Thursday, January 28, 2016

Important NIH Notices

NIH Fiscal Policy for Grant Awards - FY 2016
National Institutes of Health (NIH)
January 20, 2016

This Notice provides guidance about the NIH Fiscal Operations for FY 2016 and implements the Consolidated Appropriations Act, 2016 (Public Law 114-113), signed by President Obama on December 18, 2015.  With the passage of the Act, NIH has $32.31 billion in budget authority or equivalent (program level), an increase of $2 billion over FY 2015.  The NIH will continue to manage its portfolio in biomedical research investments in a manner that includes recognizing applications from and providing special incentives for new investigators.


Reminder: NIH & AHRQ Grant Application Changes for Due Dates On or After
National Institutes of Health (NIH)
Agency for Healthcare Research and Quality (

January 22, 2016

This Notice reminds the biomedical and health services research communities of announced changes to grant application policies and instructions for due dates on or after January 25, 2016.


Tuesday, January 19, 2016

Building A New Research-University System

Chronicle of Higher Education
Author: Jonathan R. Cole
January 17, 2016

American research universities are clearly the finest in the world. As of 2015, and for at

least 40 years, the United States has had by far the greatest system of higher education

in the world. By most reckonings, we have roughly 80 percent of the top 20 universities,

70 percent of the top 50, and 60 percent of the top 100. We win the majority of Nobel

science and economics prizes and other internationally prestigious awards for scholarly

achievement. Research produced by our universities dominates most fields.

The majority of the educated American public, however, think of our universities in terms

of teaching and the transmission of knowledge rather than the creation of knowledge, and

most critiques of higher education focus on undergraduate education. Let me be

emphatically clear: Excellent teaching of undergraduates and graduate students is

crucially important and an integral part of the mission of great universities. It is perhaps

our first calling. But it is not what has made our research universities the best in the

world. Rather, our ability to fulfill one of the other central missions of great universities
— the production of knowledge through discoveries that actually change the world — has

created our pre-eminence.