517. Santina Zanelli<br />
A Neonatal Mouse Model of Hypoxia-Induced Seizures<br />
CD518. Liang Lu<br />
Aberrant Cross Regulation and Protein Stability of a Network of RNA-binding Proteins in Amyotrophic<br />
Lateral Sclerosis<br />
CD519. Stephen Kolb<br />
Mutant HSPB1 Overexpression in Neurons Is Sufficient To Cause Age-Related Motor Neuronopathy in Mice<br />
CD520. Peter Todd<br />
Epigenetic Mechanisms in Fragile X Tremor Ataxia Syndrome<br />
CD521. Neil Renwick<br />
Differentiating Histologically Similar Tumors through Multicolor miRNA Fluorescence In Situ Hybridization<br />
CD522. Michael Waters<br />
Aberrant Channel Subunit Trafficking in the Neurodegenerative KCNC3R420H SCA13 Phenotype<br />
CD523. Carlos Marquez de la Plata<br />
Functional Compromise to the Default Mode Network after Traumatic Axonal Injury<br />
CD524. Ericka Fink<br />
Trajectories of Serum Biomarkers Predict Outcome after Pediatric Cardiac Arrest<br />
CD525. David Hinkle<br />
Optical Imaging of Functional Connectivity in the Mouse Brain<br />
CD526. Heather Adams<br />
Sex Differences in Clinical Progression and Quality of Life in Juvenile Neuronal Ceroid Lipofuscinosis<br />
101
<strong>Career</strong> <strong>Development</strong> (K-Awardee) Poster List<br />
Please refer to the 2011 ANA Onsite Program to view the full abstracts for the following posters.<br />
CD528. Aimee Kao<br />
The Neurodegenerative Disease Protein Progranulin Regulates Programmed Cell Death Kinetics and Stress<br />
Resistance<br />
CD529. KC Brennan<br />
Potentiation and Sharpening of Sensory Maps after Spreading Depression: A Possible Mechanism for<br />
Altered Sensorium in Migraine<br />
CD530. Todd Schwedt<br />
Aberrant Resting State Functional Connectivity of the Pain Matrix in Adults with Chronic Migraine<br />
CD531. Konstantin Balashov<br />
TLR9 Processing in Multiple Sclerosis: A New Immunomodulatory Effect of Interferon-beta<br />
CD532. Magdalena Petryniak<br />
Improved Survival of Shiverer Mice by In-Utero Transplantation of Oligodendrocyte Progenitors<br />
CD533. Joanna Phillips<br />
Increased Microglia/Macrophages in a Distinct Subset of Human Astrocytomas<br />
CD534. Beau Ances<br />
HIV Associated Neurocognitive Disorder (HAND) Is Not Associated with Increased Fibrillar Amyloid Deposits<br />
Using 11<br />
C-PiB in Middle-Aged HIV+ Participants<br />
CD535. Gil Rabinovici<br />
Amyloid Versus FDG PET in the Differential Diagnosis of AD and FTLD<br />
CD536. Aaron Dumont<br />
Toward a Better Understanding of Cerebral Aneurysm Biology: Role of TNF-alpha<br />
CD537. Matthew Derrick<br />
Hypothermia and decreased oxygen during reperfusion decrease cell death during simulated ischemiareperfusion<br />
102
Nazem Atassi, MD<br />
Massachusetts General Hospital<br />
Boston, MA<br />
Christine Bower Baca, MD<br />
University of California, Los Angeles<br />
Los Angeles, CA<br />
Andrew Goldfine, MD<br />
Weill Cornell Medical College<br />
White Plains, NY<br />
Stanley Iyadurai, MD, PhD, MSc<br />
Saint Louis University<br />
Saint Louis, MO<br />
Jennifer McGuire, MD<br />
University of Pennsylvania<br />
Philadelphia, PA<br />
Nicte Mejia, MD<br />
Massachusetts General Hospital<br />
Boston, MA<br />
Lauren Sansing, MD<br />
University of Connecticut Health Center<br />
Farmington, CT<br />
Rodolfo Savica, MD<br />
Mayo Clinic<br />
Rochester, MN<br />
Emily Tam, MDCM, MAS, FRCPC<br />
University of California, San Francisco<br />
San Francisco, CA<br />
Amytis Towfighi, MD<br />
University of Southern California<br />
Los Angeles, CA<br />
Junior Academic Neurologist Attendee List<br />
103
Junior Academic Neurologist Poster List<br />
JAN001. Nazem Atassi<br />
Phase 2 Selection Trial of High Dosage Creatine and Two Dosages of Tamoxifen in Amyotrophic Lateral<br />
Sclerosis (ALS)<br />
JAN002. Christine Baca<br />
Quality of life outcomes in adolescents with childhood-onset epilepsy in remission<br />
JAN003. Jennifer McGuire<br />
Immune Markers of Neuropsychiatric Outcomes in HIV Infected Adolescents: Concept and Methods<br />
JAN004. Lauren Sansing<br />
Toll-like Receptor 4 Contributes to Injury after Intracerebral Hemorrhage<br />
JAN005. Rodolfo Savica<br />
High school football and risk of neurodegeneration: a community based study<br />
JAN006. Emily Tam<br />
Outcome of Hypoglycemia in Neonatal Encephalopathy<br />
JAN007. Amytis Towfighi<br />
A Tale of Two Healthcare Systems: Disparities Between Two Ischemic Stroke Patient Populations<br />
Encountered in Los Angeles County<br />
JAN008. Andrew Goldfine<br />
Determination of Awareness in Patients with Severe Brain Injury Using EEG Spectral Analysis<br />
JAN009. Stanley Iyadurai<br />
Dominant Cardiomyopathy and Very Distal Myopathy with Rod, Myofibrillar and AVSF Myopathology<br />
JAN010. Nicte Mejia<br />
Psychiatric Co-Morbidities and Mortality among Hospitalized Parkinson Disease Patients<br />
104
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