Guidance + Tips & Tricks


Why Are Data Tables Required?

These tables help present a deeper look into your Training Program. It's important to aim to complete these data tables early so that the findings can be incorporated into the body of the grant application. 

Click here for the NIH Data Tables Guide, which includes more detailed information.

See below for guidance on who to reach out to and tips/tricks that are unique to our campus.

Do you have some of your own tips/tricks and knowledge to share that isn't shown below? Please email Sinqui Musto ( The more robust this resource is the better. Thank you! 

Table 1: Census of Participating Departments and Interdepartmental Programs

NIH uses this table to gain insight into the environment that this proposed  training program will take place. This census allows NIH to assess whether this program will be effective. It allows reviewers to assess whether the program has the "critical mass" of trainees and faculty and representation/distribution of scientific disciplines to be effective.

Summarize these data in the Background Section of the Research Training Program Plan.

Please see this link for a PDF of the sample tables:

Who to Reach Out To

  • Each participating department's MSO/CAO: Explain that you are working on a training grant submission. Present to them the list of participating faculty. A tip to not overwhelm the department and consequently receive a speedier response is to break down this table into easily digestible questions/the column headings (Total Faculty, Total Predoctorates, and Total Predoctorates Supported by any HHS Training Award) into bullet pointed questions in your email.

  • Each participating faculty member: Explain to each one that you will be reaching out to them for information several times in the future to obtain information for this training grant submission. Obtain from them: their total number of pre-doctorates and the number that are training grant eligible (TGE).

  • See here for help/jump start with "Total predocs/postdocs supported by any HHS Training Award"

Tips and Tricks

  • Start with an Excel spreadsheet. Note that NIH instructs that faculty should be counted more than once in the “Participating Faculty” column if they participate in a departmental as well as interdisciplinary program, but only once in the “Totals.” Therefore, your Totals row sum may not match the count in your participating faculty column. Use a different spreadsheet to add numbers and then transfer to the table when you are sure your figures are accurate and numbers are consistent in the rows and columns.

  • One method to help ensure accuracy is to list out the names of all the participating faculty when assembling data and then insert the counts as you finalize the data.

  • When requesting faculty count, make sure to specify to the departments that you want visiting and adjunct faculty omitted. And, clinical faculty members are only counted if they have a joint appointment in an academic/degree-granting unit or are able to take in students.

  • Training Grant Eligible (TGE) generally includes all graduate students or postdoctoral fellows that are either a U.S. citizen or permanent resident. All U.S. citizens and permanent residents are TGE, even if the graduate student or postdoctoral fellow has already served the maximum amount of time possible on a training grant.

  • NIH instructions state that faculty may be counted twice in department and interdisciplinary programs, but the pre-docs and post-doc trainees can only be counted once and should be associated with a single department or program.

  • Cross-reference this data with Table 2

Table 2: Participating Faculty Members

NIH uses this information to assess the participating faculty (their research experience and interests as well as their experience training researchers). You need data going back 10 years.

Summarize and analyze these data in the Background section and the program faculty section of the program plan.

Please see this link for a PDF of the sample tables:

Who to Reach Out To

  • Participating faculty members and perhaps their administrators: obtain from each their updated biosketch, research statement*, and the historical information (the number of pre- and post-doctorates in training, graduated, and continued in research or related careers).

Tips and Tricks

  • *Note that NIH instructions require that research interests are relevant to the proposed program. Faculty often give the training grant administrator a generic research description, which may not be applicable to the training grant focus. So, make sure that the faculty members submit a research description/interest that is applicable to the training grant's mission. This is especially important when submitting for a new training program.
  • All titles (Ph.D., M.D. and other titles) must be indicated for the members. It is a good idea to validate the titles on the faculty members' CVs.

  • NIH defines specific abbreviations for rank held (e.g., Asst. Prof. for Assistant Professor, Assoc. Prof. for Associate Professor, and Prof for Professor

  • NIH requires indication of up to three roles for each faculty selected from the following options: PD/PI, Preceptor, Exec. Comm. (abbreviation for Executive Committee Member), Other Comm. (abbreviation for Other Committee Member), Other.

  • When reporting information on pre-doctoral or postdoctoral outcomes, ensure that you have the most current information (check LinkedIn, Facebook, and Google). Some administrators link to past students on LinkedIn to received updates on careers.

  • Columns request information on research or research-related careers: such positions require a doctoral degree and may include activities such as teaching, administering research or higher education programs, science policy and technology transfer.

  • Do not complete “Continued in Research Related Careers” until you are done with Table 8

  • The trainees need to be consistent with those in Table 5

  • One trainee can be associated with only one lab – co-mentoring is not allowed; if they are participating in two labs, there has to be a primary one; they are associated with that one for these tables

Table 3: Federal Institutional Research Training Grants and Related Support Available to Participating Faculty Members

To complete this, you need to gather all currently active, federal institutional training, career development, and research education support available to the participating faculty members (list only those with overlapping faculty). This information gives the researchers an insight into the institutional environment and helps in determining the number of training positions to be awarded.

Summarize these data in the Background section.

Please see this link for a PDF of the sample tables:

Who to Reach Out To

  • See here for resource

  • Confirm information with the corresponding contact for each grant

Tips and Tricks

  • If a grant is going to be up for a competitive renewal, indicate that as well in the Project Period column.

  • It may help to list out all the faculty and then eliminate to obtain the names of the overlapping participating faculty.

  • Only include grants that have overlapping faculty with yours.

Table 4: Research Support of Participating Faculty Members

This table lists the research support of the participating faculty members. NIH uses this table to evaluate the strength of the research environment, the availability of funds to support research conducted by trainees, and the amount of active research support that the participating faculty has.

Analyze and summarize these data in the Program Plan

Please see this link for a PDF of the sample tables:

Who/What to Reach Out To

  • KFS Reports: ABO Report and PI Report will provide the financial standing of their active awards and projects as well as the budget information
  • Datawarehouse (DWH)
  • Participating Faculty Members: (option 1) reach out to faculty members to get a list of their current “Other Support”; (option 2) using the data youpull from the KFS reports, send that list to the faculty member, and have them confirm or make necessary corrections.
  • Faculty members' biosketches

Tips and Tricks

  • You should verify data collected with NIH Reporter (a great resource for all NIH grants, since you only need to put in the faculty name and you may find all grants; however, the grant will only appear if the faculty member is the PI).

  • NIH reviewers can be look at this table with extreme scrutiny. Make sure data is accurate, to the best of your ability.

  • Current year direct costs award information may be available from the Notice of Award or the grant administrator if you are unable to access NIH RePORTER; one idea is to go to the award synopsis: E-Synopsis.

  • For grants with major budget changes (e.g., incurred by planned future clinical trials), include the total direct costs of the award in parentheses. Do not list grants that have expired unless a pending continuation application has been submitted.

  • Note that instructions require you to exclude research training grants.

Table 5: Publications of Those in Trainings

This table demonstrates to NIH the ability of each faculty member to foster trainee productivity through generation of publishable results and allows assessment of the research quality and authorship capability of trainees.

Summarize these data in the body of the application

Include average number of publications and average number of first author publications. Also include the number of students graduating with no publications or no first author publications

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Who/What to Reach Out To

  • For new applications, reach out to all participating faculty, obtain all publications associated with their lab of those that would have been eligible for this training program (current and going back 10 years).  Do not include lab members that trained for less than 3 months.
  • For renewal applications, reach out to all participating faculty member, obtain a list of all publications generated through this training program for up to the past 10 years. This is faculty members’ responsibility to keep track of this.
  • Trainees themselves: ask current trainees/those you are still in contact with for the list of publications they've generated through being in this training program. This is a good practice to help ensure you don't miss any.
  • PubMed/PubMed Central

Tips and Tricks

  • These publications should be on the faculty members’ CV’s since their name would be listed on the publications if generated through their lab/this training program.

  • Assume that any publications listed after the student's graduation date are valid if the mentor is one of the authors.

  • Ask the training grant PI to provide a final review and approval of publications to be included.

  • Provide the NIH Manuscript Submission reference number or the PubMed Central (PMC) reference number PMCID for each article.

  • List PMCID number, NOT PMID—there is a difference.

  • Sorting guidelines

    • Trainees: 1st sort: By faculty mentor, alphabetical order; 2nd sort: Chronological by year of entry

    • Publications (chronological): 1st sort: Publications; 2nd sort: Abstracts; List abstracts only if a more complete publication has not appeared and label these clearly as abstracts

  • Make sure the correct name (of the trainee) is bolded in the author list

  • If faculty has no past trainees, state “No publications.”

  • Make sure counts of individuals included here match with counts in Table 2.

Table 6: Applicants, Entrants, and their Characteristics for the Past Five Years

NIH uses this table to evaluate the ability of departments or interdepartmental programs to recruit trainees and assess the selectivity of the admissions process, competitiveness of the training program, and the appropriate number of training positions to be awarded.

Analyze and summarize these data in the Program Plan.

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Who to Reach Out To

  • Grad Division; see this link for more information. Be aware that there is a minimum of a six week turnaround. See Data Requests for more information. Some schools have liaisons to assist them in these data requests.
  • Academic Personnel; reach out to them to obtain the post-doctoral data.
  • Faculty; reach out to participating members and inquire if any of them possesses this data.
  • Students; for some particularly difficult data points (e.g., Mean Months of Research Experience), you’ll probably need to reach out to each student individually
  • Department Administrators: Mean Months of Research Experience will need to be extracted from admitted students' files // this is not currently being tracked in campus systems.

Tips and Tricks

  • If there are not enough institutional-level postdoctoral data available, some administrators gather data from their nomination pools

  • Regarding “Mean Months of Prior, Full Time Research Experience”, you will need to reach out to students individually that have been on the training grant for the last five years. It is a big ask, so here is a template of questions to ask. And for columns "New Entrants to the Program/Dept. + TGE", administrators are listing N/A until an appropriate means of tracking and storing this data has been established.

Table 7: Appointments to the Training Grant for Each Year of the Current Project Period (Renewals/Revisions only)

NIH uses this table to evaluate the use of awarded training positions.

Summarize these data in the Progress Report Section. It may also be useful to refer to these data within the Recruitment and Retention Plan to Enhance Diversity Section.

Please see this link for a PDF of the sample tables:

Who to Reach Out To

  • Your records as the person who has ASST or PI role to xTRAIN for the participating departments/programs

Tips and Tricks

  • Please note that this table is for four years from the date of your last competing submission.

  • Access xTrain and view the Trainee Roster Screen for this training grant (choose “All Years” view).

  • xTrain now will show each years’ appointments: the trainee names and the start and end dates of the appointments for each grant year.

  • For the first row “Predoctoral Positions Awarded” and the fifth row “Postdoctoral Positions Awarded,” you will find the information in the training grant Notice of Award.

Table 8: Program Outcomes

NIH uses this table to assess the effectiveness of the proposed (new apps) or supported (renewals) training programs. This table will go back 15 years or however long this training grant has been active, whichever is less. 

This table is important becuase the granting agency will utilize this information to confirm that there is a stockpile of students to award this training grant to. 

Summarize the data in the Program Plan Section or the Progress Report Section, as appropriate.

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables: Clearly Associated with the Training Grant refers to current pre or postdocs who have a training experience identical to those appointed to the grant and they must have been or currently are funded by another HHS or NIH mechanism (fellowship, R01, etc.) for any amount of time. Clearly associated students can be either TGE or Non-TGE. (Eligibility to be on a training grant is NOT a factor here. i.e. Non-citizen’s can be listed if they are on HHS or NIH fund sources.)

  • Tip: Ask the participating faculty members for names of students who may fall under this category. You may know some of these students if you are exposed to them in other ways (e.g.,program seminars) but make sure to cross reference with the list that the faculty members provide you.
  • Note: Because Part II is a completely new reporting requirement, users should initially report only current “clearly associated” students. Then in each subsequent year, they should continue to add new entrants and provide updated information about current and past clearly associated students until 15 years of data have been completed.

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Please see this link for a PDF of the sample tables:

Who to Reach Out To

  • Department administrators: to obtain funding information for trainees and students who were identified as being clearly associated with the training grant. 

  • Participating faculty members: obtain names of students that may fall under Part II: Those Clearly Associated with the Training Grant. 

Tips and Tricks

  • If the student was supported by multiple sources in a year, you may indicate the majority or show the split

  • Check xTRAIN to ensure that you have all trainee names listed

  • This is the only table you will update every year; it is used for the annual report submitted with progress reports.

  • Note that this table is the trickiest to fill out the first time around because you have to start from scratch in obtaining this historical information. Once that first table is submitted, one solution moving forward is to ask each trainee their primary source and type of support during each year of training.

  • When reaching out to the faculty members for Part II, have them list ALL "clearly associated" students and include verbatim language from the table: those with a training experience identical to those appointed to this grant, but who are supported by other NIH or HHS awards (e.g., fellowships or research grants). Also, it may be helpful to send the instructions along with the blank table 8 Part II (with one row filled in as an example) and have them fill it out. 

  • Make sure to emphasize to the PI’s that NIH, in granting you a training grant award, has the intent of keeping these researchers in academia vs. moving on to work in industry. That is why it is critical to future awards that each faculty mentor keeps track of their trainees and their career development – at the very least, their current position. The more information the PI has on the outcomes of their trainees, the more competitive the training grant application becomes.

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