Statement from the Dean or generic statement highlighting the following:

  • Definition of a training grant
  • Importance of receiving training grant awards (VIP)
  • Number of training grants received in the last fiscal year and impact (i.e., # of students, awards, etc.)


Training Grant Workshop

Purpose of Workshop:

Register/Email Karen Young if interested in attending or if you want the Training Grants Coordinator to conduct a workshop for your program/department

Training Grant Orientation Presentation



Training and Career Programs

Ruth L. Kirschstein National Research Service Award (NRSA) Institutional Research Training Grant (Parent T32) supports eligible, domestic institutions to enhance predoctoral and postdoctoral research training, including short-term research training, and help ensure that a diverse and highly trained workforce is available to meet the needs of the Nation’s biomedical, behavioral, and clinical research agenda    


Ruth L. Kirschstein-National Research Service Award (NRSA) Maximizing Access to Research Careers Undergraduate – Student Training in Academic Research (MARC U-STAR) (T34)MARC U-STAR program provides structured training programs to prepare high-achieving, underrepresented students for doctoral programs in biomedical research fields – .


Ruth L. Kirschstein National Research Service Award (NRSA) Individual Predoctoral Fellowships (Parent F31) enables promising predoctoral students to obtain individualized, mentored research training from outstanding faculty sponsors while conducting dissertation research in scientific health-related fields relevant to the missions of the participating NIH Institutes and Centers – .


Ruth L. Kirschstein National Research Service Award (NRSA) Individual Predoctoral Fellowships (Parent F32) enhances the research training of promising postdoctoral candidates who have the potential to become productive, independent investigators in scientific health-related research fields relevant to the missions of the participating NIH Institutes and Centers – .


NIH Pathway to Independence Award (Parent K99/R00) facilitates a timely transition of outstanding postdoctoral researchers with a research and/or clinical doctorate degree from mentored, postdoctoral research positions to independent, tenure-track or equivalent faculty positions – .


Research Education: Bridges to the Doctorate (R25) provides educational activities to Master’s level students to increase transition to and completion of Ph.D.’s in biomedical sciences – .


Postbaccalaureate Research Education Program (PREP) (R25) supports educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce – .


Initiative for Maximizing Student Development (IMSD) (R25) The NIGMS R25 program supports educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce and it encourages the development of creative educational activities with a primary focus on research experiences, courses for skills development and mentoring activities – .


Innovative Programs to Enhance Research Training (IPERT) (R25) – supports educational activities that complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs. Activities with a primary focus on courses for skills development, structured mentoring activities, and outreach programs are encouraged –


Administrative Supplements to National Institute of General Medicine Sciences (NIGMS) Predoctoral Training Grants( have the name as the link to the solicitation)


Research Supplements to Promote Diversity in Health-Related Research (Admin Supp) – Funds that are available, for specific types of research grants listed in the solicitation, for administrative supplements to improve the diversity of the research workforce by recruiting and supporting students, postdoctorates, and eligible investigators from groups that have been shown to be underrepresented in health-related research. This supplement opportunity is also available to PD(s)/PI(s) of research grants who are or become disabled and need additional support to accommodate their disability in order to continue to work on the research project –


Research Supplements to Promote Re-Entry into Biomedical and Behavioral Research Careers (Admin Supp) – Funds that are administrative supplements to research grants to support individuals with high potential to re-enter an active research career after an interruption for family responsibilities or other qualifying circumstances; to encourage such individuals to re-enter research careers within the missions of all the program areas of NIH; and to support full-time or part-time research by these individuals to update their existing research skills and knowledge – .


UGA Institutional Description

University of Georgia (UGA): Located northeast of Atlanta in Athens, GA, UGA is the state’s oldest, most comprehensive, and most diversified institution of higher education and is consistently ranked among the nation’s top public universities. Kiplinger Magazine ranks UGA 10th in its 2017 list of the “100 Best Values in Public Colleges.” U.S. News & World Report’s 2017 “Best Colleges” edition has UGA ranked 16th among public universities while Forbes lists UGA No. 24 on its list of “Top 25 Public Colleges 2017.”

As a comprehensive land-grant and sea-grant institution, the University of Georgia offers baccalaureate, master’s, doctoral, and professional degrees in the arts, humanities, social sciences, biological sciences, physical sciences, agricultural and environmental sciences, business, ecology, engineering, environmental design, and a four-year medical education program in partnership with Augusta University. UGA offers 25 bachelor’s degrees in 143 major fields, 30 master’s degrees in 135 major fields, the specialist in education degree in 10 major fields, 4 doctoral degrees in 98 major fields; and professional degrees in Law, Pharmacy, and Veterinary Medicine. The University awarded 6,991 bachelor’s degrees, 1,679 master’s degrees and education specialist degrees, 526 doctoral degrees, and 441 professional degrees in the 2015-2016 fiscal year. Fall 2016 enrollment was 36,574, which included 27,951 undergraduates, 7,030 graduate students, and 1,593 first professional students. The undergraduate student body consisted of 56.8% female students, 13.6% of whom were underrepresented minority students and 58.2% female graduate students with 13.6% of whom were underrepresented minority. UGA has received the INSIGHT Into Diversity Higher Education Excellence in Diversity Award for the past four consecutive years (2014-2017).

UGA Research Climate: UGA is classified as a Doctoral University, Highest Research Activity in the Carnegie Classification of Institutions of Higher Learning. Sponsored research expenditures have increased by 32% in the past three years. Total research expenditures were $376.5 million in fiscal year 2015-2016 and total sponsored research support was $257 million. Among the UGA faculty are members of the National Academy of Engineering (S. Edward Law), National Academy of Inventors (David Chu, Wayne Hanna), National Academy of Sciences (Norman Allinger, Wyatt Anderson, Brent Berlin, Jeffrey L. Bennetzen, Michael Strand), and American Association for the Advancement of Science (Wyatt Anderson, Brent Berlin, Stephen Hubbell, William McFeely, Henry Schaefer III, Susan Wessler).

Last update: October 2017

Facilities & Other Resources


UGA Graduate School

Established in 1910, the Graduate School coordinates the graduate programs of all schools and colleges at the UGA. In addition to coordinating all issues related to graduate education (from admissions, to enrolled student services, to graduation applications and tracking of alumni), the graduate school also offers professional development resources for students interested in careers in academics, including the Emerging Leaders program, the 3-Minute Thesis competition, the Interdisciplinary Certificate in University Teaching, and a variety of professional development workshops. The graduate school also offers a Portfolio Program that encourages graduate students to document their teaching experiences at UGA in order to reflect upon and improve their teaching and to be prepared to present their teaching accomplishments on the job market. The graduate school is also the home of UGA’s local CIRTL Learning Community. The UGA Graduate School supports a number of activities designed to promote diversity and inclusion, including (a) the Graduate Feeder Program (partners with four HBCUs: Albany State University; Florida A&M University; Fort Valley State University; Spelman College); (b) Preparing Diverse Populations for Graduate Admissions (targets college juniors and seniors and gap year students); Future Scholars Visitation (3- day on campus experience for applicants); Gateway to  Graduate School Enrichment program (summer enrichment program for incoming graduate students); and Graduate Retention Opportunities Workshops (academic, professional skills, and mentoring program for underrepresented graduate students.

Office of Institutional Diversity

The Office of Institutional Diversity (OID) leads the university in fulfilling its commitment to be a diverse campus that is enriched and informed by the personal, cultural, and intellectual differences of its students, faculty, staff, and visitors. Dr. Michelle Garfield-Cook is Associate Provost for Diversity and the Chief Diversity Officer at UGA. A continuing goal of the OID is to ensure that the UGA provides an inclusive environment where all students, faculty, staff, and external partners feel safe, and view our campus as a positive and nurturing academic environment. OID prioritizes initiatives that serve the diversity goals and academic mission of the university and facilitates collaboration on diversity initiatives throughout campus and the external community, and provides professional development opportunities focused on diversity. OID coordinates the Peach State LSAMP, of which UGA is the lead institution. It is also the lead unit for the Georgia African American Male Experience (GAAME) Weekend (leadership development for African American male students), Georgia Daze (weekend visit for prospective underrepresented undergraduate students, the National Coalition Building Institute (leadership training to promote diversity and inclusion), Connections (support program for first year underrepresented students), Movimiento Latino (focused on recruiting prospective Latino students to UGA), and the Martin Luther King Jr. Freedom Breakfast (an annual partnership between UGA, the Athens-Clarke Unified Government, and Clark County Public Schools System, celebrating Dr. King’s life and legacy). In addition to various workshops focused on inclusion and diversity, OID sponsors the Diversity and Inclusion Certificate (creates an opportunity for faculty and staff to explore strategic areas around diversity and improve their ability to contribute to the enhancement of UGA’s welcoming and inclusive environment).

Research Training Environment

UGA is classified as a Doctoral University, Highest Research Activity in the Carnegie Classification of Institutions of Higher Learning. Sponsored research expenditures have increased by 32% in the past three years. Total research expenditures were $376.5 million in fiscal year 2015 – 2016, and total sponsored research s u p p o r t was $257 million. Supporting this strong research program are equally impressive graduate programs in the STEM disciplines. In Fall 2016, UGA had 3138 students training in 93 doctoral programs. Among the UGA faculty are members of the National Academy of Engineering (S. Edward Law), National Academy of Inventors (David Chu, Wayne Hanna), National Academy of Sciences (Norman Allinger, Wyatt Anderson, Brent Berlin, Jeffrey L. Bennetzen, Michael Strand), and American Association for the Advancement of Science (Wyatt Anderson, Brent Berlin, Stephen Hubbell, William McFeely, Henry Schaefer III, Susan Wessler).

UGA is devoted to supporting the work required to make new discoveries, and also translating that to improving the lives of Georgians and others beyond our state border. In terms of licensing, >600 products have been introduced to the marketplace from research performed at UGA. UGA has been ranked in the top 5 among all US universities in new products reaching the marketplace for the past 3 years and in the top 10 for total licenses and options among all U.S. universities for the past 9 years. Thirty-five new products were introduced to the market in fiscal year 2016, with licensing revenues reaching $7.6 million. UGA is recognized as having particular strength in several areas related to biomedical and behavioral research, including: glycobiology, plants sciences and genomics, stem cell/regenerative medicine, behavioral/social science research, and infectious diseases including vaccine development and parasitology. Given these strengths, the University has devoted significant space and resources to supporting research activities in this these areas.

Research Experiences for Undergraduates Sites

UGA is home to the following NSF-funded REU sites in the biosciences. These programs provide an opportunity for broader community building and engagement in undergraduates in research and are also strong recruiting tools for UGA graduate programs.

1. Interdisciplinary Research Experiences in Nanotechnology and Biomedicine (PIs: Mao and Arnold, 3/1/2014 – 2/28/2018), which aims to attract and retain students from diverse backgrounds into science and engineering and prepare them for graduate programs and careers in these fields.

2. Research in Prokaryotic Biology (PIs: Starai and Downs, 1/15/2015 – 2/28/2018), which introduce undergraduates to areas of microbial research and increase their awareness of careers in microbiology.

3. Collaborative Research: Genomics and Computational Biology (PIs: Arnold and Meagher, 4/1/2014 – 3/31/2019), a 14-year old program initiated by UGA and Clark Atlanta University to engage students in research on genomics, computational biology, and epigenetics and their integration in the new area of systems biology.

4. Population Biology of Infectious Diseases (PIs: Drake and Strand; 7/1/2012 – 12/31/2022, five-year renewal just awarded), which provides students with research experiences and educational opportunities at the intersections of the quantitative sciences (applied mathematics, statistics, computer science) and empirical disciplines of infectious disease biology. Students conduct projects focused on the ecological, evolutionary or immunological interactions of hosts and pathogens.

5. Radioecology (PIs: McArthur and Pilgrim; 5/1/2015 – 4/30/2018), which engages students in research in ecotoxicology, ecophysiology, environmental restoration, remediation, risk assessment, ecosystem ecology, and radioecology.

6. Undergraduate Biology Education Research (PIs: Stanton, Dolan, Crawford; 4/1/17-3/31/20), which engages students in biology education research aimed at developing knowledge and theory about biology education in ways that can inform undergraduate biology instruction.

7. Bioarcheology Research on the Impacts of Colonization on Local Population Health (PI Reitsema; 3/1/2016-2/28/2019, which brings students from diverse backgrounds to Sicily to collect data on human skeletons, followed by data analysis and correlation to health, activities, and diet during a subsequent training phase at UGA.

See also the Center for Undergraduate Research Opportunities (CURO) below.



Biomedical and Health Sciences Institute

The Biomedical and Health Sciences Institute (BHSI) at the University of Georgia facilitates and promotes interdisciplinary research and instructional efforts throughout UGA. With divisions focusing on neuroscience, basic and translational biomedical science and the One Health initiative, researchers in the institute support graduate degree programs and cooperative research projects designed to solve the most fundamental problems in the fields of biomedical and health sciences.

Center for Applied Isotope Studies

The Center for Applied Isotope Studies (CAIS) is multidisciplinary organization dedicated to research and development of nuclear analytical technology, including a premier analytical laboratory and technical training for radioisotope and stable isotope analytical techniques.

Center for Drug Discovery

The Center for Drug Discovery focuses on discovery and development of new chemical and biological entities for combating a variety of existing and emerging life- threatening diseases for which the etiological agents are infectious viruses and infectious microbial agents. Other therapeutic areas involve cancer, cardiovascular diseases, stroke, muscular dystrophy, and Alzheimer’s disease.

Center for Food Safety

The Center for Food Safety (CFS) was established in April 1993 with a mission of maintaining and improving the safety of foods through the development of methods that detect, control, or eliminate pathogenic microorganisms or their toxins. CFS is associated with the College of Agricultural and Environmental Sciences, on the Griffin Campus. Its state-of-the-art facilities enables faculty to conduct cutting-edge research in food safety that benefits both the food industry and the consumer. Through its programs, strong collaborative ties have been developed with the Centers for Disease Control and Prevention, the USDA Russell Research Center, and other research groups on the Athens campus of University of Georgia. The Center also works closely with the food industry who contribute to our research programs through their Center membership either as Board of Advisor or patron members. for-food-safety.html.

Center for Geospatial Research

The Center for Geospatial Research promotes geographic thinking and the application of geospatial technology in interdisciplinary research, education, and public service. The Center has expertise in remote sensing, photogrammetry, GIS, geovisualization, and field surveys and has applied this expertise in natural and cultural resources, terrain analysis, and spatio-temporal modeling addresses critical and contemporary issues in human and environment relationships. Specialties of the Center’s multidisciplinary staff include remote sensing and digital image processing, digital photogrammetry, image interpretation, geographic information systems (GIS), Global Positioning System (GPS) surveys and software development focused on applications in ecology, forestry, geography, geology and hydrology. geospatial-research/.

Center for Integrative Conservation Research

The Center for Integrative Conservation Research conducts research that emphasizes the social and ecological trade-offs associated with managing complex systems and responding to contemporary environmental challenges. Through its research, teaching, and support of the Integrative Conservation Ph.D. Program, the Center engages with policy and practitioner communities to support effective and equitable solutions to these trade-offs. The Center espouses an integrative approach that utilizes insights and methodologies from across the social and ecological sciences.

Center for Molecular Medicine

The Center for Molecular Medicine (CMM) at the University of Georgia is working to better understand the molecular and cellular basis for human disease and translate this research into the discovery of new therapies, cures and diagnostic tools. The therapeutics being developed may be in the form of stem cell-based therapies, vaccines, new drugs, antibodies or protein pharmaceuticals. Research programs also focus on the identification of new biomarkers and other tools for clinical diagnostics, with direct application to a wide range of  diseases  including  cancer,  cardiovascular  disease,  neurological  disorders  and  diabetes.

Center for Tropical and Emerging Global Diseases

The Center for Tropical and Emerging Global Diseases brings together researchers in parasitology, immunology, cellular and molecular biology, biochemistry and genetics to pursue research on tropical and emerging global diseases that threaten the health of people throughout the world, and trains students in the field.

Center for Vaccine and Immunology

The Center for Vaccines and Immunology conducts research to expand understanding of the immunology of infectious diseases and how vaccines work in different populations based upon age, gender and ethnicity. It translates the science of vaccine design and development into the assessment of current and novel, experimental vaccines through pre-clinical and clinical trials. The Center’s researchers focus on expanding their understanding of the immunology of infectious diseases and how vaccines work in different populations based upon age, gender and ethnicity.

Complex Carbohydrate Research Center

The Complex Carbohydrate Research Center (CCRC) at the University of Georgia was founded in 1985, and is one of only three centers worldwide dedicated to the study of complex carbohydrates, which play critical roles in cellular communication, gene expression, immunology, organism defense mechanisms, growth and development. The 140,000 square-foot facility is home to 17 interdisciplinary research groups, including four federally designated centers for carbohydrate research. In addition to UGA research projects, the center also provides analytical services and training to university, government and industrial scientists interested in complex carbohydrate       molecules.

The Plant Center

The Plant Center at the University of Georgia enhances the tradition of outstanding research in plant molecular biology, biochemistry, genetics and genomics to sustainably meet the food, feed, fiber and fuel needs of an ever-increasing population. The center promotes interaction among UGA researchers to support agriculture in Georgia and beyond. Researchers focus particularly on the growth, development and behavior of plants; the organization, evolution and function of plant genomes; and the improvement of plants for agricultural and industrial uses.

Poultry Diagnostics & Research Center

The PDRC onducts research focused on solving problems of importance to the poultry industry, especially diagnosis and control of economically important diseases of poultry. Provides diagnostic, necropsy, consultation, and field services to companies in Georgia, across the U.S., and globally.

Regenerative Bioscience Center

The Regenerative Bioscience Center (RBC) at the University of Georgia focuses on using human stem cells for restoring damaged tissues throughout the body and speeding the discovery of new compounds, therapies and drug discovery tools to treat diseases such as Alzheimer’s disease. Researchers are also developing large animal models for stroke research and rapid bone regeneration models for wounded soldiers.

Riverbasin Center

The Riverbasin Center conducts research connecting freshwater science to management and policy with emphasis on conservation ecology of aquatic ecosystems; applied research on aquatic system stressors, and development of appropriate management tools.

Scientists Engaged in Undergraduate Research (SEER) Center

The SEER Center includes faculty and UGA students who perform research in collegiate STEM education. As science and technology continue to expand their relevance for life in the 21st century, and as a scientifically educated workforce is under increasingly short supply, there is a pressing need for solutions to improving science education in the United States, and specifically to transform how science is taught and learned in colleges and universities. Research has a vital role to play in meeting these challenges. The SEER Center aims to develop cutting-edge collaborative research programs in university-based STEM education and to disseminate basic and applied research results to faculty both at UGA and at institutions across the Southeast and nationally.

University of Georgia Cancer Center

The University of Georgia Cancer Center is composed of more than 40 teams of researchers from across campus working to discover new drug targets, develop diagnostic tests, create cancer vaccines, and educate the public through about cancer treatment and prevention. The center is also committed to educating undergraduate and graduate-level students who will become the next generation of cancer researchers and physicians.

Willson Center for Humanities and Arts

The Willson Center promotes scholarly inquiry and creative activity in the humanities and the arts by supporting faculty research grants, lectures, symposia, publications, visiting scholars, visiting artists, and public conferences, exhibitions, and performances.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) provides campus- wide leadership on matters relating to instruction. The CTL coordinates a wide variety of programs and activities, serving faculty, administrators, and graduate teaching assistants (TAs) in each of the University’s schools and colleges. CTL provides instructional grants, consultation services, faculty and TA development programs, publications, activities planning, and teaching resources and media services. In addition, it offers seminars, workshops, and conferences that address a wide range of topics throughout the year.

Center for Undergraduate Research Opportunities

UGA recognizes that undergraduate research can enrich a student’s undergraduate experience by offering a way to actively engage in learning outside of the classroom. Undergraduate researchers work side-by-side with a faculty mentor who challenges them intellectually and can become a lifetime mentor. CURO facilitates sustained, progressive, faculty-mentored undergraduate research regardless of discipline, major, or GPA as early as their first year. CURO programming supports students in identifying and selecting opportunities, choosing a mentor, and presenting and publishing their work. Through CURO, undergraduates can pursue a self-selected research project, allowing them to earn course credit hours which can count towards degree program completion; gain access to presentation, funding, and publishing opportunities; form a mentoring relationship focused on conducting research and professional development; and develop a deeper understanding of their chosen field by working closely with a research faculty mentor.

CIRTL Network

The Center for the Integration of Research, Teaching, and Learning is a NSF- supported network of educators that focuses on enhancing excellence in undergraduate education by promoting teaching-as-research, learning-through-diversity, and development of a nationwide learning community of faculty committed to implementing and advancing effective teaching practices. UGA is a member of the CIRTL network and the UGA Graduate School is home of the UGA-Local CIRTL Learning Community. CIRTL offers on-line courses on a variety of topics, including the scholarship of teaching and learning, use of technology in the classroom, evidence-based instruction, and diversity in the classroom, among others. IRACDA fellows will take a MOOK entitled Basics of Online Teaching and Learning, which will prepare them use this sustainable model to deliver a portion of their instruction at the partner institutions. CIRTL also offers webinars (CIRTLCasts) on a variety of topics, the CIRTL Reads Journal Club, and online learning communities focused on teaching as research, teaching through diversity, teaching in the US, and the academic career.

Chemical Biology Group

The Chemical Biology Group bridges the traditional fields of chemistry and biology, applying chemical methods to solve difficult biological problems. The mission of the Center is to promote chemical biology as a powerful and exciting way to solve difficult biological problems some of which are intractable with genetic approaches. To address this goal, the Center formalizes and sustains interactions and collaborations between chemists and biologists and serves as a forum for exchange of information and knowledge in chemical biology.

Clinical and Translational Research Unit

The CTRU, located on the UGA Health Sciences Campus, supports investigators to conduct clinical and translational studies that advance the understanding, prevention and treatment of human disease. For students and health sciences trainees, the unit provides opportunities to learn how laboratory discoveries are translated into improved patient outcomes.

Developmental Biology Alliance

The Developmental Biology Alliance at the University of Georgia is a novel mechanism based on partnerships with diverse units and research groups at UGA and across Georgia to advance common goals in supporting integrative and interdisciplinary research and undergraduate and graduate training programs in developmental biology. The Alliance works to further the study of development in all organisms and at all levels of life, representing and promoting communication among students of development, and promoting the field of developmental biology.

Faculty of Infectious Diseases

The Faculty of Infectious Diseases was created at the University of Georgia in 2007 to address existing and emerging infectious disease threats more effectively by integrating multidisciplinary research in animal, human and ecosystem health. Researchers from across the university focus on epidemiology, host-pathogen interactions, evolution of infectious diseases, disease surveillance and predictors and the development of countermeasures such as vaccines, therapeutics and diagnostics.

Faculty of Robotics

The Faculty of Robotics advances the fundamental science and engineering involved in robotics, facilitates diverse robotic applications with profound societal impact, and enhances UGA’s prominence in the discipline of robotics by serving as a singular hub for research in robotics that brings together interested faculty and students from a variety of disciplines.

Georgia Initiative for Climate and Society

The Georgia Initiative for Climate and Society at the University of Georgia fosters a scientific community dedicated to improving our understanding of the complex processes and effects of climate change. As part of the initiative’s mission, members integrate research, outreach and instruction to provide the public with science-based information about climate variability and change, as well the tools needed to prepare for and respond to the challenges it may create. https://climateandsociety.uga.edu

Georgia Marine Extension & Sea Grant

Georgia Sea Grant was established in 1971 at the University of Georgia by the National Sea Grant College Program to support productive and sustainable use of our coastal and marine resources. Georgia Sea Grant partners with UGA’s Marine Extension Service to create research, outreach and education programs that promote the economic, cultural and environmental health of Georgia’s coast. Both organizations encourage citizens throughout the state to become good stewards of coastal and watershed resources. http://gacoast.uga.edu

Ideas for Creative Exploration

A catalyst for innovative, interdisciplinary creative projects, advanced research, and critical discourse in the arts, Ideas for Creative Exploration (ICE) nurtures creative applications of technologies, concepts, and practices found across disciplines. It is a collaborative network of faculty, students, and community members from all disciplines of the visual and performing arts in addition to other disciplines in the humanities and sciences. ICE enables all stages of creative activity, from concept and team formation through production, documentation, and dissemination of  research.

Institute of Bioinformatics

The Institute for Bioinformatics facilitates interactions and research collaborations between experimental biologists, technologists and computational/mathematical scientists to tackle complex biological problems, and trains the next generation of biologists in using computers and mathematical techniques to address biological problems.

Institute for Disaster Management

Experts at the Institute for Disaster Management at the University of Georgia are internationally recognized in fields such as emergency management, weapons of mass destruction, disaster modeling, and public health. They work with state and federal organizations to develop a coordinated research and training program for standardized mass casualty healthcare nationwide. The mission is to reduce the casualties and social disruption from planned events and natural disasters through engagement in planning, mitigation, risk analysis, professional training, and the development of response  capabilities and infrastructure.

New Materials Institute

The New Materials Institute focuses on developing new materials guided by green engineering principles: the design and use of processes and products in a way that minimizes pollution, promotes sustainability and protects human health—without sacrificing economic viability and efficiency.

Obesity Initiative

The UGA Obesity Initiative addresses the growing epidemic of adult and childhood obesity and its related diseases. UGA combines instruction and research activities with its public service and outreach components to develop obesity prevention and treatment programs that interested Georgia communities, employers and health care providers can implement to improve the health of Georgia’s citizens and decrease the cost of health care in the state.

The William A. and Barbara R. Owens Institute for Behavioral Research

The William A and Barbara R. Owens Institute for Behavioral Research (OIBR) at the University of Georgia supports the research of over 66 behavioral scientists and students who study complex social and behavioral questions in the arenas of health, family, education, culture and decision- making. The researchers are working to address significant problem areas such as substance abuse, sexual risk behavior, alcohol use in children, care for the elderly, violence against women and child abuse.

Program Evaluation Group

The Program Evaluation Group (PEG) in the University of Georgia’s College of Education conducts program evaluations and research studies for government and education agencies and institutions, community organizations, and private enterprises at the local, state, national, and international levels. PEG provides expertise in the design and implementation of evaluation and research projects ranging from large, multi-site, multi-method evaluations to small, local assessments of education and community programs. PEG provides a full range of evaluation services from conducting needs assessments and creating logic models to producing reports and presentations of formative and summative findings for diverse stakeholders and policymakers. evaluation-group.

Savannah River Ecology Laboratory

The Savannah River Ecology Laboratory (SREL), founded in 1951, is located on the Savannah River Site, a Department of Energy facility near Aiken, SC. Scientists here pursue a wide variety of basic and applied research at multiple levels of ecological organization, from atoms to ecosystems, designed to provide sound science for decision-making and environmental stewardship. The lab also provides opportunities for graduate and undergraduate research training, and service to the community through environmental outreach.

Skidaway Institute of Oceanography

Located on the bank of the Skidaway River on the Georgia coast, SKIO conducts research on marine and coastal systems and trains tomorrow’s scientists. Research areas include physical oceanography; chemical oceanography; geological oceanography; and biological oceanography.

The University of Georgia Marine Institute

The University of Georgia Marine Institute at Sapelo Island (UGAMI), founded in 1953, has been a center of near-shore ecological research on salt-marsh dominated coastal ecosystems since its inception.  UGAMI supports ongoing research by resident and visiting researchers in a broad range of disciplines, and also provides access and facilities for college classes to experience field research and gain an appreciation of the Georgia  coast.

Innovation Gateway

Innovation Gateway is the University of Georgia’s technology and commercialization office, incubator, and entrepreneurial assistance center. Conveniently located on UGA’s Athens campus, Innovation Gateway facilitates licensing and patents for the discoveries of UGA students, faculty, and staff in the fields of medicine, agriculture, bioinformatics and environmental science, and also enables start-ups to accelerate the commercialization of those discoveries.



Bioexpression and Fermentation Facility

The BFF maintains an array of equipment to speed the pace of research, development and manufacturing. Areas of expertise include molecular biology, fermentation, protein purification, high-containment cell culture, and monoclonal antibodies.

Bio-Imaging Research Center

The BIRC is a multi-imaging research suite providing a full range of biological imaging technologies for human, animal, and cellular scientists. Imaging capabilities include all major MRI (structural, fMRI, MRS, MRA, DTI), Magnetoencephalography (MEG), dense- array electroencephalography (256 ch EEG), flourescence, and small animal DEXA.

Biomedical Microscopy Core

The BMC Houses state-of-the-art deconvolution, confocal and super resolution microscope systems useful for multiple applications; including live-cell imaging and examination of fixed and immunolabeled cell and tissue samples. The facility provides expertise, training, and assistance to researchers who work on different model organisms.

CCRC Analytic Services

The Complex Carbohydrate Research Center Analytical Services offers custom synthesis and analysis of complex carbohydrates derived from animal, bacterial, fungal and plant sources. Training courses in principles, methods, and analytical techniques used to study complex carbohydrates are available.

CCRC NMR Spectroscopy Facility

The Complex Carbohydrate Research Center NMR Spectroscopy Facility is used to determine molecular structures of carbohydrates and proteins and to investigate the structural and dynamical basis of protein-carbohydrate interactions.

Center for Applied Isotope Studies

Provides accelerator-based radiocarbon measurements and stable isotope, X-ray fluorescence, and inductively coupled plasma mass spectrometry analyses. The center has an established reputation as a pioneer in development and application of analytical techniques, as a premier analytical laboratory, and as a technical training center.

CTEGD Cytometry Shared Resource Laboratory

Provides access to and training for three flow analyzers with capabilities ranging from four-color to nine-color analysis as well as a Luminex multiplexing instrument. Two cell sorters – one user-operated S3 cell sorter (Bio-Rad) and one facility operated MoFlo XDP (Beckman Coulter) – also are available. Staff offer expert advice and consultation for the design and analysis of experiments.

Comparative Pathology Laboratory

The Comparative Pathology Laboratory provides expert diagnostic and research pathology services to investigators using laboratory animals. Gross pathology, histopathology, immunohistochemistry, electron microscopy, clinical pathology services, and phenotyping of genetically modified animals. Genetically modified mouse lines are available for cancer research.

CVM Cytometry Core Facility

Provides expertise and training in general principles of flow cytometry, confocal microscopy and bead-based multiplexing technology, experimental design, operation of core equipment, and data collection and analysis. Individual one-time experiments can also be run for or with clients. Use of the facility for educational and diagnostic purposes is encouraged.

Georgia Electron Microscopy Laboratory

The Electron Microscopy Laboratory provides application of electron microscopy and related analytical methods for diverse research areas including biology, biomedical sciences, plant biology, geology, chemistry, textiles, archaeology, engineering, physics, and nanotechnology/materials analysis.

Georgia Advanced Computing Resource Center

Provides high-performance computing and networking infrastructure; a comprehensive collection of scientific, engineering, and business applications; and consulting and training services. GACRC specializes in Linux/UNIX system administration, storage administration, computational computing, virtualization, and database administration.

Georgia Genomics Facility

The Georgia Genomics Facility (GGGF) is a core sequencing and genotyping laboratory that provides the expertise, state-of-the art resources, and the training necessary to promote cutting-edge genomic research.

Glass Blowing Shop

Creates a variety of standard and one-of-a-kind glass items and modifies commercial glassware.

Instrument Design and Fabrication Shop

Designs, fabricates, repairs or modifies new or existing equipment and machinery.

Intergrated Bioscience and Nanotechnology Cleanroom

A 2,200-square-foot (Phase I) Class 100/1,000 part and a 1,000-square-foot (Phase II) Class 10,000 part. This is a multidisciplinary, nanotechnology-focused fabrication, characterization, and manipulation facility.

Proteomic and Mass Spectrometry

Equipped with a ThermoScientific Orbitrap Elite mass spectrometer for high-resolution and high-mass accuracy analysis, a nano HPLC to analyze more complex protein mixtures, a Bruker Autoflex MALDI to offer quick analysis of tryptic digests of pure proteins, an in-gel digestion and subsequence analysis to identify proteins and an in-house version of Mascot to search for protein identification.

Quantitative Biology Consulting Group

Brings the combined expertise of multiple UGA quantitative biology consultants to bear on a single problem. Areas include experimental design, sequence data generation, data processing, analysis of results and short- or long-term data storage.

Statistical Consulting Center

Provides statistical consultation and collaboration. The SCC’s faculty and students provide expert statistical assistance in all stages of quantitative research, from proposal and study design through programming and interpretation of results.


Most recently updated: October 2017


Responsible Conduct of Research

UGA has several options for providing appropriate education to graduate students, post-doctoral trainees, faculty, and staff regarding the Responsible Conduct of Research (RCR). All are designed to be in full compliance with the stringent policy requirements for RCR education promulgated by NIH in NOT-OD-10-019, issued November 24, 2009. They provide substantive contact hours utilizing face-to-face discussion and lecture formats combining didactic and small-group discussion, and they are led by experienced research faculty members.

Training in the Responsible Conduct of Research (ILS students)

To ensure that students are exposed to RCR very early, while they are still in their first rotation, an introduction to RCR occurs in the Professional Development course (GRSC 8010), which meets for 14 hours in 7 two-hour blocks during the first half of the first semester in graduate school. The third meeting of this class covers the official policies on ethics at the University of Georgia. These include: 1. The University of Georgia Responsible Conduct policy 2. Examples of scientific misconduct – plagiarism and misrepresentation 3. Official University of Georgia computer use policy and 4. Grievance procedures. In the second hour of the class, students discuss three assigned readings, listed below, that cover aspects and examples of research misconduct:

Hayden, EC. 2008. Chemistry: Designer debacle. Nature 453: 275-278.

Martinson, BC, MS Anderson, and R de Vries. 2005. Scientists Behaving Badly. Nature 435: 737-738.

Peterson, DA. Images: keep a distinction between beauty and truth. Nature 435: 881.

After this course, ILS students enroll in a section of GRSC 8550 during the latter part of their first semester of graduate school. This course meets for 16 hours in 8 two-hour blocks starting in the middle of the first (fall) semester of graduate school, which is around the first week of October. The course is currently taught by Dr. Richard Meagher, who is Distinguished Research Professor in the Department of Genetics and a T32 trainer. In the first meeting Dr. Meagher introduces the format of the course and leads a discussion of what is an ethical question and how is it distinguished from, for example, a legal question, a scientific question, or questions of custom, habit, and personal preference. He then covers 5 key ethical considerations that students are instructed to relate to their own research and RCR-topic presentations. These considerations are: 1. Respect for persons affected, 2. Harms vs benefits (minimizing harm and maximizing benefits), 3. Fairness (benefits and costs distributed equitably among affected groups), 4. Authenticity (achieving a resolution in a manner consistent with what is most valued about a thing or activity), 5. Stewardship (responsibility toward others less fortunate, toward other higher organisms, or toward the environment). For the remainder of the classes, students form groups and then choose topics from a list on which they will give a short presentation to facilitate a discussion with the class, which is mediated by Dr. Meagher. Each class, two groups present their topic (one group per hour). Student groups initially choose four topics of interest and then are assigned a topic to present. In this way, all of the areas of RCR are covered and most groups can be assigned a topic in which they are particularly interested. Dr. Meagher curates an extensive web site with over 130 publications linking bioethical considerations with the modern practice of biological research to facilitate student research in their specific topics. The topics that have been covered in this course are:

1. Ethical Treatment of Human Subjects and Informed Consent

2. Patenting Genes

3. Stem Cell Research

4. Genetically Modified Organisms (GMOs): Foods

a. In General (pest control, weed control)

b. Golden Rice (Vitamin A & nutrition)

c. Accidental Release of Engineered Plant Germplasm

5. Genetic Testing and Counseling

6. Authorship, Credibility, and Responsibility

7. Animals from Cloned Embryos

8. Transgenes in Animals for Pharmaceutical Production of Human Proteins

9. Organ Donation

10. Eugenics and the Genetics of Intelligence

11. Scientific Fraud

a. Vaccines, autism and fraud (Wakefield case)

b. Stem cells (Hwang case)

c. Immunology (Imanishi-Kari case)

12. Vaccination Policies and Enforcement

13. Bioethics, Biotechnology, and Bioethics Policy in the USA

14. Synthetic Genomes

15. Food vs Fuel (i.e., corn vs alcohol)

At the end of their first semester, ILS students have received 18 hours of instruction in RCR between the two courses. RCR instruction is then ongoing for students, through a variety of mechanisms, ranging from discussions in formal courses (e.g. GENE 8880, Student Seminar in Genetics), to informal discussions in group or laboratory meetings. On average, UGA students receive 20-26 hours of RCR training over the course of a five-year doctoral program.


Training in the Responsible Conduct of Research (non-ILS students)

The Graduate School offers four sections of GRSC 8550 (Responsible Conduct of Research) each academic year. The instructors are Dr. David Knauft, former Associate Dean of the Graduate School and Dr. Suzanne Barbour, current Dean of the Graduate School. Both are active researchers in the biological sciences. Each section meets approximately 1 hour/ week for 15 weeks, totaling 15 hours of formal instruction. Each class meeting starts with a case discussion led by a student, followed by a brief presentation and then one or more additional case discussions led by students. The goals are for the first case to introduce the topic of the presentation and for the final cases to emphasize key points related to the topic. The topic areas include the following:

1. Intro and Professionalism

2. Ethics

3. Research Misconduct

4. Data Management

5. Authorship

6. Peer Review

7. Collaboration and Conflict of Interest

8. Intellectual Property/ Industry-Academia Collaboration

9. Mentoring

10. Use of animal subjects

11. Use of human subjects

12. Ethics in the classroom/ Teaching responsibly

13. Whistleblowing and Dispute Resolution

The last two class meetings are reserved for discussion of cases that are written and led by the students.

Although there is no required text for the course, students are referred to two excellent books on research ethics that have recently been revised: Responsible Conduct of Research (3rd Edition, 2015) by A. E. Shamoo and D. B. Resnik, or Scientific Integrity (4th Edition, 2014) by F. L. Macrina, which are on reserve in the library. The instructors also use RCR Resources from the Office of Research Integrity (, Resources for Research Ethics Education (, the Online Ethics Center Resources for Engineering and Science Ethics (, the National Center for Case Study Teaching in Science (, and the National Academies On Being A Scientist: A Guide to Responsible Conduct in Research ( as sources of suggested readings and cases for discussion.

The course is graded on a A-F scale, with 55% of grade allotted for classroom participation, 25% for leadership of class discussion and 20% for a student-authored case, that is presented at the end of the semester. Enrollment is limited to 25 or less, to promote active discussion.

In addition to GRSC 8550, there are other discipline-specific RCR courses currently being taught in individual units at UGA. Examples of these include: 1) Pharmacy 7230, Ethical Issues in Research, a course on ethics of research with animal and human subjects, fraud, scientific misconduct, and conflicts of interest and 2) Qualitative Research 8595, Research Ethics in the Professional and Social Sciences, a course exploring ethical dilemmas in conducting research in the social, professional, and human sciences and the sources of ethical principles and practices used to address these dilemmas. The discipline-specific courses may be audited or taken for credit by NIH trainees in lieu of GRSC 8550 in fulfillment of the NIH requirements for RCR.

Additionally, workshops or class presentations are regularly scheduled on individual RCR topics, such as Use of Animals in Research, Conflicts of Interest, and Conduct in Science (Misconduct). Attendance at the animal research lecture is an institutional requirement for any individual proposing to use animals in research. Web-based training and certification, offered online through the Collaborative Institutional Training initiative (CITI), is an institutional requirement at UGA for any individual participating in studies using human subjects. Through these mechanisms, RCR instruction is ongoing for UGA graduate students. On average, UGA graduate students receive 20-26 hours of RCR training over the course of a five-year doctoral program.

Most recent update: October 2017

Recruitment & Retention Plan to Increase Diversity

History and Achievements

The Office of Institutional Diversity (OID) leads the university in fulfilling its commitment to be a diverse campus that is enriched and informed by the personal, cultural, and intellectual differences of its students, faculty, staff, and visitors. The office offers a variety of programming that underscores this mission. For example, OID is the administrative home of the Peach State Louis Stokes Alliance for Minority Participation (PSLSAMP, NSF-1619689). PSLSAMP is a collaboration of six public higher education institutions in the state of Georgia that provide a diverse mix of academic strengths and capabilities. The participating institutions are the University of Georgia (UGA, lead institution) Fort Valley State University (FVSU), Georgia Perimeter College (GPC), Georgia Institute of Technology (GT), Kennesaw State University (KSU) – Kennesaw and Marietta campuses, and Savannah State University (SSU). From 2008-2014, the Peach State LSAMP saw a 94% increase in numbers of underrepresented minority (URM) undergraduates graduating when STEM degrees (81% increase at UGA alone) and 253% increase in numbers of LSAMP alumni who enrolled in graduate school. In 2017, UGA was awarded support for a Bridges to the Doctorate program (B2D, NSF-1702361). The B2D program provides support for 12 URM students in science, technology, engineering and mathematics (STEM) during the transition into graduate school. In 2015-16, OID conducted a Campus Climate Survey, which invited faculty, staff, and students to provide their perspectives on inclusivity at UGA. At present, OID is spearheading efforts to act on issues identified in the survey. To this end, OID has issued a request for proposals addressing “New Approaches to Promote Diversity and Inclusion” and expects to invest $250 million dollars in this program during the 2017-18 academic year.

The UGA Graduate School offers several programs that address recruitment and retention of underrepresented graduate students. The UGA Graduate Feeder program provides a supportive transition for undergraduate students as they learn about applying to graduate school and as they transition into graduate training at UGA. The Feeder Program includes four Historically Black Colleges and Universities (HBCU): Albany State University, Florida A&M University, Fort Valley State University (FVSU), and Spelman College. Benefits of participation in the UGA Graduate Feeder program include an application fee waiver to the University of Georgia Graduate School and consideration for a graduate school assistantship if admitted to the University of Georgia. Each fall, the Graduate School hosts the Preparing Diverse Populations for Graduate Admissions event for students in the Ronald E. McNair Post-Baccalaureate Achievement Program, UGA Feeder Program, the Gates Millennium Scholars Program, the LSAMP Program, and the Research Initiative for Scientific Enhancement (RISE) program. This one-day interactive program provides participants with the opportunity to explore the advantages of applying to graduate school, learn how to construct a compelling personal statement, obtain advice on creating a graduate school resume or CV, learn insider tips on how to score competitively on the GRE, speak with current students about their graduate school experience, and learn essential strategies to secure graduate school funding. The annual Future Scholars Visitation Program allows underrepresented undergraduates to visit UGA and their academic departments of interest. The program targets current undergraduate seniors, masters and/or professional students, and graduates from colleges and universities across the U.S., including (HBCU) and graduate preparation programs. Future Scholars Visitation is a three-day event that provides the opportunity for participants to meet academic administrators, discuss program and research interests with department faculty, network with current and other prospective graduate students, and participate in workshops about admissions, research, and funding opportunities. The UGA Graduate School covers participants’ lodging and most meals during the program and provides reimbursement for travel expenses. All selected participants will receive an application fee waiver for their UGA graduate school application.

UGA has also taken the lead on a number of programs specifically aimed at diversifying the workforce in STEM disciplines, including the biomedical sciences. Six Research Experiences for Undergraduates (REU) summer programs are available on campus. Although not exclusively focused on diversity, each of these programs has developed specific outreach efforts to engage students from underrepresented groups. PREP@UGA is a post-baccalaureate program (funded by NIGMS), focused on infectious diseases and aimed at enhancing training and increasing the number of underrepresented PhD students in this important biomedical discipline. As noted above, the PSLAMP and B2D programs target URM undergraduate and graduate students (respectively) in STEM.

UGA’s commitment to diverse students does not end when they are admitted. UGA was recently cited in Diverse Issues in Education as number 9 in the nation for the awarding of PhDs to African Americans (4th among non-HBCU and not for profit institutions. The Gateway to Graduate School Bridge Program allows incoming underrepresented graduate students to begin their graduate education at UGA in the summer semester rather than the fall, with the intention of providing students with an intellectual, professional, and social introduction to UGA. Participants are nominated by their departments and register for three credit hours of directed study or a didactic course in their home departments. In addition, the Graduate School provides mentorship, socialization opportunities, and seminars focused on such topics as resources for graduate students, time management skills, study strategies, writing research papers, etc. During the fall semester, the Graduate Retention Opportunities Workshops (GROW) that provide programming to support transition of URM graduate students who matriculate in the fall term. In addition, UGA has several student organizations that support retention of URM graduate students. Graduate and Professional Scholars (GAPS) provides a variety of professional development and networking opportunities for graduate students in all disciplines. Among its signature events is the annual Mary Francis Early Lecture, which honors the first African American to earn a graduate degree at UGA. Graduate Research Assistants Diversifying STEM (GRADS) specifically targets URM graduate students in STEM and offers activities focused around professional development, recruitment/ retention, and social support of its participants.

Over the past four years, UGA has been awarded the INSIGHT Into Diversity Higher Education Excellence in Diversity (HEED) Award. This award recognizes institutions that exhibit outstanding efforts and success in the area of diversity and inclusion.

Proposed Plans

UGA-Specific Opportunities: We will continue to use the Graduate Feeder, Preparing Diverse Populations for Graduate School, and Future Scholar Visitation programs as mechanisms to showcase our outstanding graduate programs to potential applicants from underrepresented groups. We will also take advantage of a new program, which has recently been funded through the NSF-INCLUDES initiative (NSF-1649226). Through this program UGA collaborates with FVSU, Florida International University, SSU, and Clark Atlanta University to provide students with the opportunity to spend one semester at UGA during their undergraduate training. We will use the annual Peach State LSAMP symposium as another mechanism to showcase UGA research opportunities to potential applicants. The six UGA REU programs share a capstone activity and we will use that venue to engage with potential applicants. In addition, the Graduate School hosts an “introduction to graduate school” event for REU students, which focuses strategies for applying to graduate school.

Regional and National Meetings: The Recruitment and Diversity Initiatives division of the graduate school attends other regional recruitment fairs and visits the campuses of regional HBCUs each fall. Recognizing that competitive candidates choose their graduate programs based on research opportunities, UGA faculty will continue to seek out minority candidates at their national meetings and provide them with information about the program. The UGA Graduate School will continue to offer support for faculty to participate in several regional meetings that provide opportunities to meet and network with potential applicants. Representatives from the Graduate School and participating departments attend the annual meetings of the Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) and the Annual Biomedical Research Conference for Minority Students (ABRCMS).

Links with the Minority Affairs Committees of National Scientific Societies: The dean of the Graduate School serves on the Minority Affairs Committee of the American Society for Biochemistry and Molecular Biology (ASBMB) and has contacts with the Minority Affairs Committee of the American Society for Cell Biology. We will take advantage of these connections to identify rising stars on the national level and recruit them to graduate programs at UGA.

Most recently updated: October 2017

Student Organizations

Graduate Research Assistants Diversifying STEM (GRADS)

GRADS is a student-led organization, whose purpose is to ensure the incorporation, support, and matriculation of URM graduate students in STEM by offering activities focused around professional development, recruitment/ retention, and social support of its participants. GRADS sponsors a variety of activities, some of which are co-sponsored by UGA Women in Science (WIS), the Graduate School, and the UGA Career Center. GRADS is a source of both community/ peer support and professional development for URM graduate students in STEM. 

Graduate and Professional Scholars (GAPS)

For more than 32 years, GAPS has been a student-lead program dedicated to enhancing retention and professional development of URM graduate students at UGA. GAPS provides a variety of professional development and networking opportunities for graduate students in all disciplines. Among its signature events is the annual Mary Francis Early Lecture, which honors the first African American to earn a graduate degree at UGA. 

Graduate and Professional Students Association (GPSA)

The GPSA is a student-led organization whose goals are reflected in its motto “to Build, Support, and Illuminate” a community that’s as vibrant, inclusive, and strong as these students, and as profound as the work they do.” GPSA sponsors a variety of activities, including the Integrative Research and Ideas Symposium (IRIS, a juried interdisciplinary symposium in which UGA graduate students present their research/ scholarship), the opportunity to mentor undergraduates, and sponsorship of the Georgia Science and Engineering Fair for K-12 students.

Graduate Students and Postdocs in Science (GSPS)

GSPS is a group dedicated to the professional development of all graduate students and postdoctoral fellows in the sciences at UGA.  Specifically, we seek to:

Facilitate career development for Graduate Students & Postdoctoral Associates 

Showcase interdisciplinary scientific research at UGA 

Improve interdepartmental relationships by organizing events to facilitate networking 

Serve as a liaison between Graduate Students, Postdoctoral Associates and the Office of the Vice-President of Research (OVPR) 

Support the OVPR in recruitment of new graduate students and postdoctoral associates 

Provide a mechanism for Graduate Students and Postdoctoral Associates to enrich both the University and Athens communities alike

Women in Science (WiSci)

WiSci seeks to build a UGA-wide community of scientists interested in promoting equality in the sciences by offering opportunities for mentoring, networking, career development, and outreach. Men and women are both welcome. 


Instructions for Preparing the Recruitment & Retention Plan for Diversity
Intellectual & Broader Impacts
Resources for Information

Office of Institutional Research (OIR):The mission of OIR is the collection, organization, and analysis of institutional and other data to support institutional management, operations, decision-making, and planning functions. 

Elements: UGA Elements is the primary source of data regarding the research, scholarship, service, awards and honors of UGA faculty.


Office of Research-Sponsored Projects Administration (SPA): SPA Pre-Award operates under the direction of the Vice President for Research, managing all non-financial matters related to externally sponsored grants and contracts awarded to the University of Georgia (UGA) or the University of Georgia Research Foundation (UGARF) 


Reference & Sample Documents

·       The documents in this section have been selected to help you develop your proposal and to give you insight into the criteria the reviewers are required to evaluate.

T32 Scoring Form

NIH Peer Review Form Template_R01_R21

Budget Template:

Available Training Grants & Fellowships

·       Training Grants

·       Fellowships

Frequently Asked Questions

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