Why formal RD training?
Research Development (RD) is a career of strategists, planners and figure-it-outers. Most of us “fell into” the role and realized later that what we do is RD. We’ve figured out and honed our skills along the way.
However, the field is growing (if the first-ever sold-out NORDP conference is any indication!), and so a considerable need exists to shorten and ease that learning curve. Similarly, people looking at RD as a potential career may feel unsure about how to get started, or how to “test the waters” given the variability across RD offices.
With this in mind, NORDP launched a working group in June 2018 under the Strategic Alliances Committee to create a resource to help RD offices develop training programs relevant to their own needs. Indeed, the “NROAD to RD” training program framework is based on the idea that some RD-relevant skills and knowledge can be taught – and it offers a menu of options from which to choose.
The NROAD to RD, or the NORDP Resource for Organizing and ADapting a Training Program toward Developing an RD career, is the culmination of a year’s worth of work by the working group (with input from each of NORDP’s standing committees), a beta test at Duke University’s School of Medicine, and a soft launch at the 11th Annual NORDP conference in 2019.
How does NROAD to RD work?
The goals of NROAD to RD are to “provide RD offices with a framework to (1) develop their own training/apprenticeship/internship programs, and (2) employ that framework to introduce, recruit, and train individuals interested in a RD careers.” RD offices can choose among the suggested components and add additional components as necessary to ensure relevance to their individual office and institution’s missions.
The resource provides a guide for decision-making in designing an appropriate training program (Fig 1). Each decision affects the others, collectively defining parameters for the training program.
NROAD to RD also offers curriculum modes, or training delivery methods, from which to choose (Fig 2). Most programs will likely include a range of delivery methods, from self-study to shadowing to live or simulated work projects, as suits their goals and mentoring capacity.
Curriculum suggestions include RD basics; navigating large grants, individual grants, and limited submissions; project management; team science; diversity and inclusion; and other institutional/research-related/career related topics. The curriculum module section is further broken down into sub-categories with recommended reading resources and suggested assignments for each.
Finally, NROAD to RD offers suggestions for program and trainee evaluation to ensure refinement and success.
Interested in NROAD to RD?
The NROAD to RD framework is available to all NORDP members and may be requested HERE. In the coming months, the “Phase II” working group under the auspices of the NORDP Professional Development Committee will create additional resources (e.g., case studies and job simulations), navigate the logistics of hosting these resources on the NORDP website, and evaluate resource usage.
The Phase I working group was chaired by Samarpita Sengupta, and consisted of the following members: Peggy Sundermeyer, Trinity University; Joanna Downer, Duke University; Page Sorensen, then at the University of California San Francisco; Sharon Pound, University of Tennessee, Knoxville; Rebecca Latimer, University of Virginia; Nicole Frank, University of Utah; Beth Moser, Maricopa County Community Colleges District; and Sarah Messbauer, University of California, Davis.
NROAD to RD was developed initially using resources generously shared by UT Southwestern Medical Center’s NeAT program (Samarpita Sengupta), University of California San Francisco’s Internship program (Page Sorensen), The University of Tennessee, Office of Research & Engagement’s Onboarding Resources (Jennifer Webster), and University of Nebraska–Lincoln’s Onboarding Resources (Kathryn Partlow).
Current Phase II WG members are Joanna Downer, Rebecca Latimer, and Samar Sengupta with several new members: Danielle Matsushima at Columbia University; Elaine Lee, Boston University; Maile Henson, Duke University; Alexis Nagel, Medical University of South Carolina, and Dawn McArthur, BC Children’s Hospital Research Institute. Peggy Sundermeyer remains on the WG as a consultant with supplementary assistance from Jacob Levin, MIT.
Submitted by Samarpita Sengupta
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