http://grants.nih.gov/grants/forms/biosketch.htm
OMB No. 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018)
BIOGRAPHICAL SKETCH
Provide the following information for the Senior/key personnel and other significant contributors.
Follow this format for each person. DO NOT EXCEED FIVE PAGES.
NAME:
eRA COMMONS USER NAME (credential, e.g., agency login):
POSITION TITLE:
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing,
include postdoctoral training and residency training if applicable. Add/delete rows as necessary.)
INSTITUTION AND LOCATION
DEGREE
(if
applicable)
Completion
Date
MM/YYYY
FIELD OF STUDY
NOTE: The Biographical Sketch may not exceed five pages. Follow instructions below.
A. Personal Statement
Briefly describe why you are well-suited for your role(s) in this project. The relevant factors may include:
aspects of your training; your previous experimental work on this specific topic or related topics; your technical
expertise; your collaborators or scientific environment; and/or your past performance in this or related fields.
Note the following additional instructions:
•
•
•
•
•
•
•
For institutional research training, institutional career development, or research education grant
applications, faculty who are not senior/key persons are encouraged to complete this section, but not
required to do so.
Applicants for dissertation research awards should include a description of their career goals and
intended career trajectory and their interest in the specific areas of research designated in the FOA, in
addition to the information outlined above.
Candidates for Research Supplements to Promote Diversity in Health-Related Research should include
a description of their general scientific achievements and/or interests, as well as specific research
objectives and career goals, in addition to the information outlined above. Indicate any current
source(s) of educational funding.
If there are factors affecting your past productivity that you wish to explain, such as family care
responsibilities, illness, disability, or military service, you may address them in your personal statement.
Indicate if you have published or created research products under another name.
You may mention specific contributions to science that are not included in Section C. Do not present or
expand on materials that should be described in other sections of this biosketch or the application.
Figures, tables and graphics are not allowed.
You may cite up to four publications or research products that highlight your experience and qualifications for
this project. Research products can include audio or video products; conference proceedings such as meeting
abstracts, posters or other presentations; patents; data and research materials; databases; educational aids or
curricula; instruments or equipment; models; protocols; and software or netware.
B. Positions and Honors
List in chronological order positions held since the completion of your most recent degree, concluding
with your present position. High school students and undergraduates may include any previous positions.
For individuals, such as fellowship applicants or career development award candidates, who are not
currently located at the applicant organization, include the expected position at the applicant
organization, with the expected start date.
List any relevant academic and professional achievements and honors. In particular:
•
Students, postdoctorates, and junior faculty should include scholarships, traineeships, fellowships,
and development awards, as applicable.
•
Clinicians should include information on clinical licensure and specialty board certification, if
applicable.
•
Include present membership on any Federal Government public advisory committee.
C. Contribution to Science
Candidates for Research Supplements to Promote Diversity in Health-Related Research who are high
school students, undergraduates, and postbaccalaureates are not required to complete this section.
Briefly describe up to five of your most significant contributions to science. While all applicants may
describe up to five contributions, graduate students and postdoctorates are encouraged to consider
highlighting two or three they consider most significant. Descriptions may include a mention of research
products under development, such as manuscripts that have not yet been accepted for publication.
Each contribution should be no longer than one half page, including citations. These contributions do not
have to be related to this project. For each contribution:
• Indicate the historical background that frames the scientific problem; the central finding(s); the
influence of the finding(s) on the progress of science or the application of those finding(s) to
health or technology; and your specific role in the described work.
• You may cite up to four papers accepted for publication or research products that are relevant to
the contribution.
o Research products can include audio or video products; conference proceedings such as
meeting abstracts, posters or other presentations; patents; data and research materials;
databases; educational aids or curricula; instruments or equipment; models; protocols;
and software or netware.
o These citations do not have to be authored by you.
You may provide a URL to a full list of your published work. This URL must be to a Federal
Government website (a .gov suffix). NIH recommends using My Bibliography. Providing a URL to a list
of published work is not required, and reviewers are not required to look at the list.
D. Additional Information: Research Support and/or Scholastic Performance
Note the following instructions for specific types of applicants/candidates:
•
•
High school students are not required to complete this section.
Applicants for predoctoral and postdoctoral fellowships, dissertation research grants, and
candidates for Research Supplements to Promote Diversity in Health-Related Research from the
undergraduate through postdoctoral levels should use this section to provide information about
their scholastic performance, following the instructions below. In situations where
applicants/candidates in these categories also have research support, they should complete both
parts of this section.
Research Support
For all other individuals required to complete a biosketch, list selected ongoing and completed research
projects for the past three years (Federal or non-Federal support). Briefly indicate the overall goals of the
projects and your responsibilities. Do not include number of person months or direct costs.
Do not confuse “Research Support” with “Other Support.” Though they sound similar, these parts of the
application are very different.
•
As part of the biosketch section of the application, “Research Support” highlights your
accomplishments, and those of your colleagues, as scientists. This information will be used by
the reviewers in the assessment of each individual’s qualifications for a specific role in the
proposed project, as well as to evaluate the overall qualifications of the research team.
In contrast, “Other Support” information is required for all applications that are selected to receive
grant awards. NIH staff will request complete and up-to-date “other support” information from you
after peer review.
Scholastic Performance
Predoctoral applicants/candidates (including undergraduates and postbaccalaureates): List by institution
and year all undergraduate and graduate courses, with grades. In addition, in the space following the chart,
explain any grading system if other than 1-100, A, B, C, D, F, or 0-4.0. Show levels required for a passing
grade.
Postdoctoral applicants: List by institution and year all undergraduate courses and graduate scientific
and/or professional courses germane to the training sought under this award, with grades. In the space
following the chart, explain any grading system if other than 1-100, A, B, C, D, F, or 0-4.0. Show levels
required for a passing grade.
OMB No. 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018)
BIOGRAPHICAL SKETCH
Provide the following information for the Senior/key personnel and other significant contributors.
Follow this format for each person. DO NOT EXCEED FIVE PAGES.
NAME:
eRA COMMONS USER NAME (credential, e.g., agency login):
POSITION TITLE:
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing,
include postdoctoral training and residency training if applicable. Add/delete rows as necessary.)
INSTITUTION AND LOCATION
DEGREE
(if
applicable)
Completion
Date
MM/YYYY
FIELD OF STUDY
Please refer to the Biographical Sketch instructions in the General Application Guide for NIH and Other
PHS Agencies, R&R Senior/Key Person Profile Form, in order to complete sections A, B, C, and D of
the Biographical Sketch.
Samples are also available here for your reference.
Public reporting burden for this collection of information is estimated to average 2 hours per response,
including the time for reviewing instructions, searching existing data sources, gathering and maintaining the
data needed, and completing and reviewing the collection of information. An agency may not conduct or
sponsor, and a person is not required to respond to, a collection of information unless it displays a
currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of
this collection of information, including suggestions for reducing this burden, to: NIH, Project Clearance
Branch, 6705 Rockledge Drive, MSC 7974, Bethesda, MD 20892-7974, ATTN: PRA (0925-0001 and 09250002). Do not return the completed form to this address.
OMB No. 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018)
BIOGRAPHICAL SKETCH
DO NOT EXCEED FIVE PAGES.
NAME: Hunt, Morgan Casey
eRA COMMONS USER NAME (credential, e.g., agency login): huntmc
POSITION TITLE: Associate Professor of Psychology
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing,
include postdoctoral training and residency training if applicable. Add/delete rows as necessary.)
INSTITUTION AND LOCATION
University of California, Berkeley
University of Vermont
University of California, Berkeley
DEGREE
(if
applicable)
Completion
Date
MM/YYYY
B.S
05/1990
Psychology
Ph.D.
05/1996
Postdoctoral
08/1998
Experimental
Psychology
Public Health and
Epidemiology
FIELD OF STUDY
A. Personal Statement
I have the expertise, leadership, training, expertise and motivation necessary to successfully carry out the
proposed research project. I have a broad background in psychology, with specific training and expertise in
ethnographic and survey research and secondary data analysis on psychological aspects of drug addiction.
My research includes neuropsychological changes associated with addiction. As PI or co-Investigator on
several university- and NIH-funded grants, I laid the groundwork for the proposed research by developing
effective measures of disability, depression, and other psychosocial factors relevant to the aging substance
abuser, and by establishing strong ties with community providers that will make it possible to recruit and track
participants over time as documented in the following publications. In addition, I successfully administered the
projects (e.g. staffing, research protections, budget), collaborated with other researchers, and produced
several peer-reviewed publications from each project. As a result of these previous experiences, I am aware
of the importance of frequent communication among project members and of constructing a realistic research
plan, timeline, and budget. The current application builds logically on my prior work. During 2005-2006 my
career was disrupted due to family obligations. However, upon returning to the field I immediately resumed my
research projects and collaborations and successfully competed for NIH support.
1. Merryle, R.J. & Hunt, M.C. (2004). Independent living, physical disability and substance abuse among the
elderly. Psychology and Aging, 23(4), 10-22.
2. Hunt, M.C., Jensen, J.L. & Crenshaw, W. (2007). Substance abuse and mental health among communitydwelling elderly. International Journal of Geriatric Psychiatry, 24(9), 1124-1135.
3. Hunt, M.C., Wiechelt, S.A. & Merryle, R. (2008). Predicting the substance-abuse treatment needs of an
aging population. American Journal of Public Health, 45(2), 236-245. PMCID: PMC9162292 Hunt, M.C.,
Newlin, D.B. & Fishbein, D. (2009). Brain imaging in methamphetamine abusers across the life-span.
Gerontology, 46(3), 122-145.
B. Positions and Honors
Positions and Employment
1998-2000
Fellow, Division of Intramural Research, National Institute of Drug Abuse, Bethesda, MD
2000-2002
Lecturer, Department of Psychology, Middlebury College, Middlebury, VT
2001Consultant, Coastal Psychological Services, San Francisco, CA
2002-2005
Assistant Professor, Department of Psychology, Washington University, St. Louis, MO
2007Associate Professor, Department of Psychology, Washington University, St. Louis, MO
Other Experience and Professional Memberships
1995Member, American Psychological Association
1998Member, Gerontological Society of America
1998Member, American Geriatrics Society
2000Associate Editor, Psychology and Aging
2003Board of Advisors, Senior Services of Eastern Missouri
2003-05
NIH Peer Review Committee: Psychobiology of Aging, ad hoc reviewer
2007-11
NIH Risk, Adult Addictions Study Section, members
Honors
2003
2004
2009
Outstanding Young Faculty Award, Washington University, St. Louis, MO
Excellence in Teaching, Washington University, St. Louis, MO
Award for Best in Interdisciplinary Ethnography, International Ethnographic Society
C. Contribution to Science
1. My early publications directly addressed the fact that substance abuse is often overlooked in older adults.
However, because many older adults were raised during an era of increased drug and alcohol use, there
are reasons to believe that this will become an increasing issue as the population ages. These
publications found that older adults appear in a variety of primary care settings or seek mental health
providers to deal with emerging addiction problems. These publications document this emerging problem
but guide primary care providers and geriatric mental health providers to recognize symptoms, assess the
nature of the problem and apply the necessary interventions. By providing evidence and simple clinical
approaches, this body of work has changed the standards of care for addicted older adults and will
continue to provide assistance in relevant medical settings well into the future. I served as the primary
investigator or co-investigator in all of these studies.
a. Gryczynski, J., Shaft, B.M., Merryle, R., & Hunt, M.C. (2002). Community based participatory
research with late-life addicts. American Journal of Alcohol and Drug Abuse, 15(3), 222-238.
b. Shaft, B.M., Hunt, M.C., Merryle, R., & Venturi, R. (2003). Policy implications of genetic
transmission of alcohol and drug abuse in female nonusers. International Journal of Drug Policy,
30(5), 46-58.
c. Hunt, M.C., Marks, A.E., Shaft, B.M., Merryle, R., & Jensen, J.L. (2004). Early-life family and
community characteristics and late-life substance abuse. Journal of Applied Gerontology, 28(2),2637.
d. Hunt, M.C., Marks, A.E., Venturi, R., Crenshaw, W. & Ratonian, A. (2007). Community-based
intervention strategies for reducing alcohol and drug abuse in the elderly. Addiction, 104(9), 14361606. PMCID: PMC9000292
2. In addition to the contributions described above, with a team of collaborators, I directly documented the
effectiveness of various intervention models for older substance abusers and demonstrated the importance
of social support networks. These studies emphasized contextual factors in the etiology and maintenance
of addictive disorders and the disruptive potential of networks in substance abuse treatment. This body of
work also discusses the prevalence of alcohol, amphetamine, and opioid abuse in older adults and how
networking approaches can be used to mitigate the effects of these disorders.
a. Hunt, M.C., Merryle, R. & Jensen, J.L. (2005). The effect of social support networks on morbidity
among elderly substance abusers. Journal of the American Geriatrics Society, 57(4), 15-23.
b. Hunt, M.C., Pour, B., Marks, A.E., Merryle, R. & Jensen, J.L. (2005). Aging out of methadone
treatment. American Journal of Alcohol and Drug Abuse, 15(6), 134-149.
c. Merryle, R. & Hunt, M.C. (2007). Randomized clinical trial of cotinine in older nicotine addicts. Age
and Ageing, 38(2), 9-23. PMCID: PMC9002364
3. Methadone maintenance has been used to treat narcotics addicts for many years but I led research that
has shown that over the long-term, those in methadone treatment view themselves negatively and they
gradually begin to view treatment as an intrusion into normal life. Elderly narcotics users were shown in
carefully constructed ethnographic studies to be especially responsive to tailored social support networks
that allow them to eventually reduce their maintenance doses and move into other forms of therapy. These
studies also demonstrate the policy and commercial implications associated with these findings.
a. Hunt, M.C. & Jensen, J.L. (2003). Morbidity among elderly substance abusers. Journal of the
Geriatrics, 60(4), 45-61.
b. Hunt, M.C. & Pour, B. (2004). Methadone treatment and personal assessment. Journal Drug
Abuse, 45(5), 15-26.
c. Merryle, R. & Hunt, M.C. (2005). The use of various nicotine delivery systems by older nicotine
addicts. Journal of Ageing, 54(1), 24-41. PMCID: PMC9112304
d. Hunt, M.C., Jensen, J.L. & Merryle, R. (2008). The aging addict: ethnographic profiles of the elderly
drug user. NY, NY: W. W. Norton & Company.
Complete List of Published Work in MyBibliography:
http://www.ncbi.nlm.nih.gov/sites/myncbi/collections/public/1PgT7IEFIAJBtGMRDdWFmjWAO/?sort=d
ate&direction=ascending
D. Additional Information: Research Support and/or Scholastic Performance
Ongoing Research Support
R01 DA942367
Hunt (PI)
09/01/08-08/31/16
Health trajectories and behavioral interventions among older substance abusers
The goal of this study is to compare the effects of two substance abuse interventions on health outcomes in an
urban population of older opiate addicts.
Role: PI
R01 MH922731
Merryle (PI)
12/15/07-11/30/15
Physical disability, depression and substance abuse in the elderly
The goal of this study is to identify disability and depression trajectories and demographic factors associated
with substance abuse in an independently-living elderly population.
Role: Co-Investigator
Faculty Resources Grant, Washington University
08/15/09-08/14/15
Opiate Addiction Database
The goal of this project is to create an integrated database of demographic, social and biomedical information
for homeless opiate abusers in two urban Missouri locations, using a number of state and local data sources.
Role: PI
Completed Research Support
R21 AA998075
Hunt (PI)
01/01/11-12/31/13
Community-based intervention for alcohol abuse
The goal of this project was to assess a community-based strategy for reducing alcohol abuse among older
individuals.
Role: PI
OMB No. 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018)
BIOGRAPHICAL SKETCH SAMPLE—POSTDOCTORAL FELLOWS
(Note this Sample is for a Postdoctoral Fellowship Applicant only and does not include information specific to
Dissertation Research Awards or Diversity Supplements.)
DO NOT EXCEED FIVE PAGES.
NAME OF APPLICANT: Leilani Robertson-Chang
eRA COMMONS USER NAME (credential, e.g., agency login): RobertsonL
POSITION TITLE: Postdoctoral Researcher
EDUCATION/TRAINING (Most applicants will begin with baccalaureate or other initial professional education,
such as nursing. Include postdoctoral training and residency training if applicable. High school students should
list their current institution and associated information. Add/delete rows as necessary.)
INSTITUTION AND LOCATION
Swarthmore College
UC San Diego
Michigan State University
(postdoc)
DEGREE
(if applicable)
START
DATE
MM/YYYY
END DATE
(or expected
FIELD OF STUDY
end date)
MM/YYYY
05/1999
Engineering
B.S
08/1995
Ph.D.
08/2001
09/2007
Molecular Biology
n/a
09/2007
Present
Bioinformatics/Immun
ology
A. Personal Statement
My long term research interests involve the development of a comprehensive understanding of key
developmental pathways and how alterations in gene expression contribute to human disease. My academic
training and research experience have provided me with an excellent background in multiple biological
disciplines including molecular biology, microbiology, biochemistry, and genetics. As an undergraduate, I was
able to conduct research with Dr. Xavier Factor on the mechanisms of action of a new class of antibiotics. As a
predoctoral student with Dr. Tanti Auguri, my research focused on the regulation of transcription in yeast, and I
gained expertise in the isolation and biochemical characterization of transcription complexes. I developed a
novel protocol for the purification for components of large transcription complexes. I was first author of the
initial description of the Most Novel Complex. A subsequent first author publication challenged a key paradigm
of transcription elongation and was a featured article in a major journal. During my undergraduate and
graduate careers, I received several academic and teaching awards. For my postdoctoral training, I will
continue to build on my previous training in transcriptional controls by moving into a mammalian system that
will allow me to address additional questions regarding the regulation of differentiation and development. My
sponsor Dr. I.M. Creative is an internationally recognized leader in the transcription/chromatin field and has an
extensive record for training postdoctoral fellows. The proposed research will provide me with new conceptual
and technical training in developmental biology and whole genome analysis. In addition, the proposed training
plan outlines a set of career development activities and workshops – e.g. grant writing, public speaking, lab
management, and mentoring students – designed to enhance my ability to be an independent investigator. My
choice of sponsor, research project, and training will give me a solid foundation to reach my goal of studying
developmental diseases in man. During my second postdoctoral year in Dr. Creative’s lab my father had a
severe stroke that eventually ended his life. I was out of the lab for six months dealing with my father’s
incapacitating illness and end-of-life issues. This hiatus in training reduced my scientific productivity.
a. Robertson-Chang L and Auguri, T. 2004. A tandem affinity purification tag approach allows for isolation
of interacting proteins in Saccharomyces cerevisiae. Proc Natl Acad Sci U S A. 98, 151-160.
b. Robertson-Chang L, Schneider K, Chen M, Auguri T. 2006. Rapid Isolation and Characterization of the
Most Novel Transcription Complex in Saccharomyces cerevisiae and its role in transcription elongation.
Cell. 128, 770-9.
c. Robertson-Chang L, Schneider K, Chen M, Auguri T. Rapid Isolation and Characterization of the Most
Novel Transcription Complex in Saccharomyces cerevisiae and its role in transcription elongation. Oral
presentation, 2006 CSHL Meeting on Mechanisms of Eukaryotic Transcription. Cold Spring Harbor,
NY, August 2006.
B. Positions and Honors
Positions and Employment
START
END
ACTIVITY/
DATE
DATE
OCCUPATION
MM/YYYY MM/YYYY
Engineer
08/1999
06/2001
Postdoc
10/2007
12/2007
Postdoc
01/2008
present
FIELD
Structural
engineering
Molecular
biology
Bioinformatics/
Immunology
INSTITUTION/
COMPANY
SUPERVISOR/
EMPLOYER
The IBeam Group
Sandip Mehta
UC San Diego
G. Chadwick Murray
Michigan State
University
I.M. Creative
Other Experiences and Professional Memberships
1997Sigma Xi
2000-
Association for Women in Science
2002-
National Society for Bioinformatics and Biotechnology
Academic and Professional Honors
1995-1997
Daughters of Hawaii Scholarship
1995-1999
National Merit Scholarship
1999
Paula F. Laufenberg award for best senior project in the Department of Engineering,
Swarthmore College
1999
B.S. awarded with high honors, Swarthmore College
2001
STAR award for public service in engineering, The IBeam Group
2002-2005
Ford Foundation Predoctoral Fellowship for Minorities
C. Contributions to Science
1. Early Career: My early career contributions were focused on applying my knowledge of structural
engineering to improving the design and integrity of tensile structures. More specifically, I worked with a
team of engineers at the IBeam Group to develop concrete with a higher tensile strength that could be
utilized in large structures such as suspension bridges. My particular role in the project was to identify
candidate polymers, determine the ultimate tensile strength of these polymers, and make
recommendations as to which polymer would afford concrete the most structural integrity under various
stresses.
a. Robertson-Chang, L. and Janessa, A.J. 1998. Redesigning the Golden Gate bridge. Abstract for poster
presentation, National Undergraduate Symposium on Science and Engineering, Baltimore, MD.
b. Lorentson, C., Robertson-Chang, L., Sauer, N., and Mehta, S. 2000. Use of high-tensile concrete in
cantilevered structures. J. Applied Engineering 63, 413-424.
2. Graduate Career: My graduate research contributions focused on transcriptional gene regulation in
Saccharomyces cerevisiae. Results from my research were highly relevant as they provided new details
into the workings of complex biological systems, and allowed for further extrapolations into the
development of certain diseases and their progression. I originally developed a novel protocol for the
purification for components of large protein complexes. A subsequent publication, in which I isolated and
characterized a long sought after transcription complex, challenged a key paradigm of transcription
elongation and was a featured article in a major journal.
a. Robertson-Chang L and Auguri, T. 2004. A tandem affinity purification tag approach allows for isolation
of interacting proteins in Saccharomyces cerevisiae. Proc Natl Acad Sci U S A. 98, 151-60.
b. Robertson-Chang L and Auguri, T. A tandem affinity purification tag approach allows for isolation of
interacting proteins in Saccharomyces cerevisiae. Abstract for poster presentation, 2004 Yeast
Genetics and Molecular Biology Meeting, Seattle, Washington, September 2004.
c. Robertson-Chang L, Schneider K, Chen M, Auguri T. 2006. Rapid Isolation and Characterization of the
Most Novel Transcription Complex in Saccharomyces cerevisiae and its role in transcription elongation.
Cell. 128, 770-9.
d. Robertson-Chang L, Schneider K, Chen M, Auguri T. Rapid Isolation and Characterization of the Most
Novel Transcription Complex in Saccharomyces cerevisiae and its role in transcription elongation. Oral
presentation, 2006 CSHL Meeting on Mechanisms of Eukaryotic Transcription. Cold Spring Harbor,
NY, August 2006.
3. Postdoctoral Career: As a postdoctoral fellow, my research has provided a compelling link between
mutations arising in stress response proteins and the development of various autoimmune diseases in
humans. Previous studies have shown dysregulation in the innate immune response lead to autoimmune
diseases in humans. A few Rtc homologues have now been identified in humans and appear to play a role
in the regulation of genes in the innate immune response. My research is focused on the transcriptional
regulator Rtc from Drosophila melanogastor. I have shown that specific mutations affecting Rtc lead to
disruptions in downstream gene regulation involved in the innate immune response.
a. Robertson-Chang, L. and Murray, G.C. 2006. Stress, flies, and videotape: the Drosophila stress
response. Ann. Rev. Physiol. 346, 223-245.
b. Robertson-Chang, L., Yager, L.N., and Murray, G.C. 2007. Rtc is an essential component of the
Drosophila innate immune response. Genetics 145, 884-891.
c. Yao, M., Dionne, C.-F., Robertson-Chang, L., and Murray, G.C. 2007. Up-regulation of Drosophila
innate immunity genes in response to stress. Science 304, 1754-1756.
d. Robertson-Chang, L., Cescaloo, Q., and Murray, G.C. 2008. Structural analysis of Drosophila Rtc. In
preparation.
Complete List of Published Work in MyBibliography:
http://www.ncbi.nlm.nih.gov/sites/myncbi/collections/public/1tay8xsxteXIw5R2StTcjhq5X/?sort=date&direction=
ascending
D. Additional Information: Research Support and/or Scholastic Performance
YEAR
1996
1996
1996
SCIENCE COURSE TITLE
SWARTHMORE COLLEGE
Introduction to Molecular Biology
Introductory Chemistry I
Physics for Engineers
GRADE YEAR
A
B
A
OTHER COURSE TITLE
SWARTHMORE COLLEGE
1995 Introduction to Engineering
1995 Calculus I
1996 Calculus II
GRADE
A
A
B
YEAR
1997
1997
1998
1998
1999
2001
2002
2003
2004
SCIENCE COURSE TITLE
Introductory Chemistry II
Organic Chemistry I
Organic Chemistry II
Biochemistry
Cell Biology
UC SAN DIEGO
Seminar in Genetics
Statistics for the Life Sciences
Ethics in Biological Research
Seminar in Physiology & Behavior
GRADE YEAR
C
A
A
A
A
P
P
CRE
P
OTHER COURSE TITLE
1996 Structures and Design
1996 Linear Algebra
1997 Structural Materials
1997 Structural Materials Laboratory
1997 Numerical Computation & Graphics
Tools
1997 Engineering Graphics and ComputerAssisted Design
1997 Principles of Structural Design I
1997 Statistics, Probability, and Reliability
1998 Principles of Structural Design II
1999 Senior Project
GRADE
A
B
B
A
A
A
B
A
A
A
Except for the scientific ethics course, UC San Diego graduate courses are graded P (pass) or F (fail). Passing
is C plus or better. The scientific ethics course is graded CRE (credit) or NC (no credit). Students must attend
at least seven of the eight presentation/discussion sessions for credit.
OMB No. 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018)
BIOGRAPHICAL SKETCH SAMPLE—PREDOCTORAL FELLOWS
(Note this Sample is for a Predoctoral Fellowship Applicant only and does not include information specific to
Dissertation Research Awards or Diversity Supplements.)
DO NOT EXCEED FIVE PAGES.
NAME OF APPLICANT: Leilani Robertson-Chang
eRA COMMONS USER NAME (credential, e.g., agency login): RobertsonL
POSITION TITLE: Graduate Student Research Assistant
EDUCATION/TRAINING (Most applicants will begin with baccalaureate or other initial professional education,
such as nursing. Include postdoctoral training and residency training if applicable. High school students should
list their current institution and associated information. Add/delete rows as necessary.)
INSTITUTION AND LOCATION
Swarthmore College
UC San Diego
A.
DEGREE
(if applicable)
START
DATE
MM/YYYY
B.A
08/2008
Ph.D.
08/2012
END DATE
(or expected
FIELD OF STUDY
end date)
MM/YYYY
05/2012
Biology
05/2018
Molecular Biology
Personal Statement
My long term research interests involve the development of a comprehensive understanding of key
developmental pathways and how alterations in gene expression contribute to human disease. My academic
training and research experience to date have provided me with an excellent background in molecular biology
and microbiology. While in high school I was awarded an NIH Diversity Supplement award to work as a
research technician for two summers in Dr. Indira Creative’s lab at the University of Hawaii. As an
undergraduate at Swarthmore College, I conducted research with Dr. Xavier Factor on the mechanisms of
action of a new class of antibiotics. This resulted in a co-authorship publication, as well as an invitation to
present a poster at the annual Antibiotica meeting in Denver, Colorado. For my graduate training at UC San
Diego, I have moved into the fields of genetics and biochemistry by studying the regulation of transcription in
yeast, under Dr. Tanti Auguri. Dr. Auguri is an internationally recognized leader in the field of yeast genetics
and has an extensive record for training predoctoral and postdoctoral fellows. Along with giving me new
conceptual and technical training, the proposed training plan outlines a set of career development activities
and workshops – e.g. public speaking, literature analysis, biomedical ethics, and career options. For my initial
project I am currently developing a novel protocol for the purification for components of large transcription
complexes which I hope to submit as a first author publication in the next few months. As a native Hawaiian, I
am the first in my family to graduate from college so I am excited to keep pushing forward with my education.
Overall, I feel that my choice of sponsor, research project, and the training I will get from this fellowship will
give me a solid foundation for my long-term goal to become an academic researcher.
a. Robertson-Chang L and Auguri, T. 2005. A tandem affinity purification tag approach allows for isolation
of interacting proteins in Saccharomyces cerevisiae. In preparation.
b. Robertson-Chang L and Auguri, T. A tandem affinity purification tag approach allows for isolation of
interacting proteins in Saccharomyces cerevisiae. Abstract for poster presentation, 2004 Yeast
Genetics and Molecular Biology Meeting, Seattle, Washington, September 2004.
B.
Positions and Honors
Positions and Employment
START
END
ACTIVITY/
DATE
DATE
FIELD
OCCUPATION
MM/YYYY MM/YYYY
Lab Technician
06/2007
08/2008 Biology
(Summers)
Molecular
Predoc
08/2012
Present
Biology
INSTITUTION/
COMPANY
SUPERVISOR/
EMPLOYER
University of Hawaii
I.M Creative
UC San Diego
Xavier Factor
Other Experience and Professional Memberships
Sigma Xi
Association for Women in Science
Academic and Professional Honors
Daughters of Hawaii Scholarship, 2008
National Merit Scholarship, 2008-2012
Paula F. Laufenberg award for best senior project in the Biology Department, Swarthmore College, 2012
B.S. awarded with high honors, Swarthmore College, 2012
NIH Diversity Supplement 2007-2008 (Summers)
C.
Contributions to Science
1. High School Research: I spent two summers doing research in the laboratory of Dr. Indira M. Creative at
University of Hawaii, funded by a NIH Diversity Supplement award. Dr. Creative has developed several
new anti-fungal drugs that might protect against skin infections. Over the course of two summers I set up
in vitro cultures of skin cell lines and conducted a wide range of toxicity assays. We were excited to find
that one of the new agents showed almost no toxicity, even at fairly high doses. Dr. Creative is now
testing the drug in animals exposed to different types of fungal infections, including Candida albicans.
a. Footman, B., Eisser, J.K., Robertson-Chang, L. and Creative, I.M. 1998. Testing XXH for toxicity in
vitro. Abstract for poster presentation, University of Hawaii Research Symposium, Manoa, HI.
2. Undergraduate Research: I was part of a project in the laboratory of Dr. Xavier Factor at Swarthmore
College. Dr. Factor’s laboratory studies the mechanisms of action of antibiotics. During my time in his
lab I was looking at how a new antibiotic, Gen Y, is able to unravel bacterial DNA. The work was
particularly exciting because it looks like the mechanism used by Factor Y might be completely novel,
making it a potential candidate for treating patients infected with antibiotic resistant organisms. Dr. Factor
was recently awarded a patent for this new drug.
a. Nieman, P.Y., Robertson-Chang, L., Pearson, K. and Factor, X. 2003. Gen Y: a novel antibiotic with
DNA unwinding abilities. Cell. Mol. Biol. 30: 25-30.
b. Robertson-Chang, L. and Factor, X. Testing the ability of antibiotic Gen Y to kill Gram-negative
bacteria. Abstract for poster presentation. 2002. Antibiotica annual meeting, Denver, Colorado,
September 2002.
3. Graduate Research: My ongoing predoc research is focused on transcriptional gene regulation in
Saccharomyces cerevisiae. I believe the results from my research will likely be highly relevant to human
health as they will provide new details into the workings of complex biological systems, which will allow
for further extrapolations into the development of certain diseases and their progression. I am currently
developing a novel protocol for the purification for components of large transcription complexes which I
hope to submit as a first author publication in the next few months.
a. Robertson-Chang L and Auguri, T. 2005. A tandem affinity purification tag approach allows for isolation
of interacting proteins in Saccharomyces cerevisiae. In preparation.
b. Robertson-Chang L and Auguri, T. A tandem affinity purification tag approach allows for isolation of
interacting proteins in Saccharomyces cerevisiae. Abstract for poster presentation, 2004 Yeast
Genetics and Molecular Biology Meeting, Seattle, Washington, September 2004.
D.
Additional Information: Research Support and/or Scholastic Performance
YEAR
SCIENCE COURSE TITLE
GRADE YEAR
SWARTHMORE COLLEGE
GRADE
SWARTHMORE COLLEGE
2008
Cellular and Molecular Biology
A
2008
2008
Foundations of Chemical Principles
A
2009
2009
Organismal and Population Biology
B
2009
2009
Omics
B
2010
2009
General Physics I
B
2011
2009
Introductory Chemistry
A
2011
2009
Organic Chemistry I
B
2010
General Physics II
B
2010
B
A
2010
Organic Chemistry II
Microbial Pathogenesis and the
Immune Response
Introduction to Cognitive Science
2010
Biological Chemistry
B
2011
Human Genetics
A
2011
Senior Project
A
2011
Bioinformatics
B
2012
Cell Biology
A
2012
Physics in Modern Medicine
A
2012
Genomics and Systems Biology
A
2012
Senior Project
A
2010
OTHER COURSE TITLE
A
UC SAN DIEGO
2012
Seminar in Genetics
P
2013
Statistics for the Life Sciences
P
2013
Ethics in Biological Research
CRE
2014
Seminar in Physiology & Behavior
P
First Year Seminar: Nation and
Migration
Statistics, Probability, and
Reliability
Calculus I
American Literature
Anthropology of Childhood and the
Family
Disease, Culture and Society in the
Modern World
A
A
B
B
A
A
Except for the scientific ethics course, UC San Diego graduate courses are graded P (pass) or F (fail). Passing
is C plus or better. The scientific ethics course is graded CRE (credit) or NC (no credit). Students must attend
at least seven of the eight presentation/discussion sessions for credit.