The objective of the mentoring POD is to complement the one-on-one faculty mentorship that STAR scholars receive as part of STAR. It is a learning space to obtain diverse perspectives that will provide an enriching experience for STARs as well as faculty mentors. The PODs (small groups) would be a circle of safe space to help STARs achieve personal and career growth, through interpersonal learning and collaborations. The aim is that STAR scholars can support each other through the training process, by sharing their unique insights and experiences. Within the PODs, STARs will have opportunities to also share their concerns and suggestions regarding overall STAR program activities, to enhance their experience in the program. Ultimately, we intend to provide a space for faculty mentors and STARs to learn simultaneously with others, and a platform to share positives and concerns through the STAR program journey.

The core goals of the mentoring PODs include the following:

• To provide a safe space for STARs as they navigate the STAR program

• To develop a supportive relationship among STARs and faculty mentors

• To develop professional and personal growth

• To optimize mentoring of the STARs

• To provide support for STARs to navigate their academic and research journey

• To be a learning space for the faculty mentors and STARs

Crowdsourcing has a group of individuals develop all or part of a solution, then share or implement the best solutions with the community [1,2]. This includes open calls [3], designathons [4], and other participatory activities. Crowdsourcing has been used to develop HIV interventions, engage communities, and increase local relevance. STAR scholars might consider using crowdsourcing as a method to obtain end-user preferences, ideas, and feedback. The I-TEST study used crowdsourcing as a tool to develop components of an HIV self-testing intervention for young people. Within the STAR program, our team will organize a crowdsourcing open call for ideas about improving HIV services for young people in the US. Then we will organize a designathon to provide mentorship and support for iteratively refining ideas. In addition, STAR scholars may wish to design a study that uses crowdsourcing methods. The core goals of the crowdsourcing training include the following:

• To understand the concept of crowdsourcing and how it can be used in public health

• To assess how crowdsourcing open calls can be used to enhance community engagement (especially youth engagement) in health services

• To describe how designathons and related activities can help to aggregate wisdom from communities

• To provide practical tips on related participatory approaches in HIV research

1. WHO/TDR/SESH/SIHI. Crowdsourcing in Health and Health Research: A Practical Guide. Geneva: WHO/TDR, 2018.
2. Han L, Tang W, Ritchwood TD, et al. Joint international consensus statement on crowdsourcing challenge contests in health and medicine: Results of a modified Delphi process. BMJ Open 2021.
3. Wang C, Han L, Stein G, et al. Crowdsourcing in health and medical research: a systematic review. Infect Dis Poverty 2020; 9(1): 8.
4. Tucker JD, Tang W, Li H, et al. Crowdsourcing Designathon: A New Model for Multisectoral Collaboration. BMJ Innovations 2018; 4: 46-50.

The goal of this cross-cutting element is to build the leadership capacity of STAR scholars in real-life, experiential settings. Lessons will focus on developing skills at various levels of leadership, from individual leadership skills to organizational and community-level leadership skills. A strengths-based approach to leadership will be used to support scholars in leaning into their existing leadership abilities in academic and professional settings, at home, and in their communities. Scholars will learn how setbacks and hurdles can be leveraged to reimagine alternative approaches to achieving leadership goals and objectives.

A particular focus will be made on transformational leadership. As the next generation of research leaders, STAR scholars will acquire knowledge and skills in leading systems-level change in their area of research. Now more than ever, a set of leaders from various backgrounds and disciplines is required to advance positive and fair health outcomes.

The core goals of this leadership element include the following:

• To help STARs uncover their leadership potential as the next generation of HIV prevention research scholars

• To prepare STARs to become change makers in HIV and health outcomes research and practice through transformational leadership skill-building

• To advance STARs understanding of cultural strengths-based approaches to leadership as scholars from various backgrounds

• To have STARs practice the application of leadership skills in real-world, experiential settings

When conducting research, it is important to have a clear sense of who is funding the work and why, especially when working in resource limited settings, given the number one reason most projects never last is due to lack of funding.

Therefore, from the beginning of a research project, it is important to start with funding. Simultaneously, it is also important to start with storytelling. The story behind each grant matters. Learning how to articulate the story of why you are passionate about your work as well as why the work is important will increase the efficiency and effectiveness of finding, writing, and ultimately securing funding for your research.

While there are many types of grants to write from private institutions or other public/governmental agencies, learning and mastering how to write NIH grants will expand the skills of new grant writers and provide a more heightened and in-depth experience that can be translated to other funding mechanisms. Becoming deeply familiar with NIH grants is also vital because they are the largest funder of research with over $45 billion dollars at their disposal. Being able to write to meet the rigorousness of NIG guidelines will also help to ensure new grant writers are thoroughly trained and maximize their success in the highly competitive world of grant writing. If you master the art of writing an NIH grant, from the focus on specific aims to the approach section, even the section on innovation, then you will be prepared to use these same skills elsewhere.

Through the STAR Institute, we will provide hands-on experience with writing NIH grants, share examples from both successful and failed grants, and ultimately teach STAR Scholars how to craft stories as well-written grants that will allow you to find your voice as you carry out evidence-based research that lasts.

Goals:

• Understand the elements of a NIH grant application: bio-sketch, specific aims, innovation, significance, approach, etc.

• Identify key strategies and recommendations for preparing successful NIH grants.

• Describe processes that lead to a productive interaction with funding officials (e.g., program officers).

• Understand the review mechanisms for a NIH grant application.

• Understand the principles used to move from an initial idea to a fully developed grant application.

• Identify common problems with grant proposals and reasons proposals are not funded.

• Understand the principles that guide the protection of human subjects and informed consent in research and prepare an application.

• Evaluate their own and other STAR Scholars’ progress in addressing the issues above.