Opportunity Information: Apply for PAR 22 212
The Institutional Research and Academic Career Development Awards (IRACDA) program is an NIH-funded institutional training and career development opportunity (K12 mechanism) designed to prepare postdoctoral scholars for long-term academic careers that combine strong biomedical research with meaningful teaching and mentoring. At its core, IRACDA funds a structured, mentored postdoctoral experience housed at a research-intensive institution, while also requiring that the scholar gain hands-on teaching and mentoring experience at a partner institution that is teaching-intensive and serves a diverse student population. The program is built around the idea that future faculty members are more effective and more competitive when they can demonstrate both rigorous research training and real instructional experience, especially in environments that educate students who have been historically underrepresented in the biomedical research workforce.
A defining requirement of IRACDA is the partnership model. An applicant institution cannot run an IRACDA program in isolation; it must establish and maintain an active collaboration between (1) a research-intensive institution where the primary research training and mentoring occur, and (2) a teaching-intensive partner institution with a historical mission or a demonstrated commitment to educating students from underrepresented groups. In practical terms, this means the program must be organized so that scholars spend substantial time developing as researchers under established investigators while also contributing in a substantive way to education at the partner site, such as teaching courses or modules, mentoring students, helping develop curricula, or providing research exposure opportunities. The partnership is meant to be mutually beneficial rather than symbolic: the research-intensive institution produces well-rounded academic scientists, and the teaching-intensive institution gains access to research-trained early-career educators and mentors who can enrich student experiences and broaden pathways into biomedical research.
The primary goal of the FOA is workforce development: building a diverse pool of highly trained biomedical scientists who are ready to pursue independent academic careers that integrate research and teaching. The program is not only about training individuals to publish papers; it is explicitly structured to help scholars gain the broader toolkit needed for faculty roles, including communication skills, classroom and mentorship experience, and an understanding of how to support student success in diverse educational settings. A related, secondary goal is institutional impact at the teaching-intensive partner sites. By bringing in IRACDA scholars as instructors, mentors, and role models, partner institutions can strengthen science education offerings, expand research-oriented learning, and, where feasible, create or enhance research opportunities for faculty and students. The exchange can also introduce up-to-date research techniques, approaches, and technologies into the teaching environment, which can be especially valuable for institutions with fewer research infrastructure resources.
This specific IRACDA announcement is labeled “Independent Clinical Trial Not Allowed.” That means scholars appointed to the program cannot be the person who leads an independent clinical trial as the trial’s primary driver. However, the FOA does allow scholars to gain experience in clinical trial research when the trial is led by a mentor or co-mentor. In other words, the training can include clinical trial-related work as long as the scholar is not the independent clinical trial leader, which keeps the focus on mentored career development and appropriate oversight.
From an eligibility standpoint, the opportunity is offered by the National Institutes of Health under Funding Opportunity Number PAR-22-212, categorized as a discretionary grant in the health area (CFDA 93.859). Eligible applicants include public and state-controlled institutions of higher education, private institutions of higher education, and other qualifying organizations. The FOA explicitly highlights that a range of institutions that serve underrepresented communities may apply or be involved, including Alaska Native and Native Hawaiian Serving Institutions, Asian American Native American Pacific Islander Serving Institutions (AANAPISIs), Hispanic-serving Institutions, Historically Black Colleges and Universities (HBCUs), and Tribally Controlled Colleges and Universities (TCCUs). Importantly, foreign (non-U.S.) entities are not eligible to apply, and non-U.S. components of U.S. organizations are also not eligible under this announcement. The original closing date listed for the opportunity is 2024-10-03.
Overall, IRACDA is best understood as a bridge between two academic worlds that are often separated: high-intensity research training and high-impact undergraduate-focused education. It is meant to produce postdoctoral scientists who can compete for faculty positions and thrive once hired, because they can demonstrate both research excellence and real teaching and mentoring credibility. At the same time, it is structured to strengthen partner institutions by expanding access to research-minded educators and by creating more visible, supportive pathways for students from underrepresented backgrounds to enter and persist in biomedical research careers.Apply for PAR 22 212
- The National Institutes of Health in the health sector is offering a public funding opportunity titled "Institutional Research and Academic Career Development Awards (IRACDA) (K12 - Independent Clinical Trial Not Allowed)" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.859.
- This funding opportunity was created on 2022-07-13.
- Applicants must submit their applications by 2024-10-03. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Eligible applicants include: Public and State controlled institutions of higher education, Private institutions of higher education, Others.
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IRACDA (PAR-22-212) Grant Opportunity FAQs
What is the IRACDA program?
The Institutional Research and Academic Career Development Awards (IRACDA) program is an NIH-funded institutional training and career development opportunity that uses the K12 mechanism. It is designed to prepare postdoctoral scholars for long-term academic careers that combine strong biomedical research with meaningful teaching and mentoring experience.
What is the main purpose of this funding opportunity?
The primary goal of this Funding Opportunity Announcement (FOA) is workforce development: building a diverse pool of highly trained biomedical scientists who are prepared to pursue independent academic careers that integrate research and teaching.
What is the K12 mechanism in this context?
In this opportunity, the K12 mechanism supports an institutional program that provides a structured, mentored postdoctoral experience. The institution runs the program, and scholars are appointed into a training and career development environment that includes both research training and teaching-focused professional development.
Who is IRACDA intended to support?
IRACDA is designed to support postdoctoral scholars who are being prepared for academic faculty careers, particularly careers that blend rigorous biomedical research with real teaching and mentoring responsibilities.
What makes IRACDA different from a traditional postdoctoral fellowship?
IRACDA is explicitly structured to combine two components: (1) mentored research training at a research-intensive institution and (2) hands-on teaching and mentoring experience at a partner institution that is teaching-intensive and serves a diverse student population. The intent is to develop scholars who can demonstrate both research strength and instructional credibility.
Is a partnership required to run an IRACDA program?
Yes. A defining requirement of IRACDA is the partnership model. An applicant institution cannot run an IRACDA program in isolation; it must establish and maintain an active collaboration between a research-intensive institution and a teaching-intensive partner institution.
What are the two required types of partner institutions?
The program must include: (1) a research-intensive institution where primary research training and mentoring occur, and (2) a teaching-intensive partner institution with a historical mission or demonstrated commitment to educating students from underrepresented groups.
What kinds of activities do scholars do at the teaching-intensive partner institution?
Scholars are expected to contribute in a substantive way to education at the partner site. Examples listed in the opportunity include teaching courses or modules, mentoring students, helping develop curricula, and providing research exposure opportunities.
Does the FOA require scholars to spend substantial time on both research and teaching?
Yes. The opportunity describes a model where scholars spend substantial time developing as researchers under established investigators while also gaining meaningful hands-on teaching and mentoring experience at the partner institution.
Is the partnership meant to be symbolic, or does it need to be active and mutually beneficial?
The partnership is intended to be mutually beneficial rather than symbolic. The research-intensive institution develops well-rounded academic scientists, while the teaching-intensive partner benefits from research-trained early-career instructors and mentors who can enrich student experiences and broaden pathways into biomedical research.
Beyond research publications, what skills does IRACDA aim to develop?
The FOA emphasizes that the program is not only about producing publications. It is structured to help scholars build a broader toolkit for faculty roles, including communication skills, classroom experience, mentorship experience, and an understanding of how to support student success in diverse educational settings.
Does IRACDA have goals related to diversity and inclusion?
Yes. The program is built around preparing future faculty members who can contribute effectively in environments that educate students who have been historically underrepresented in the biomedical research workforce. It also aims to build a diverse pool of highly trained biomedical scientists.
What is the secondary goal of the FOA?
A related, secondary goal is institutional impact at the teaching-intensive partner sites. By bringing in IRACDA scholars as instructors, mentors, and role models, partner institutions can strengthen science education offerings and expand research-oriented learning.
How might teaching-intensive partner institutions benefit from participating?
According to the opportunity, partner institutions may benefit by strengthening science education, expanding research-oriented learning, and, where feasible, creating or enhancing research opportunities for faculty and students. The exchange can also bring up-to-date research techniques, approaches, and technologies into teaching environments, which can be especially valuable where research infrastructure resources are limited.
What does “Independent Clinical Trial Not Allowed” mean for this announcement?
This IRACDA FOA is labeled “Independent Clinical Trial Not Allowed,” meaning scholars appointed to the program cannot be the person who leads an independent clinical trial as the trial’s primary driver.
Can scholars get clinical trial experience under this FOA?
Yes. The FOA allows scholars to gain experience in clinical trial research when the clinical trial is led by a mentor or co-mentor. Clinical trial-related work is allowable as long as the scholar is not the independent clinical trial leader.
What is the Funding Opportunity Number for this IRACDA announcement?
The Funding Opportunity Number provided is PAR-22-212.
Which agency is offering this grant opportunity?
The opportunity is offered by the National Institutes of Health (NIH).
How is this opportunity categorized?
It is categorized as a discretionary grant in the health area, with CFDA number 93.859.
What types of organizations are eligible to apply?
Eligible applicants include public and state-controlled institutions of higher education, private institutions of higher education, and other qualifying organizations as described in the opportunity.
Are institutions that serve underrepresented communities specifically referenced?
Yes. The FOA highlights that a range of institutions that serve underrepresented communities may apply or be involved, including Alaska Native and Native Hawaiian Serving Institutions, Asian American Native American Pacific Islander Serving Institutions (AANAPISIs), Hispanic-serving Institutions, Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and similar institutions.
Are foreign (non-U.S.) organizations eligible to apply?
No. Foreign (non-U.S.) entities are not eligible to apply under this announcement.
Are non-U.S. components of U.S. organizations eligible?
No. Non-U.S. components of U.S. organizations are also not eligible under this announcement.
What is the closing date listed for this opportunity?
The original closing date listed is 2024-10-03.
What is the overall concept behind IRACDA?
IRACDA is described as a bridge between two academic worlds that are often separated: high-intensity research training and high-impact undergraduate-focused education. It is meant to produce postdoctoral scientists who can compete for faculty positions and thrive because they can show both research excellence and real teaching and mentoring experience.
Does the program emphasize mentoring?
Yes. The opportunity describes a structured, mentored postdoctoral experience, with primary research training and mentoring occurring at the research-intensive institution and additional mentoring/teaching contributions occurring at the partner institution.
What role do IRACDA scholars play at partner institutions?
Scholars may serve as instructors, mentors, and role models. Their involvement can enrich student experiences, broaden pathways into biomedical research, and help introduce current research approaches into teaching environments.
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