>> WELCOME EVERYONE AND THANK
YOU FOR JOINING US FOR DAY TWO
OF THE NIH FOSTERING COHORT
RECRUITMENT ENVIRONMENT FORUM.
I'M MARIE BERNARD AND I'M CHIEF
OFFICER FOR SCIENTIFIC WORKFORCE
DIVERSITY FOR THOSE WHO WEREN'T
ABLE TOE JOIN US YESTERDAY AND
DELIGHTED TO KICK OFF THE SECOND
DAY ON WHAT'S BEEN AN EXCELLENT
DISCUSSION ON THE STRATEGIES
BEHIND COHORT RECRUITMENT.
I HOPE MANY WERE ABLE TO JOIN US
YESTERDAY WHICH PROVIDED
ACTIONABLE INSIGHT INTO COHORT
RECRUITMENT AND HOW IT MAY FIT
INTO BROADER DEIA INITIATIVES.
WE'RE JOINED TODAY WITH ANOTHER
EXCELLENT GROUP OF SCHOLARS.
THEY'LL EXPLORE RECRUITMENT,
ADOPTION AND DISSEMINATION AND
RESOURCE NEEDS AND PROGRAM
EVALUATION.
I WOULD BE REMISS IF I DIDN'T
TAKE THE OPPORTUNITY TO ANNOUNCE
OUR NEW SUPPLEMENT IN
RECOGNIZING DEIA MENTORSHIP NOW
ACCEPTING APPLICATIONS.
IT RECOGNIZE THE CRUCIAL ROLE OF
LEADERS IN THE SCIENTIFIC
ENTERPRISE.
MULTIPLE NIH INSTITUTES AND
CENTERS SIGNED ON AND MULTIPLE
MECHANISMS ARE NOTED IN THE
NOTICE TO ALLOW FOR BROAD
PARTICIPATION HOWEVER, BECAUSE
THEY'RE ADMINISTRATIVE
SUPPLEMENTS OUT MUST HAVE AN
ADMINISTRATIVE COMPONENT AND
HOWEVER, SOME WILL THERE'S K
AWARDS FOR LEADERSHIP.
THERE ARE RO1s THAT HAVE PLANS
TO ENHANCE DIVERSE PERSPECTIVES
AND POTENTIALLY OTHERS THAT
EXPLICITLY STATE MENTORING AS A
FOCUS AND THAT'S WHAT WE'RE
LOOKING FOR HERE.
THESE WILL BE PAID THROUGH FUNDS
FROM THE OFFICE AND THE NUMBER
OF SUPPLEMENTS WILL DEPEND ON
APPROPRIATIONS.
WE'RE CURRENTLY IN A CONTINUING
RESOLUTION.
THOUGH WE WILL AT BEST BE ABLE
TO SUPPORT ONLY A HANDFUL OF
SUPPLEMENTS PER INSTITUTE AND
CENTER, GIVEN THE ROBUST THUS
FAR WE'RE HOPEFUL I.C.s AND
CENTERS MAY SEE THE MERIT OF
PROPOSALS BEYOND THOSE WE'RE
ABLE TO SUPPORT AND ALREADY HAVE
IDEAS FOR MORE IMPACT NEXT YEAR.
AS MENTIONED YESTERDAY, THERE'S
A NUMBER OF ACTIVITIES UNDER
DEVELOPMENT THROUGH THE NIH
UNITE INITIATIVE THAT WILL HELP
IN THIS AREA AND A REFER TO YOU
DECEMBER 10, RECORDING OF THE
MEETING WHERE THERE WAS A
PRESENTATION BY UNITE TO GET A
FULLER SENSE OF THE THINGS THAT
WILL BE FORTHCOMING.
THE BOTTOM LINE IS NIH SEES
MENTORING IMPORTANT AND ALIGNING
OUR VALUES WITH OUR AWARD
SYSTEM.
I WANT TO THANK THE VILLAGE OF
EXPERTS AND DEDICATED STAFF THAT
CONTRIBUTED TO THIS FORUM.
I'M ESPECIALLY GRATEFUL FOR THE
FCR PLANNING COMMITTEE WHO
HELPED US REFINE THE FOCUS AND
DISCUSSION POINTS OF THE EVENT.
I THINK WE'D ALL AGREE THEY
RECOMMENDED AN EXCELLENT LINEUP
OF SPEAKERS.
AND THANK YOU THOSE BEHIND THE
LOGISTICS FOR THE EVENT AND I'D
LIKE TO ACKNOWLEDGE AND ASK HIM
TO TURN ON HIS CAMERA SO PEOPLE
CAN SEE HIM, DR. STEVE SHIN WHO
MET INDIVIDUALLY WITH ALL THE
PLANNING COMMITTEE MEMBERS TO
GATHER THEIR INPUT.
IF SHE'S HERE I'LL ASK DR.
DR. HUSSAIN TO TURN ON HER
CAMERA AND MS. LANG BECAUSE
SHE'S BEEN THE BRAINS BEHIND
ORGANIZING THE MEETING
LOGISTICS.
I DON'T KNOW THIS WOULD HAVE
BEEN AT ALL FEASIBLE IF NOT FOR
THESE INDIVIDUALS.
AND WE'RE CONTINUALLY REFLECTING
ON WAYS TO ENHANCE PARTICIPANT
ENGAGEMENT AND SATISFACTION.
THIS IS OUR FIRST TIME WE'VE
DONE IT AS A TWO-DAY EVENT SO
WE'RE PARTICULARLY INTERESTED IN
YOUR FEEDBACK AND WANT TO KNOW
WHETHER THE EVENT MET YOURTION
YOUR EXPECTATIONS AND WHETHER SO
LOOK NOR POST-EVENT SURVEY AT
NIH.gov.
WE HAD AN OUTSTANDING EVENT TO
THE PRE-ADVANCE SURVEY.
AND WE'LL BE ASKING FOR A
FOLLOW-UP SURVEY SO SHARE YOUR
E-MAIL ADDRESS SO WE CAN KEEP UP
WITH YOUR EFFORTS.
EACH OF SURVEYS TAKES ABOUT FIVE
MINUTES TO COMPLETE AND WE'LL
VALUE YOUR THOUGHTS WHETHER YOU
CHOOSE TO HAVE FURTHER FOLLOW-UP
OR NOT.
SO, FOR THOSE WHO WEREN'T HERE
YESTERDAY AND THOSE WERE HERE WE
HEARD FROM MY FELLOW CO-CHAIRS
AND WE THEN HELD TWO PANEL
DISCUSSIONS THAT HELD LEADERSHIP
VIEW POINTS ON CREATING CULTURE
CHANGE TO COHORT RECRUITMENT AND
CHALLENGES OF COHORT RECRUITMENT
AS PART OF THE LEATHER DEIA
MISSION.
BOTH HAD A RANGE DISCUSSIONS ON
WHAT IT TAKES TO SUSTAIN
MEANINGFUL CHANGE.
I WAS TAKEN BY THE VARIETY OF IN
WHICH THE COHORT PROGRAMS CAN BE
LAUNCHED AND SUSTAIN AND THAT
WAS DISCUSSIONS FOR ALL EVEN
THOSE INVOLVED IN THE DUKE-UNC
COMPETITION.
SO THIS IS OUR SCHEDULE FOR
TODAY.
WE HEARD THINGS YESTERDAY AT THE
MACRO LEVEL.
WE'RE NOW TRANSITIONING TO
LOGISTICS HOW PROGRAMS ARE
SUSTAIN AND WE HAVE OPENING
REMARKS AND WE'LL HERE ON COHORT
NEEDS AND PROFESSIONAL
DEVELOPMENT AND COLLECTING DATA
ON THE EXPERIENCES OF FACULTY
MEMBERS.
WE'LL HEAR FROM A SERIES OF
EXPERTS BEFORE ENGAGING IN OUR
Q&A DISCUSSION AND IF YOU HEARD
BELLS YESTERDAY IT'S ME FOR THE
SPEAKERS AND YOU MAY HEAR THEM
TODAY AND IF YOU WANT TO ASK
QUESTIONS CLICK THE SEND LIVE
FEEDBACK BUTTON BELOW THE JOYFEED.
WE'LL WRAP UP AT 4:00 RATHER
THAN CONTINUING BEYOND THAT
TIME.
YOU CAN VIEW THE FULL PROGRAM AT
THE REGISTRATION WEBSITE AS WAS
THE CASE YESTERDAY.
THIS EVENT IS BEING RECORD AND
THE RECORDING AND PRESENTATION
MATERIALS WILL BE ON THE
SCIENTIFIC WORKFORCE DIVERSITY
PAGE.
IT'S MY HONOR TO INTRODUCE
DR. MALCOLM DIRECTOR OF
SEACHANGE AN INSTITUTIONAL OF
THE AMERICAN ASSOCIATION FOR THE
ADVANCEMENT OF SCIENCE.
IN HER MORE THAN 40 YEAR TENURE
SHE'S WORKED TO IMPROVE THE
QUALITY AND INCREASE ACCESS TO
EDUCATION AND TO STEM AND
MARGINALIZED COMMUNITIES.
SHE'S A TRUSTEE OF CAL TECH AND
SHE'S A FORMER MEMBER OF THE
NATIONAL SCIENCE BOARD OF POLICY
MAKING BODY IN THE NATIONAL
SCIENCE FOUNDATION AND SERVED ON
PRESIDENT CLINTON'S COMMITTEE OF
ADVISORS IN SCIENCE AND
TECHNOLOGY.
A NATIVE OF BIRMINGHAM, ALABAMA,
SHE GOT HER Ph.D. AT PENN STATE
AND BACHELOR'S WITH DISTINCTION
IN ZOOLOGY FROM WASHINGTON.
AND RECEIVED AN AWARD FROM PENN
STATE AND SHE'S ALSO AN ELECTED
FELLOW OF AAAS AND AMERICAN
ACADEMY OF ARTS AND SCIENCES.
SHE'S IS BEING HONORED BY AAAS
AS A LIVING LEGEND LATER TODAY.
VERY MUCH DESERVED.
SHE'S BEEN DOING AND CONTINUES
TO DO EXEMPLARY WORK IN THE DEIA
SPACE AND HAPPY SHE WAS ABLE TO
MAKE TIME FOR OUR FO FORUM THE
FLOOR IS YOURS.
>> WE NEED TO TALK ABOUT SOME
CONVERSATION AND SOME
DISCUSSIONS AND QUESTIONS.
I THINK IT YOU'VE FINALLY GOT
THE IDEA SINCE I'VE BEEN DOING
THIS WORK FOR OVER 40 YEARS THAT
I'M OLD AND ONE OF THE WONDERFUL
THINGS ABOUT BEING OLD IS THAT
YOU'VE SEEN A LOT AND YOU HAVE
AN OPPORTUNITY TO TRY AND
REFLECT AND MAKE SENSE OUT OF
WHAT YOU'VE SEEN AND WHAT YOU DO
NEXT.
IN MY CASE BECAUSE IT'S BLACK
HISTORY MONTH AND PEOPLE ARE
LOOKING FOR ROUNDING OF PEOPLE
WHO HAVE BEEN IN STEM FOR A LONG
TIME, I ENDED UP WITH A REQUEST
TO VISIT WITH KINDERGARTNERS
THROUGH SECOND GRADERS AT A
CHARTER SCHOOL.
THEY HAD QUESTIONS THAT THE
TEACHERS HAD I THINK WORKED WITH
THEM AND EACH ONE WOULD COME UP
AND ASK A QUESTION.
WHEN WE GOT THROUGH THE CANNED
QUESTIONS, THE LITTLE ONES
BASICALLY STARTED ASKING THEIR
OWN QUESTIONS AND ONE KID ASKS
ME SOMETHING AND DR. BERNARD
SAID I WAS BORN AND RAISED IN
BIRMINGHAM, ALABAMA AND OF AGE I
WENT TO SCHOOL IN SEGREGATED
SCHOOLS AND I GRADUATED FROM
HIGH SCHOOL IN THE YEAR OF THE
CHILDREN'S MARCH IN 1963.
SO THE LITTLE KID THESE ARE
PREDOMINANTLY KIDS IN COLOR IN
THIS CHARTER SCHOOL, A LITTLE
KID ASKED ME WHAT WAS IT LIKE IN
COLLEGE WHEN I WAS IN SCHOOL AND
NOBODY ELSE LOOKED LIKE ME IN MY
CLASS.
I WAS TAKEN BACK FIRE SECOND AND
I THOUGHT AT FIRST IT WAS SCARY
BECAUSE YOU DIDN'T KNOW WHAT TO
EXPECT AND YOU START TALKING TO
PEOPLE AND GET TO KNOW PEOPLE
AND IT BECAME FINE BECAUSE YOU
FIND THINGS IT YOU HAD IN COMMON
BUT IT CAUSED ME TO REFLECT A
LOT ON THOSE TIMES AS A FACULTY
MEMBER WHEN AS A MEMBER OF
POLICY GROUPS ETCETERA THAT IT I
INTEGRATED EVERY PLACE I ENTERED
AND WHAT DID IT FEEL LIKE?
ONE THING I'LL TELL YOU IS THERE
WAS AN INCREDIBLE AMOUNT OF
ISOLATION I FELT.
WHO DID I TALK TO?
WHO DID I TRUST?
WHO WOULD UNDERSTAND THE KINDS
OF ISSUES OR THE WAY I'M GOING
TO FRAK THE --
FRAME THE ISSUES I WAS GOING TO
TALK ABOUT?
THAT'S ONE OF THE THINGS WHEN WE
STARTED TALKING ABOUT COHORT, I
THOUGHT, WOW, IT WOULD HAVE BEEN
GREAT AS A FACULTY MEMBER IF I
DIDN'T HAVE GO IN THERE BY
MYSELF.
IF THERE HAD BEEN OTHER WOMEN OR
OTHER PEOPLE OF COLOR OR OTHER
ANYBODY EXCEPT WHO WAS ALREADY
THERE THAT WE COULD ACTUALLY
TALK ABOUT GOING IN AS NEWBIES
EARLIER CAREER PEOPLE AND TALK
ABOUT THE CHALLENGES WE HAD IN
COMMON AND THAT WE WERE LIKELY
TO FACE.
GETTING THAT SUPPORT IS CRUCIAL
AND HAVING NIH TO INVEST IN THAT
TO BUILD COMMUNITY AND SENSE OF
BELONG WHERE YOU'RE NOT THE ONLY
AND ABLE TO BE YOUR AUTHENTIC
SELF BECAUSE THERE'S OTHER
PEOPLE AROUND WHO ARE REALLY
INTRODUCING THE CHANGES TO ALLOW
YOU TO BE SUCCESSFUL.
THIS IS REALLY GOOD.
BUT, THERE'S ALWAYS A BUDGET,
IT'S CRUCIAL WE COUPLE THIS WITH
THE CHANGES THAT HAVE TO BE MADE
TO THE SYSTEM.
FOR ME, AS A WOMAN OF COLOR, THE
INTERSECTIONAL ISSUES ARE
CRITICAL AND EXHAUSTING BECAUSE
QUITE FRANKLY I NOT ONLY HAVE TO
DO ALL OF THE BLACK HISTORY
MONTH EVENTS, I'LL HAVE TO TURN
AROUND AND DO THE WOMEN'S
HISTORY MONTH EVENTS IN MARCH
BUT IT BEGINS TO HELP YOU
UNDERSTAND WHAT BEING BOTH OF
THOSE THINGS AT THE SAME TIME
DOES IN TERMS OF THE FINDING
COMMUNITY AND BELONGING.
ONE OF OUR PAST PRESIDENTS OF
AAAS WAS ANNA JEAN HARRISON AND
SPENT HER CAREER TEACHING AT
HOLYOKE AND PRESIDENT OF THE
AMERICAN CHEMICAL SOCIETY AND
AAAS AND SHE SHARED SOME OF HER
HISTORY BECAUSE WE WERE CLOSELY
TOGETHER DOING MY TIME AS STAFF
AND HER TIME AS OFFICER.
ONE OF THE THINGS SHE SHARED
WITH ME WAS SHE STILL HAD A BOX
IN HER BASEMENT FULL OF
REJECTION LETTERS WHEN SHE
FINISHED HER Ph.D..
IN THE WORLD OF CHEMISTRY PEOPLE
DON'T JUST THINK OF GOING INTO
ACADEMIA THEY THINK OF GOING
INTO INDUSTRY BUT FRANKLY NOBODY
WANTED HER BECAUSE SHE WAS A
WOMAN AND THEY THOUGHT WOMEN
WON'T STICK WITH IT, WHATEVER
THE PREJUDICES WERE THAT
OPERATED AT THE TIME THEY WERE
VISITED UPON DR. HARRISON.
SHOW I SAID HAVE YOU EVER
THOUGHT OF WRITING THEM BACK AND
TELLING THEM HOW UNSUCCESSFUL
YOU'VE BEEN?
NO.
AT THAT POINT SHE WASHED HER
HANDS OF ALL OF THAT.
ONE OF THE THINGS SHE SAID TO ME
SAID IT'S NOT JUST ABOUT
REPRESENTATION.
I DO NOT MORE WOMEN TO ENTER
SCIENCE AND BE JUST LIKE THE MEN
WHO ARE ALREADY THERE.
AND I THOUGHT ABOUT THAT SHE
WANTED TRANSFORMATION AND
CULTURE CHANGE AND THINGS THAT
WERE NOT PRESENT IN THE
COMMUNITY AT THE TIME.
SHE WANTED TO PROMOTE
INTERDISCIPLINARY THINKING AND A
DIFFERENT WAY TO THINK ABOUT THE
SCIENCE AND THE REASON SHE
WANTED DIVERSITY WITHIN THE
SCIENCES.
IT'S CRITICAL WE THINK NOT JUST
ABOUT THE RESEARCH THAT GETS
FUNDED, THOUGH I HAVE BEEN
WARNED BY BY SOME AGENCY
LEADERSHIP IN THE PAST, THAT'S
WHAT NIH FUNDS.
OKAY.
WE HAVE TO EXPAND BEYOND THAT TO
UNDERSTAND THE FEDERAL
INVESTMENT IS NOT JUST ABOUT THE
RESEARCH.
IT'S ALSO WITHIN THE ENVIRONMENT
THE RESEARCH IS BEING DONE AND
THAT MEANS WHETHER OR NOT WE
PROMOTE BELONGING AND PROBLEM
SOLVING AND DRIVING BY FACULTY.
AND THE OPPORTUNITY FOR ALL THIS
TO HAPPEN I THINK IS CRUCIAL.
HOW DO WE MAKE THESE KINDS OF
CULTURAL CHANGES.
YOU HEARD FROM MY COLLEAGUE
DR. REUDI YESTERDAY ABOUT SEA
CHANGE.
IT'S THE ULTIMATE LESSONS
LEARNED AND OVER THE YEARS
LOOKING AT INTERVENTION PROGRAMS
WE REALIZED WE HAD TO MAKE
STRUCTURAL CHANGES AND NORMATIVE
AND NOT JUST HERE AND THERE BUT
CHANGE THE POLICIES, PROCESSES,
PROGRAMS, PROCEDURES, EVERYTHING
IN ORDER TO HOLD IN PLACE THE
GOOD THINGS THIS KIND OF COHORT
WORK CAN INTRODUCE INTO
INSTITUTIONS.
WHY CAN WE NOT ENSURE THAT THESE
THINGS ONCE LEARNED CAN STAY AND
THEY CAN ONLY STAY IF WE CAN
BEGIN THE HARD JOB OF THE
INSTITUTIONAL TRANSFORMATION?
WHILE THIS ISN'T THE REASON
NECESSARILY FOR THE COHORTING,
IT CAN BE THE CATALYST FOR THE
KINDS OF CHANGE THAT WE'RE
TALKING ABOUT.
THERE HAS TO BE INTENTIONALITY
AROUND INSTITUTIONAL CHANGE.
IT CAN'T BE OH, BY THE WAY.
IT HAS TO BE INTENTIONAL AND
INVOLVE LEADERSHIP AT THE
HIGHEST LEVEL OF INSTITUTIONS
AND LOOK AT THE THE THINGS THAT
MADE IT DIFFICULT TO RECRUIT
PEOPLE WHO WANT A DIFFERENT KIND
OF A LIFESTYLE OR WANT TO BE
ABLE TO MAKE A DIFFERENCE IN THE
WORLD.
THE IT HYPER COMPETITIVENESS
AN
ANAN
ANDO -- SILOING.
THE THINGS THAT MAKE YOU LESS
WILLING TO COLLABORATE AND MAKE
COMPETE.
WE CANNOT BRING PEOPLE IN
THROUGH THESE KINDS OF
PROFESSIONS AND DROP THEM IN THE
SAME CULTURE.
LET ME REPEAT THAT.
YOU CANNOT BRING PEOPLE IN TO
INSTITUTIONS AND DEPARTMENTS AND
DROP THEM INTO THE SAME CULTURE.
WE CAN'T JUST FOCUS ON ENGAGING
OR ENABLING MEMBERS OF THE
COHORT TO ENDURE THE CULTURE.
THE AIM HAS TO BE TO PUT STRUCK
STRUCTURES IN PLACE TO CHANGE
THE CULTURE.
WE HAD THE PANDEMIC AND YOU
NEVER LET A GOOD PANDEMIC GO TO
WASTE IN USING IT AS AN
OPPORTUNITY FOR CHANGE.
REINVENTION.
REDISCOVERY.
RE-IMAGINE.
PART OF THAT RE-IMAGINING HAS TO
BE ABOUT CULTURE CHANGE.
PEOPLE LEARNED A LOT ABOUT
NEEDING TO BALANCE AND INTEGRATE
THEIR REGULAR LIVES AND RESEARCH
LIVES AND TEACHING LIVES AND ALL
THESE OTHER LIVES.
IN FACT WHAT DO WE DO NOW?
WILL MANY POLICIES STILL BE IN
PLACE?
ARE PEOPLE REALLY GOING TO
REMEMBER WE HAVE TO CUT SOME
PEOPLE SOME SLACK BECAUSE THEY
HAVEN'T BEEN ABLE TO DO ALL THE
THINGS THEY NORMALLY WOULD IN
THE MIDDLE OF A PANDEMIC?
ARE WE GOING TO HAVE RETENTION
STRATEGIES THAT ARE MEANINGFUL?
WE CAN ONLY DO THIS BY MAKING
CHANGES IN STRUCTURE AND THAT'S
WHAT IT'S BEEN ABOUT IS TRYING
TO UNDO THE BIASES AND THE
STRUCTURES THAT HAVE BEEN BAKED
INTO THE SYSTEM OVER THE
HUNDREDS OF YEARS IN SOME CASES
SOME INSTITUTIONS HAVE HAD IN
PLACE.
THE REASON FOR COHORT HIRING MAY
NOT BE THAT OF JUST TRYING TO
CREATE A DIFFERENT CULTURE THAN
IN COMMUNITY THE OUTCOME IS
LIKELY TO BE THAT.
AND A WANT TO REMIND YOU OF A
QUOTE THAT IS ALWAYS ATTRIBUTED
TO EINSTEIN BUT THEY SAID HE
DIDN'T SAY IS AND THAT IS WE
CANNOT SOLVE A PROBLEM WITH THE
SAME THINK USED TO CREATE IT SO
NOW WHAT KIND OF OPPORTUNITY DO
WE HAVE?
MANY CAMPUS LEADERS IN STEM ARE
FUNDED BY THE NATIONAL SCIENCE
FOUNDATION AND NIH.
WE NEED THOSE AGENCIES TO
BASICALLY SAY WE WANT TO
RESEARCH YOUR BEST WORK BUT TO
GET THE BEST WORK WE HAVE TO
HAVE IT DONE IN AN INCLUSIVE
ENVIRONMENT SUPPORTED BY ALL THE
PEOPLE AROUND YOU.
IT ISN'T JUST THE RESEARCH.
IT'S THE ENVIRONMENT IN WHICH
THE RESEARCH IS BEING DONE.
WITH THAT I'LL TURN MYSELF OVER
TO DR. BERNARD AGAIN IN CASE SHE
WANTS TO CHALLENGE ME ON ANY OF
THE THINGS OR HAVE ME EXTEND ON
ANY OF THE THINGS.
>> THANK YOU, DR. MALCOLM.
WE DO HAVE 1:41 SECONDS.
>> ALL RIGHT, GO FOR IT.
>> I'M GOING ASK YOU A QUESTION
THAT WILL TAKE LONGER THAN THAT
TO ANSWER BUT HOW NIH AND AAAS
CAN EFFECTIVELY COLLABORATE
AROUND PROGRAMS LIKE SEA CHANGE
AND OTHER DEIA EFFORTS YOU HAVE
GOING ON.
>> WELL, THAT WILL TAKE A LONG
TIME TO ANSWER BUT LET ME SAY
THIS.
WE HAVE AN INSTITUTE PART OF SEA
CHANGE.
AND THE FOCUS OF THAT INSTITUTE
IS CAPACITY BUILDING.
PEOPLE NEED TO BE INTRODUCED TO
THE PROGRAMS THAT WORK AND
INTRODUCED TO EFFECTIVE
PRACTICE.
THAT'S ONE MAJOR PIECE.
THE OTHER THING IS THE ALIGNMENT
OF THE SIGNALS WE ARE SENDING IS
GAI THING.
WE'RE SENDING THE SAME SIGNAL IN
FACT EXCELLENCE IS DIRECTLY
CONNECTED TO EQUITY, DIVERSITY,
INCLUSION AND ACCESSIBILITY AND
IF WE WANT EXCELLENT RESEARCH
AND ADVANCE SCIENCE AND DO THE
BEST WORK WE HAVE TO IN FACT
THINK IF THE ENVIRONMENT IN
WHICH THE RESEARCH IS BEING DONE
AND MOVE TOGETHER TO TRY TO
CHANGE THAT ENVIRONMENT.
>> I WAS OFF ON MY TIMING AND WE
HAVE A FEW MORE MINUTES.
IN YOUR MIND, WHAT INSTITUTION
SUPPORTS OR RESOURCES NEED TO BE
IN PLACE FOR CO COHORT HIRES TO
BE SUCCESSFUL IN RECRUITMENT.
>> PEOPLE NEED MENTORING.
THEY HAVE TO GET THE STRAIGHT
STORY AND THEY NEED TRANSPARENCY
THEY NEED TO GET FEEDBACK ON
WHAT THEY'RE DOING AND HOW WELL
THEY'RE DOING IT.
AND RELATIONSHIP ARE TRUSTING.
THAT'S WHAT THING I FOUND IT'S
SO OPAQUE WHAT GETS YOU PROMOTE
AND SO OPAQUE ABOUT WHAT THE
EXPECTATIONS ARE AND I THINK
BEING ABLE TO SPEAK TOGETHER AND
FIND SOMEONE WHO IS OPEN TO THE
IDEA OF COLLABORATION AND DOING
RESEARCH TOGETHER AND HAVING
THAT REINFORCED AND HAVING IT AS
A PART OFF THE WAY THE TENURE
DECISIONS ARE MADE IN FACT IT'S
NOT JUST ABOUT MONEY YOU BRING
IN IN GRANTS AND NOT JUST ABOUT
THE NUMBER OF PUBLICATIONS WHERE
YOU PUBLISH OR SINGLE AUTHOR
PUBLICATIONS, IT'S AN EXPANDED
VIEW AND A MORE HOLISTIC VIEW OF
WHAT IT IS TO CONSTITUTE
SCHOLARSHIP THAT RELATES TO
TEACHING AND NOT JUST BEING
MENTORED BUT MENTORING AND
RELATES TO THE KIND OF
INNOVATION AND INTERDISCIPLINARY
DRIVERS OF SCIENCE.
>> THANK YOU.
WITH THAT I THINK EVERYONE CAN
SEE WHY DR. MALCOLM IS BEING
RECOGNIZED AS A LIVING LEGEND.
I REALLY APPRECIATE YOUR TIME IN
OPENING THIS UP AND I THINK
WE'RE GOING TO TRANSITION TO OUR
PANEL.
>> THANK YOU.
>> I'M NOW PLEASED TO INTRODUCE
OUR THIRD PANEL OF SPEAKERS,
THEY'LL BE ADDRESSING RESOURCE
NEEDS FOR COHORT RECRUITMENT AND
PROFESSIONAL DEVELOPMENT.
THIS INCLUDES DR. SPERO MANSON,
DR. BETH MEYERAND AND DR. JOANN
TREJO AND MICHELLE CAMACHO AS AN
REACTANT.
I'LL GIVE TIME CUES.
DR. MANSON IS THE DISTINGUISHED
PROFESSOR OF PUBLIC HEALTH AND
PSYCHIATRY AND DIRECTS THE
CENTERS FOR AMERICAN INDIAN AND
ALASKAN MENTAL HEALTH AND
OPERATES THE COLORADO SCHOOL OF
PUBLIC HEALTH AT THE UNIVERSITY
OF COLORADO'S DENVER AUSCHWITZ
MEDICAL CENTER.
IT'S A WONDERFUL EXPERIENCE WITH
OUTSTANDING NATIVE AMERICAN ART
THROUGHOUT THE BUILDING.
I'LL NOW TURN IT OVER TO
DR. MANSON WHO WILL ELABORATE ON
RESOURCES NEEDED.
>> IN THE WORDS OF MY PEOPLE,
YOU KNOW US AS THE CHIPPEWA
WELCOME AND IF I MAY HAVE THE
NEXT SLIDE.
MY REMARKS ARE ABOUT THE
RESOURCES REQUIRED INITIALLY AND
ULTIMATELY TO BE MOBILIZED IN
SUSTAINING THE RESEARCH CAREERS
OF UNDER REPRESENTED AND
DISADVANTAGED SCIENCES WE SEE IN
THE SCIENTIFIC WORKFORCE.
LET ME BEGIN BY NOTING IN MY
EXPERIENCE OVER THE LAST 45
YEARS I'VE BEEN IMPRESSED BY THE
VIRTUAL SILENCE OF MOST OF OUR
CAREER DEVELOPMENT PROGRAMS WITH
THE UNDER PINNING QUERIES OR
CONCEPT DRIVE AND FUEL THE
CHOICE OF THE RESOURCES WE
EMPHASIZE AND INVEST AND
MOBILIZE OVER TIME.
ONE OF THE FIRST RESOURCES IS TO
HAVE THE SUCCESSFUL LASTING
PROGRAM IS EYE CONCEPTUAL
FRAMEWORK AND AND WE DEVELOP AND
EXPAND WITH RESPECT TO OUR WORK
WITH EARLY STAGE AND MIDDLE
STAGE INVESTIGATORS.
I'VE PROVIDED REFERENCES IN THE
LITERATURE AND YOU CAN GO MORE
DEEPLY INTO THESE MODELS.
MY TALK WILL EMPHASIZE MY
EXAMPLES TO OPERATIONALIZE THIS
MODEL.
THERE'S TWO PROGRAM EXAMPLES
I'LL DRAW ON.
THE NATIVE DEVELOPMENT PROGRAM
AND GRANT WRITING AND MAXIMIZING
HEALTH OPPORTUNITIES EXPERIENCE
PROGRAM.
BOTH FUNDED BY VARIOUS
INSTITUTES AT THE NATIONAL
INSTITUTES OF HEALTH.
THE FORM OF THE NATIVE
INVESTIGATOR PROGRAM BEGAN IN
1997 AND THE GRANT PROGRAM
GUMSHOE CONTINUED IN 2014
THROUGH TODAY.
FIRST OFF, WHEN WE TALK ABOUT
COHORT, WE OFTEN THINK OF
RECITING INDIVIDUALS TO THE SAME
PHYSICAL PLACE TO A GIVEN
INSTITUTION.
WELL, THIS PARTICULAR MODEL HAD
BEEN ATTEMPTED THROUGH THE
ROBERT WOOD JOHNSON FOUNDATION
AND OTHER YEARS IN BRINGING THE
SCHOLARS YOUNG, INVESTIGATORS TO
A CENTRAL INSTITUTION PREPARING
THEM WITH THE SKILLS NECESSARY
AND THE PROGRAMS WERE NOT
SUCCESSFUL LARGELY BECAUSE THEY
REQUIRED COMMITMENTS AND
INTRODUCED DEMANDS INTO THE
LIVES OF THE YOUNG PEOPLE.
WE ADOPTED A MODEL WHERE THE
PROGRAMS ARE DISTRIBUTED ACROSS
THE COUNTRY AND BROUGHT TOGETHER
IN WAYS TO HAVE COHERENCE IN A
LEARNING COMMUNITY.
AND WE'VE MET FACE TO FACE AND
THERE'S SECTIONS FROM TECHNIQUES
AND PROCEDURES TO PROPOSAL
PREPARATION AND ULTIMATELY HOW
TO ADMINISTER PERSONAL COMPRISED
OF PROJECT STAFF.
ADDITIONAL COMPONENTS ARE
MENTORING INTERACTIONS AND
DR. MALCOLM EMPHASIZES MENTORING
AND THERE'S FOUR MEMBERS.
THE PRIMARY MEMBER IN THIS CASE
WAS OFTEN AMERICAN INDIAN OR
ALASKAN NATIVE AND PARTNERING
THE MENTEE WITH THE INDIVIDUAL
IN THE MENTORING TEAM TO
TRANSLATE FOR THE OTHER MEMBERS
OF THE TEAM DOING COMMUNITY
BASED WORK.
A SECONDARY MENTOR THAT HAD A
COMPLIMENTARY SET OF SKILLS AND
STATISTICAL MENTOR AND THE LAST
ONE WAS IMPORTANT BECAUSE THE
MAJOR SKILLS REQUIRED IN OUR
OPINION AND EXPERIENCE IS THE
ABILITY TO EFFECTIVELY COMMUNITY
AND TRANSLATE THE NATURE OF THE
WORK TO AUDIENCES AND
PEER-TO-PEER SUPPORT.
AND THEY EMPHASIZE SECONDARY
ANALYSIS AND ACCESS TO THE DATA
SETS AND THE DATA COLLECTION
THEMSELVES.
THE LATTER POSES PARTICULAR
CHALLENGES IN SHORT-TERM
PROGRAMS OF THIS NATURE SPANNING
18 TO 24 MONTHS AND THERE'S
COMMUNITY REVIEW AND APPROVAL,
IRB REVIEW AND APPROVAL,
ETCETERA.
WE HAVE BEEN ABLE TO SUPPORT
56MDs AND Ph.D.s AND THESE KINDS
OF TEACHERS WE WERE ABLE TO
RETAIN 91% OF THEM OVER THE
TWO-YEAR TRAINING CYCLE AND 24
OF THE 56 HAVE BEEN TENURED AT
THEIR RESEARCH UNIVERSITY.
THEY'VE ACQUIRED SEVERAL HUNDRED
MILLION DOLLARS OF AND THE OTHER
OUTCOMES YOU SEE HERE.
NEXT SLIDE.
GUM SHOE OUTCOMES.
WE HAD 101 MDs AND Ph.D.s.
92% WERE UNDER REPRESENTED IN
RURAL EARLIER STAGE
INVESTIGATORS OR 14 AMERICAN
ALASKAN NATIVE AND 72% SUBMITTED
RESEARCH GRANTS TO NIH AND OTHER
SPONSORS OF EXTERNAL RESEARCH.
40% OF THOSE WERE FUNDED AND GUM
SHOE AND THE PARTICULAR
INSTRUCTOR HAS BEEN INCORPORATED
INTO A VARIETY OF PILOT STUDIES
ACROSS OUR NIH-SPONSORED CENTERS
TODAY.
WE HAVE SOUGHT TO ESTABLISH A
LEARNING COMMUNITY AND CONDUCTED
SOCIAL NETWORK ANALYSIS IT
ILLUSTRATES THROUGH THE VARIOUS
NODE THE THICKNESS OF THE NODE
HOW THE LEARNING COMMUNITY WAS
ESTABLISHED AND GREW OVER TIME.
SO WE SEE INDIVIDUAL MENTORS AND
MENTEES WORKING COLLABORATIVELY
LONG TERM AND THERE'S A SENSE OF
LONGEVITY AND DURABILITY TO THE
RELATIONSHIPS AND DEVELOPED THE
LEARNING COMMUNITY.
ONE OF THE KEYS TO SUCCESS THAT
REFLECT THE CRITICAL
CHARACTERISTICS OF MENTORS WITH
NIH OR RO1 OR CENTER RELATED
FUNDING THERE'S AN INVOLVEMENT
OF NATIVE AND NON-NATIVE
SCIENTISTS AS ROLE MODELS AND
EXPERIENCED IN MENTORING AND BE
CON DENECTS TO SPONSORS AND ARE TOO
IN POSITIONS OF LEADERSHIP.
CHARACTERISTICS.
OF THE TRAINEES THEMSELVES, THEY
HAVE ADOPTED AND MASTERED MEANS
OF REFLECTING ON THEIR OWN
SELF-EFFICACY IN CIRCUMSTANCES.
THEY HAVE THE ABILITY TO TAKE
THE PERSPECTIVE OF OTHERS WITH
WHOM THEY'RE WORK AND ARE
CAPABLE OF BOTH EXPERIENCING AS
WELL AS GIVING CONSTRUCTIVE
CRITICISM.
WE REFER TO THIS AS TOUGH LOVE
IN TERMS OF THE MENTOR-MENTEE
RELATIONSHIP AND THEY'VE HAD
ADEQUATE PREPARATION AND
CONCRETE PERSONALLY RELEVANT
TERMS.
THIS NOTION OF THE PERSONAL
RELEVANCE THAT IS IMPORTANT AND
AGAIN EMPHASIZING THE SKILLS AND
MAXIMIZING LEARNING
OPPORTUNITIES.
CRITICAL FEATURES OF THE PROGRAM
ITSELF.
ABILITY TO PROVIDE CLARITY AND
EXTENSIVE STRUCTURE REGARDING
THE EXPECTATIONS LINKED TO SHORT
AND LONG-TERM GOALS.
THE ABILITY TO STRESS DEAD
LINES, ACCOUNTABILITY AND THE
FACT THAT AN INDIVIDUAL IS
INTERLOCKED WITH THE COURSES OF
OTHER INDIVIDUALS, MENTEES AND
MENTORS AND EFFECTIVENESS IN
TIME MANAGEMENT AND EMPHASIZING
GROUP WORK AND TAKE CHALLENGES
AND OPPORTUNITIES AND ADDRESS
TENSIONS THAT ARISE IN TERMS OF
PROFESSIONAL, PERSONAL GOALS AND
ULTIMATELY PREPARING
PARTICIPANTS FOR THE REALITY OF
COMMUNITY-BASED PARTNERSHIPS,
STRATEGIES FOR OUTREACH AND
DISSEMINATION OF FINDINGS UNDER
SCORING DR. MALCOLM'S EARLIER
OBSERVATION.
COMMUNITYING THE VALUE OF
COLLABORATION AND TRANSLATING
THIS INTO POLICY.
ULTIMATELY RECOGNIZING MENTORING
IS A LIFE LONG PROCESS AND IS AN
OBLIGATION AS WELL AS PRIVILEGE
AND TRAINEES ARE LASTING
SCHOLARLY LEGACY.
SO IN CLOSING, THE CHALLENGE HAS
BEEN INTERESTING IN THESE TIMES.
WE'LL HAVE TO LOOK TO OTHER
MODALITIES BUT I THINK MANY
EXAMPLES OF SUCCESS IN
ORCHESTRATING THESE KINDS OF
CAREER DEVELOPMENT PROGRAMS AND
RESOURCES AND MOBILIZING THEM
FOR THE BENEFIT OF MENTEES AND
MENTORS ALIKE IS POSSIBLE AND
CAN BE SUCCESSFUL.
I'D LIKE TO ACKNOWLEDGE MY
COLLEAGUE, FROM WASHINGTON STATE
UNIVERSITY FOR THE MINI GRANT
PROGRAM AND MENTEES AND MENTORS
IN THE COMMUNITY HOST THIS WORK
AND SERVED AS THE GUIDES FOR OUR
MENTEES OVER TIME.
THANK YOU.
>> THANK YOU IT, DR. MANSON.
WE'LL TRANSITION TO DR. BETH
MEYERAND.
A FACULTY MEMBER IN THE
DEPARTMENTS OF BIOMEDICAL
ENGINEER AT UNIVERSITY
WISCONSIN-MADISON AND PROVOST
AND PART OF HER ROLE IS CAMPUS
CLUSTER HIRE PROGRAM.
THE PODIUM IS YOURS.
>> THANK YOU FOR THE OPPORTUNITY
TO SPEAK.
I'LL GIVE A BRIEF OVERVIEW OF
OUR PROGRAM AT WISCONSIN TO GIVE
YOU CONTEXT TO UNDERSTAND THE
Q&A PORTION OF THIS SESSION.
SO AT WISCONSIN, WE'VE HAD A
CLUSTER HIRE PROGRAM SINCE 2018
AND CAMPUS IS AUTHORIZED 25
CLUSTERS ACROSS THE BIOLOGICAL
PHYSICAL AND SOCIAL SCIENCES AND
HUMANITIES.
SO IT COVERS ALL TYPE OF
SCHOLARSHIP ON OUR CAMPUS.
EACH ONE OF OUR CLUSTERS IS
COMPOSED OF AT LEAST THREE
FACULTY MEMBERS AND EACH CLUSTER
IS GIVE THE SAME DOLLAR AMOUNT
TOWARDS SALARIES AND EACH
CLUSTER IS EXPOSED OF AT LEAST
THREE FACULTY.
WE HAVE SOME FOUR FACULTY
CLUSTERS WHERE THE SALARY LINES
ARE LOWER FOR EACH CLUSTER
THERE'S A CEILING IN SALARY AND
WE HAVE 45 FACULTY IN OUR
CLUSTERS AND THE PROGRAM IS
STILL ONGOING SO WE HAVE 20
POSITIONS CURRENTLY UNFILLED AND
THE CLUSTER HIRE PROGRAM WAS ON
HOLD DURING THE PANDEMIC LAST
YEAR THERE WAS NO HIRING
HAPPENING.
THIS YEAR WE'RE MOVING THROUGH
OUR NEXT PHASE OF CLUSTER
HIRING.
OUR OVERALL GOAL FOR OUR CLUSTER
HIRE PROGRAM IS TO IMPROVE OUR
INSTITUTIONAL EXCELLENCE BY
BREAKING DOWN SILOS,
RE-ALLOCATING RESOURCE TO
BENEFIT THE WHOLE INSTITUTION
BECAUSE THE CLUSTERS ARE
INTERDISCIPLINARY AND WE WANT TO
ATTRACT INNOVATIVE
NON-TRADITIONAL SCHOLARS.
I SHOULD MENTION THAT OUR
CLUSTER HIRES HAVE TO INVOLVE
DIFFERENT SCHOOLS AND COLLEGES
WITHIN A CLUSTER.
YOU CAN'T HAVE ONE CLUSTER
WITHIN THE SAME SCHOOL OR
COLLEGE OR SAME DISCIPLINE.
I WANT TO GIVE YOU AN IDEA OF
OUR PROCESS.
THIS SPEAKS TO THE IMPORTANCE OF
PERSONNEL RESOURCES TO ESTABLISH
AN EFFECTIVE COHORT MODEL OR
CLUSTER HIRE PROGRAM.
OUR PROCESS IS DRIVEN VERY MUCH
BY OUR FACULTY.
IT BEGINS BY A CALL GOING OUT TO
ALL FACULTY AT THE UNIVERSITY
FOR CLUSTER IDEAS AND IT'S
REALLY IMPORTANT AT THE VERY
BEGINNING FOR FACULTY TO VET THE
CLUSTERS BY THEIR LOCAL DEANS
OFFICES BECAUSE THESE CLUSTERS
ARE TO BE PERMANENT FACULTY
LINES AND CENTRAL CAMPUS PAYS
FOR THE FACULTY LINES IN THE
BEGIN AND THE SCHOOL AND COLLEGE
TAKES OVER A HIGHER AND HIGHER
PERCENTAGE OF THE FACULTY LINE.
IT'S ESSENTIAL THE DEANS AGREE
THE IDEA FOR THE CLUSTER IS
SOMETHING THE DEAN OR DEANS WANT
TO MOVE FORWARD.
THE PROVOST APPOINTS A 10-PERSON
CLUSTER COMMITTEE.
VERY INTERDISCIPLINARY.
AND THEY LOOK TO INCREASE
FACULTY DIVERSITY.
THE RELEVANCE TO THE UNIVERSITY
MISSION, POTENTIAL FOR SUCCESS
AND THE QUALITY OF THE PROPOSAL
ITSELF.
SO THE COMMITTEE REVIEWS THE
CLUSTER PROPOSALS.
A POOL OF FINALISTS IS SUBMITTED
TO THE CHANCELLOR PROVOST AND
DEAN AND MAKE THE FINAL
DECISIONS WHICH CLUSTERS WILL BE
FUNDED AND THEY IDENTIFY A LEAD
DEAN FOR THE CLUSTER.
THE LEAD DEAN APPOINTS A SEARCH
COMMITTEE AND THE COMMITTEE IS
TASKED WITH IDENTIFYING
CANDIDATES WHO MEET THE NEED OF
THE CLUSTER AS WELL THE
POTENTIAL TENURE HOME DEPARTMENT
OF THE INDIVIDUAL.
THERE'S MULTIPLE TENURE HOMES
FOR A SINGLE CANDIDATE AND MAY
BE IN DIFFERENT SCHOOLS AND
COLLEGES.
SO THERE HAS TO BE GOOD
COMMUNICATION BETWEEN THEM
DURING THE ENTIRE RECRUITING
PHASE.
SO THE LEAD DEAN OVERSEES THAT
PROCESS.
WHEN THE SEARCH COMMITTEE
IDENTIFIES ITS CHOICE THE TENURE
HOME DEPARTMENT HAS TO VOTE IN
FAVOR OF THE CLUSTER CANDIDATE.
AT WISCONSIN, OUR DEPARTMENT
EXECUTIVE COMMITTEES HOLD ALL
THE POWER FOR THE HIRING
DECISION.
SO YOU CAN IMAGINE THERE COULD
BE SEVERAL DIFFERENT DEPARTMENTS
THAT COULD BE TENURE HOMES SO
WHEN WE HAVE A CLUSTER HIRE
CANDIDATE VISITING OUR CAMPUS
THEY HAVE A LONG VISIT.
IT COULD BE MULTIPLE DAYS
VISITING FACULTY IN THE
POTENTIAL TENURE HOMES AND IT'S
LIKELY YOU'D HAVE MULTIPLE
DEPARTMENTS HAVING THE VOTE
AMONG THEIR EXECUTIVE COMMITTEE
WHETHER OR NOT AT THE WANT TO
HIRE THE CLUSTER HIRE CANDIDATE
WHO WILL ULTIMATELY CHOOSE WHICH
DEPARTMENT IS MOST APPROPRIATE
FOR THEIR TENURE HOME.
THE LEAD DEAN AND CLUSTER HIRE
SEARCH COMMITTEE CHAIR AND THE
DEPARTMENT CHAIR DEVELOP AN
OFFER LETTER FOR THE CANDIDATE
AND THERE'S START-UP COSTS.
OUR PROGRAM ONLY COVERS SALARY
NOT START UP COSTS.
THE SCHOOL AND DEPARTMENT NEED
RESOURCES BEFORE THEY PROPOSE
THYING -- THESE NEEDS AND THEY
MAKE MAKE GOALS EXPLICIT AT THE
START AND DEVELOP SUPPORTING
STRATEGY TO ACHIEVE THOSE GOALS
IN THE BEGINNING.
FOR EXAMPLE, THESE COULD INVOLVE
EXPANDING RECRUITMENT AND
FOCUSSING ON DISCIPLINES WHERE
DIVERSITY IS MORE PREVALENT.
THAT COULD BE INVOLVING THE
CHOICE OF THE CLUSTER HIRE
PROPOSAL AND THEY'LL WANT TO PUT
THAT TOGETHER IN A DISCIPLINE
WHERE ONE MIGHT EXPECT A MORE
DIVERSE POOL OF FACULTY
CANDIDATES AND MAKE SURE THE
PROCESS IS AS OPEN AS POSSIBLE
TO GET A DIVERSE GROUP OF
CANDIDATES AND IMPORTANT TO
START WITH EARLY BUY IN WITH
DEPARTMENT DEANS AND CHAIRS AND
THE IDEA DOES NO GO IF THEY'RE
NOT INTERACTING WITH THE CHAIR
AND DEAN TO MOVE IN THE PROCESS
THEY MAY HAVE AN EXCITING
CLUSTER HIRE IDEA AND FIND OUT
IT'S NOT A FOCUS OF HIRING FOR
ANY DEPARTMENTS ON CAMPUS AND
ALSO NOT A FOCUS OF HIRING FOR A
DEAN OR SCHOOL OR COLLEGE.
THERE'S A LOT OF WORK AND
CONVERSATION UP FRONT.
WE WANT TO ENGAGE FACULTY
MEMBERS AND FOLLOW THE LEAD OF
PROFESSORS SINCE SILOS MAY FORM
WITHOUT THEIR BUY IN.
YOU DON'T WANT IT ASSUME ONE
SCHOOL OR COLLEGE WILL BE
INTERESTED WITHOUT ASKING A
LARGE NUMBER OF FACULTY IN THAT
SCHOOL OR COLLEGE AND MAKING
CERTAIN THAT COULD BE A GOOD
HOME FOR THE FACULTY NUMBER IN
THE CLUSTER.
IT'S ALSO IMPORTANT TO ESTABLISH
CLEAR EXPECTATIONS FOR THE
CLUSTER HIRE FACULTY FROM THE
BEGINNING.
FOR EXAMPLE, HOW THEY'LL BE
EVALUATED FOR PROMOTION AND
TENURE AND WHAT RESOURCES ARE
AVAILABLE TO THEM AND SOMETHING
TO KEEP IN MIND WHEN THE FACULTY
MEMBERS ARE ON CAMPUS.
I SERVED AS CHAIR FOR THE
BIOMEDICAL DEPARTMENT FOR YEARS
AND HAD A NUMBER OF CLUSTER
FACULTY MEMBERS IN OUR
DEPARTMENT SO ON DAY ONE I WAS
MEETING WITH THOSE MEMBERS MAKE
SURE THEY UNDERSTAND THE TENURE
CRITERIA AND HOW THEIR IDAHO --
THEIR IDENTITY AS A CLUSTER FITS
IN AND WE GIVE AN INCENTIVE TO
ENGAGE IN THE INTERDISCIPLINARY
RESEARCH IN THE LONG RUN.
WE ALSO HAVE ESTABLISHED AN
INFRASTRUCTURE TO SUPPORT
INTERDISCIPLINARY COLLABORATION.
THIS IS THE COHORT MODEL AND WE
HOLD REGULAR EVENTS ON CAMPUS TO
HAVE IN FORMAL SOCIAL NETWORKING
AMONG MEMBERS OF THE CLUSTER AND
COLLABORATORS.
WE ALSO COMMUNITY THE VALUE OF
OUR CLUSTER HIRE PROGRAM TO
STAKEHOLDERS ACROSS CAMPUS SO
THE SHORT-TERM SACRIFICES CAN BE
SEEN AS LONG-TERM INVESTMENTS
FOR THOSE FACULTY MEMBERS.
AND IT WAS CRITICAL FOR US TO
DEVELOP A PLAN TO SUSTAIN THE
PROGRAM THROUGHOUT LEADERSHIP
CHANGES AND OUR CAMPUS CHAIRS
ROTATE EVERY THREE TO SIX YEAR
AND IT WAS IMPORTANT TO PUT IN
STRUCTURES LIKE EMBEDDING
STRATEGIC PLANS CLUSTER HIRE
PROGRAMS.
AND ALSO OBTAINING EXTERNAL
FUNDING COMMITMENTS FOR THE
LONGEVITY OF THE CLUSTERS.
I WANTED TO END FROM A QUOTE
THE WALL STREET JOURNAL IN
CLUSTERS IN INDUSTRY AND
APPROPRIATE FOR ACADEMIA AND IT
SAYS CLUSTER HIRING OFFERS AN
ALTERNATIVE TO MISTAKES AND SOME
STILL HIRE SEPARATELY WITHOUT
INVESTIGATING HOW WELL THEY
MIGHT WORK WITH OTHERS.
SOME CONTINUE TO HIRE FOR
CULTURE OR FIT WHICH CAN BE A
GREAT WAY TO CRUSH DIVERSITY AND
BREED A TOXIC CULTURE.
IN THE END, I THINK THE POINT IS
THIS, MAYBE THE BEST WAY TO
ASSEMBLE A GREAT TEAM IS TO LET
THE TEAM ASSEMBLE ITSELF.
SO I WILL END THERE AND I THANK
YOU FOR YOUR ATTENTION.
>> THANK YOU, DR. MEYERAND AND I
LOVE THE CLOSING QUOTE.
OUR NEXT SPEAKER IS DR. JOANN
TREJO PROFESSOR IN THE
DEPARTMENT OF PHARMACOLOGY IN
U.C. SAN DIEGO AND VICE
CHANCELLOR OF FACULTY AFFAIRS
AND RESEARCHER AND ACCOMPLISHED
EDUCATOR RECOGNIZED FOR HER
MENTORING AND INNOVATIVE LEADER
AND ACTIVELILY ENGAGED AT
ENHANCING DIVERSITY IN THE
WORKFORCE LOCALLY AND
NATIONALLY.
I'LL GIVE THE PODIUM TO YOU.
>> WONDERFUL.
CAN YOU HEAR ME, SEE ME?
>> YES, THANK YOU.
>> THANK YOU.
SO THANK YOU FOR THE
INTRODUCTION.
IT'S A PLEASURE TO BE PART OF
THIS FORUM TO DISCUSS U.C. SAN
DIEGO HEALTH SCIENCE EFFORT FOR
DIVERSITY AND INCLUSION.
SCIENCES AT U.C. SAN DIEGO HAS
THE SCHOOL OF MEDICINE, SCHOOL
OF PHARMACY AND THE SCHOOL OF
PUBLIC HEALTH.
I'M GOING TO HIGHLIGHT OUR
INITIATIVES PROGRAMS AND
PROCESSES THAT HAVE HAD A
POSITIVE IMPACT ON OUR UNDER
REPRESENTED FACULTY RECRUITMENT,
SUCCESS AND SATISFACTION.
AN INSTITUTIONAL CLUSTER HIRE
WAS CONDUCTED IN 2019 FIRST ONE
DONE WITHIN THE HEALTH SCIENCES
AND THESE ARE PROGRAMS THAT
ADDRESS KEY BARRIERS TO FACULTY,
RETENTION, SUCCESS AND
SATISFACTION.
THESE INCLUDE A LACK OF CLARITY
AROUND PROMOTION AND TENURE AND
LACK OF MENTORSHIP AND GUIDANCE
AND CAREER DEVELOPMENT AND
IMPORTANTLY LACK OF ACCESS TO
COMMUNITY AND NETWORK.
THEN I'LL SHOW YOU DATA FROM OUR
ASSESSMENT AND ANALYSIS THAT
INDICATE THESE PROGRAMS ARE
WORKING AND THEY SPECIFICALLY
MEASURE OUR HEALTH SCIENCES
UNDER REPRESENTS FACULTY QUALITY
OF MENTORSHIP AS WELL AS
INSTITUTIONAL MORALE INCLUDING
CLIMATE INCLUDING MORALE AND
PERCEPTIONS OF THE ENVIRONMENT
PARTICULARLY FOR UNDER
REPRESENTED FACULTY.
SO AS I MENTIONED IN 2019-2020U
UCSD HAD A RECRUITMENT OF
PROMISING FACULTY TO THE
SCIENCES AND THE GOAL IS TO
BUILD A MORE DIVERSE FACULTY AND
A COMMUNITY OF SCHOLARS TO
ENHANCE OUR ACADEMIC AND
RESEARCH MISSION.
THE PROGRAM WAS OPEN TO ANY
ACADEMIC UNIT IN HEALTH SCIENCES
INCLUDING DEPARTMENTS AND
DIVISIONS IN PHARMACY AND SCHOOL
OF PUBLIC HEALTH AND THEY WERE
OPEN TO NEW FACULTY WITH A
STRONG PREFERENCE FOR RECRUITS
AT THE ASSISTANT PROFESSOR
LEVEL.
WE USED TWITTER, LINKEDIN TO
HAVE A BROAD REACH TO UNDER
REPRESENTED FACULTY.
WE ALSO INTERACTED AND CONNECTED
WITH NETWORKS THAT HAVE HIGH
UNDER REPRESENTED SCIENTIST
REPRESENTATION INCLUDING THE
UNIVERSITY OF CALIFORNIA
PRESIDENT'S PROGRAM AND THE
LEADERSHIP INSTITUTE AND THE
SCHOLARS, ETCETERA.
SO FROM THIS A PRETTY BROAD
OUTREACH AND RECEIVES
APPLICATIONS FROM CANDIDATES.
60% WERE FEMALE AND 56% WERE
UNDER REPRESENTED.
THE SECOND STEP WAS THEN TO
CONVENE A SEARCH COMMITTEE.
THE SEARCH COMMITTEE INCLUDED 12
HIGH LEVEL FACULTY MEMBERS
REPRESENT OF THE OF ACROSS
SCIENCES 63% FEMALE AND THEY
RANKED AND VIEWED THE
APPLICATIONS BASED ON THE IMPACT
OF THEIR SCHOLARSHIP AND 15 OF
THE APPLICATIONS WERE DISCUSSED.
FROM THE APPLICATIONS WE MADE
OFFERS TO FIVE CANDIDATES AND
FOUR ACCEPTED AND WERE HIRED
THROUGH TUCSD AND THE FIRST WAS
BETWEEN THE DEPARTMENT OF
PEDIATRICS AND THE DIVISION OF
BIOLOGICAL SCIENCES.
THIS WAS A NEW PROCESS THAT MORE
COMMON THAN NOT AT UCSD WHERE
MANY FACULTY WERE HIRED BETWEEN
HEALTH SCIENCES AND THE GENERAL
SCIENCES AND THE SECOND WAS IN
THE DEPARTMENT OF PSYCHIATRY AND
ONE IN THE DEPARTMENT OF
RADIATION MEDICINE APPLIED
SCIENCES WITH A JOINT
APPOINTMENT IN THE SCHOOL OF
PUBLIC HEALTH AND THE FINAL
CANDIDATE IN THE SCHOOL OF
PHARMACY.
ONCE THERE THEY JOIN THIS
PROGRAM AND IT WAS OPEN TO
CLUSTER HIRES AND ALL UNDER
REPRESENTED FACULTY WITHIN THE
HEALTH SCIENCES.
THIS INITIATIVE WAS STARTED IN
2017 WHEN WE WERE AWARDED A
RENEWAL FOR THE HISPANIC CENTER
OF EXCELLENCE.
THIS IS A PROGRAM AND THE
INITIATIVE IS TO PROVIDE
EDUCATIONAL AND TRAINING
OPPORTUNITIES THAT FOCUS ON
INCREASING UNDER REPRESENTED
FACULTY RECRUITMENT AND
RETENTION.
OUR PROGRAM GOALS ARE TO CREATE
A MORE DIVERSE AND ENGAGED
FACULTY TO IMPROVE FACULTY
RECRUITMENT AND RETENTION,
ENHANCE CAREER DEVELOPMENT AND
INCREASE THE SENSE OF COMMUNITY
AND BELONGING THROUGH CULTURALLY
RESPONSIVE METRICS.
THIS IS ADMINISTERED THROUGH THE
OFFICE OF FACULTY AFFAIRS AND I
DIRECT THE PROGRAM WITH DR.
DR. VIVIAN RESNIK AND PART OF
OUR PROGRAM WE STARTED IN 2017
WAS TO EXPAND TO ALL UNDER
REPRESENTED HEALTH SCIENCES
FACULTY THAT WERE NEWLY HIRED
WITHIN ONE TO TWO YEARS OF
COMING.
THERE'S CAREER DEVELOPMENT
PLANNING AND UTILIZES AN IDP
INITIATED AFTER INTERVIEWING
WITH FACULTY DIRECTORS AND
ENHANCE ACADEMIC PROMOTION.
THE PARTICIPANTS ENGAGE IN
WORKSHOPS CONDUCTED BY THE
ACADEMIC FAIRS UNITS AND THEN
ATTEND OTHER WORK SHOPS AND
ACADEMIC PROMOTION.
THE UNDER REPRESENTED FACULTY
ARE MENTORED BY SENIOR FACULTY
AND DEVELOP CORE AREA PROJECTS
RELATE ARE ED -- RELATE ARE ED --
RELATED TO TEACHING AND
DEVELOPMENT AND IMPACT DEIA AT
UCSD AS WELL AS THE LOCAL AND
NATIONAL COMMUNITY AND ENGAGE IN
MENTORSHIP BEING PAIRED WITH
SENIOR FACULTY AS WELL AS NEAR
PEER MENTORS.
THE HCOE MENTOR POST-DOC
RESIDENTS AND FELLOWS AND HAVE A
PROGRAM SPECIFICALLY FOR MEDICAL
STUDENTS SO THIS IS A TWO-YEAR
PROGRAM.
THEY RECEIVE $10,000 A YEAR AND
MENTORS AND OTHER FACULTY
PARTICIPANTS RECEIVE SMALL
STIPENDS OR THEIR INVOLVEMENT IN
THE PROGRAM.
HERE'S THE HCOE -- THERE SHOULD
BE OUR FACULTY ARE ABLE TO
ENGAGE AND DEVELOP CRITICAL
ACADEMIC SKILLS.
SO THE HCOE PROGRAM SERVES AS AN
ORIENTATION PROGRAM TO GET THEM
ORIENTED SO THEY UNDERSTAND WHAT
THEY NEED TO WORK ON TO ENHANCE
THEIR CAREER SUCCESS.
FOR PROFESSIONAL DEVELOPMENT
THEY PARTICIPATE IN THE NCLAM,
THIS IS A 16 WEEK PROFESSIONAL
DEVELOPMENT PROGRAM WITH WORK
SHOPS THAT COVER A VARIETY OF
TOPICS RELATED TO CAREER
PROFESSIONAL DEVELOPMENT AND
WORK WITH SENIOR FACULTY MENTORS
TO DEVELOP A CONTRACT FOR
RESEARCH AND DEVELOPMENT AND
GRANT WRITING AND PARTICIPATE IN
THE GRANT WRITING COURSE AND CAN
PARTICIPATE IN THE SUMMER
INSTITUTES, NIH-FUNDED PROGRAMS
WE HAVE AT UCSD THAT BRING
INDIVIDUALS FROM OUTSIDE THE
INSTITUTION TO UCSD FOR RESEARCH
DEVELOPMENT AND GRANT WRITING.
THEY PARTICIPATE IN MENTORSHIP
TRAINING AND LEADERSHIP TRAINING
THROUGH THE OPPORTUNITIES TO
PARTICIPATE IN A NUMBER OF
ACTIVITIES SUPPORTED BY THE
INSTITUTION.
THE OUTCOMES ARE QUITE GOOD.
WE HAVE 68% OF ELIGIBLE FACULTY
PARTICIPATING AND MANY RECEIVED
GRANTS AND RECEIVED LEADERSHIP
POSITIONS AND HAVE TRAINED A
NUMBER OF UNDER REPRESENTED
MENTEES.
THIS IS IMPORTANT.
I WANT TO GET TO MY DATA.
THE QUANTITATIVE ANALYSIS OF OUR
INITIATIVES AND PROGRAMS ON
QUALITY OF MENTORING FOR THE
GREATEST INCREASE IN QUALITY OF
MENTORING RECEIVED WAS GREATEST
FOR OUR UNDER REPRESENTED
FACULTY FROM 2017 TO 2019 IT
IMPROVED.
THEN FOR THE IMPACT ON
INSTITUTIONAL CLIMATE YOU CAN
SEE THERE WAS A SUBSTANTIAL
INCREASE IN MORALE FOR UNDER
REPRESENTED FACULTY AND THIS IS
THE KEY POINTS ARE COMMENTS
FROM OUR PARTICIPANTS THAT FOUND
NETWORK AND MEETING OTHER
FACULTIES AND MENTORS CREATED A
SENSE OF COMMUNITY ESPECIALLY
FOR FEMALE FACULTY WAS A
TRANSFORMATIONAL CAREER CHANGE
AND THEY HELPED WITH CAREER
DEVELOPMENT AND PEER MENTORS
WHICH TEND TO BE MORE DIVERSE
HELPED THEM WITH THE HOW-20s HO
HOW-TOs AND THIS SHOWS A LIST OF
RESOURCES WE HAVE ACQUIRED OR
HAVE ACCESS TO.
THE CLUSTER HIRE WAS SUPPORTED
BY THE INSTITUTION THERE WERE
HIRING LINES SUPPORTED BY THE
INSTITUTION AND MATCHING FUNZ
-- FUNDS FOR START UP PACKAGES.
FOR THE FACULTY DEVELOPMENT
PROGRAMS THE KEY HCOE PROGRAM IS
SUPPORTED BY HRSA AS A FIVE-YEAR
GRANT AND INSTITUTIONAL SUPPORT
THAT PROVIDES MATCHING FUNDS
THAT ALLOWS US TO DO MORE WITH
OUR DOLLARS.
FACULTY DEVELOPMENT DOLLARS ARE
SUPPORTED BY THE INSTITUTION AS
WELL AS ADDITIONAL FUNDING THAT
CAN BE RECEIVED FROM THE NIH.
ASSESSMENT AND EVALUATION IS
MOSTLY SUPPORTED BY CORE FUNDING
WITH A LITTLE BIT OF MONEY FROM
THE NIH AND I'LL STOP THERE.
THANK YOU VERY MUCH.
>> THANK YOU SO MUCH, DR. TREJO.
WE'RE NOW GOING TRANSITION TO
OUR REACTANT AND WE
PROPOSITIONED EACH REACTANT WHO
WERE PARTICIPANTS IN OUR
DECEMBER PANEL IT WOULDN'T BE A
HEAVY LIFT BUT IT IS KIND OF
BECAUSE THERE'S SO MUCH
EXCELLENT MATERIAL SHARED NOW.
DR. CAMACHO, THANK YOU FOR
TAKING THIS ON.
SHE'S PROFESSOR AT THE
UNIVERSITY OF SAN DIEGO IN THAT
ROLE FOR 20 YEARS OR BEEN AT THE
UNIVERSITY OF SAN DIEGO TO YEARS
AND COMPLETED A ROTATION AT THE
NATIONAL SCIENCE FOUNDATION AS A
VISITING SCIENTIST AND ACTING
DEPUTY DIVISION DIRECTOR IN THE
EDUCATION AND HUMAN RESOURCES
DIRECTORATE.
SHE WILL DISCUSS THE NSF ADVANCE
GRANT AT THE UNIVERSITY OF SAN
DIEGO AS AN EXAMPLE OF THE
SUCCESSFUL COHORT HIRING MODEL
FOR WOMEN OF COLOR IN STEM.
THANK YOU TO OUR SPEAKERS AND TO
THE NIH FOR HOSTING THIS
IMPORTANT TOPIC.
>> I WANT TO BEGIN BY SAYING HOW
INSPIRATIONAL DR. MALCOLM'S
PRESENTATION WAS.
I WANT TO NOTE A COUPLE OF THE
IMPORTANT THINGS WERE THE
IMPORTANCE OF INTERSECTIONALITY
AND CONSIDERING THE WHOLE PERSON
EQUITY MEMBERS BRING TO THEIR
ROLES.
THE IMPORTANCE OF FINDING
COMMUNITY AND BELONGING BECAUSE
THAT'S INTEGRAL TO RETENTION AND
AND IN TERMS OF THINKING ABOUT
CAMPUS CLIMATE IT'S NOT JUST THE
STRUCTURES WE HAVE TO PUT INTO
PLAY TO SUSTAIN STRUCTURES AND
BRING ABOUT CHANGE.
ONE KEY THEME ALL THREE
PRESENTERS FOCUSSED ON THAT LED
TO THE SUCCESS OF THEIR COHORT
MODELS HAS TO DO WITH THE
IMPORTANCE OF MENTORSHIP.
I WANTED TO START WITH
DR. MANSON'S PRESENTATION WHAT
IS UNIQUE ON THE MODEL IS THE
SCIENCE WRITING MENTOR AND A
STATISTICAL MENTOR.
THE APPROACH IN BRINGING FORWARD
THE ELEMENTS A MENTOR CAN NEED
IN TERMS OF THIS BEING KEY AND
IT INVOLVES A HIGH INVESTMENT OF
RESOURCES.
THROUGH THE PROGRAMS THAT
DR. MANSON MENTIONED THE NATIVE
INVESTIGATOR DEVELOPMENT PROGRAM
AND THE GRANT WRITING PROGRAM
GUM SHOE YIELD A HIGH RETURN IN
HIGH EXTERNAL DOLLAR AMOUNTS BUT
IN TERMS OF THE LONG-TERM
RETENTION OF THOSE FACULTY
MEMBERS.
THE THIRD THING WANT TO MENTION
ABOUT THE AWARD THAT'S UNIQUE
ABOUT THE PROGRAM IS THE FOCUS
ON THE HOLISTIC APPROACH IN
SUPPORTING FACULTY MEMBERS AND
HAVING THEM ENGAGE IN THOSE
EXERCISES IN CONSIDERING
SELF-REFLECT, PERSONAL GROWTH,
THE RELEVANCE OF THEIR WORK AND
TIED TO THAT THE VALUE OF
PROVIDING STRATEGIES FOR
COMMUNITY-BASED PARTNERSHIPS.
OFTEN FACULTY OF COLOR, WE HAVE
DEEP CONNECTIONS AND
RESPONSIBILITIES TO THE
COMMUNITIES WE SERVE AND THOSE
WE REPRESENT.
TO HAVE THAT EMBEDDED IN THE
MENTORSHIP PROCESS IS INTEGRAL
BECAUSE IT DOES ADD ANOTHER LAIR
OF SERVICE AND LEADERSHIP TO THE
WORK WE BRING TO THE
INSTITUTION.
SO PROVIDING THOSE STILL SETS
DOES ENRICH THE MENTORSHIP
PROCESS.
AND REALLY PROVIDES A STRONG
BASE FOR THE LIFE COURSE THAT A
SCHOLAR WILL BE CONTRIBUTING TO
THEIR HOME CAMPUS.
NEXT I'LL TURN TO
DR. DR. MEYERAND'S PRESENTATION
WHICH IS EXCITING IN TERMS OF
THE STRATEGY AND OVERALL
APPROACH THAT IS BROUGHT IN
ACROSS THE INSTITUTION WITH THE
INTENTION TO BREAK DOWN THE
SILOS AND ATTRACT
NON-TRADITIONAL SCHOLARS AND THE
CROSS DISCIPLINARY APPROACH AND
THERE'S THE IDEA OF CONVERGENCE
AND RESEARCH AND THE IMPORTANCE
OF HOW CROSS-DISCIPLINARY
TRANS-DISCIPLINARY TRANSLATIONAL
IDEAS CAN ENRICH OUR APPROACH TO
SCIENCE AND BUILD UPON THE
KNOWLEDGE WE ALREADY HAVE.
I LOVE THE COHORT APPROACH
ADDRESSES THAT DIRECTLY BY
BRINGING IT IN AND WANT TO
ADDRESS POINTS INTEGRAL TO THE
SUCCESS.
ONE THING DR. MEYERAND MENTIONED
NUMEROUS TIMES IS THE POINT
ABOUT BUY IN.
FACULTY BUY IN IS PART OF THE
PROCESS EARLY ON.
SO FACULTY ARE ASKED FOR IDEAS
TO CONTRIBUTE WHAT THE CLUSTER
THEMES MIGHT BE.
THAT IS COUPLED WITH THE
STRUCTURED CRITERIA AND BRINGING
IN EXPERTS WHO WILL SERVE ON
THOSE CROSS-CAMPUS COMMITTEES
AND SO THAT PIECE I HAVE SOME
QUESTIONS BECAUSE OFTEN THERE
CAN BE FACULTY RESISTANCE.
SO A QUESTION FOR BETH TO THINK
ABOUT HOW HAS YOUR CAMPUS DEALT
WITH THOSE INSTANCES OF
RESISTANCE YOU SPLAY -- MAY HAVE
ENCOUNTERED.
A KEY ELEMENT MENTIONED BY
DR. MEYERAND IS THE ISSUE OF
ACCOUNTABILITY.
YOU DIDN'T SAY IT EXACTLY IN
TERMS OF ACCOUNTABILITY BUT
THERE'S AN ASSIGNMENT OF A LEAD
DEAN PUT INTO PLACE TO OFFER
GUIDANCE IN TERMS OF HOW THAT
CLUSTER WILL BE ORGANIZED.
THE LITERATURE SHOWS WHEN WE
EMBED ACCOUNTABILITY WE HAVE A
GREATER LIKELIHOOD
>> AND U.C. SAN DIEGO IN
ATTRACTING THE
POOL TO FEED THAT POOL OF
APPLICANTS.
THAT'S A WONDERFUL MECHANISM FOR
THINK HOW YOU'LL CONTINUE TO
REPLENISH THE PIPELINE.
AND THEN WHAT WAS ALSO UNIQUE
ABOUT DR. TREJO'S PRESENTATIONIS
AND HAVING THE NATIONAL CENTER
FOR LEADERSHIP AND ACADEMIC
MEDICINE SERVING AS A SOURCE AND
PROVIDING THE GRANT WRITING
COURSE AND THE FACULTY MENTOR
TRAINING PROGRAM.
HAVING THOSE STRUCTURES IN PLACE
TAKES A LOT OF THE ONUS OFF
INDIVIDUAL MENTORS AND ALLOWS
FOR A MORE DISTRIBUTED MODEL.
AND FINALLY ONE OF THE OTHER
ADDITIONAL STRATEGIES THAT HAS
BEEN PROVEN TO BE VERY EFFECTIVE
ACROSS THE NATION HAS BEEN IN
THE ABSENCE OF DIVERSE
LEADERSHIP ON A CAMPUS TO USE
THE STRATEGY OF BRINGING IN
EXTERNAL VISITING SCHOLARS,
EXTERNAL LEADERS TO SERVE
PERHAPS FOR A QUARTER OR FOR THE
YEAR SO THEY CAN SERVE IN THAT
ROLE NOT ONLY TO PROVIDE THAT
KIND OF MENTORSHIP AND HAVE THE
VISIBILITY AND TO DIG DEEP INTO
THE CULTURALLY RESPONSIVE
MENTORSHIP CAPABILITY DR. TREJO
MENTIONED AS INTEGRAL FOR
SERVING FACULTY MEMBERS WHO ARE
HIRED IN IN A DIVERSE CLUSTER.
THANK YOU.
>> THANK YOU SO MUCH,
DR. CAMACHO.
AND I'LL ASK ALL TO PLEASE TURN
YOUR CAMERAS ON IF FEASIBLE.
WE'RE HAVING SOME TECHNICAL
DIFFICULTIES.
IT MAY TURN OUT THIS IS MORE
LIKE A RADIO SHOW THAN A
TELEVISION SHOW.
WE'LL SEE HOW THE TECH TREATS
US.
WE HAVE SEVERAL QUESTIONS AND
HAVE ABOUT 45 MINUTES TO TRY TO
GET THROUGH ALL OF THESE.
I'M GOING TO START OFF WITH A
QUESTION FOR EVERYONE.
THE ORDER IN WHICH I'LL ASK YOU
TO RESPOND IS THE ORDER YOU
PRESENTED.
SPERO, I HOPE YOU DON'T MIND
I'LL USE YOUR FIRST NAME, SPERO,
BETH AND JOANN AND MICHELLE.
HOW DOES ONE ENSURE THE
LONG-TERM SUSTAINABILITY OF
CLUSTER HIRES.
>> OUR EXPERIENCE HAS NOT BEEN
IN CLUSTER HIRES BUT COHORT
HIRES AND COHORT FOCUS.
I THINK THERE CAN BE A
DIFFERENCE BETWEEN THE TWO.
OUR EXPERIENCE HAS BEEN
UNDERTAKI
UNDERTAKING ROI, RETURN ON
INVESTMENT AND WE USUAL SOCIAL
NETWORK ANALYSES TO LOOK AT THE
EVOLUTION OF A LEARNING
COMMUNITY.
SO TOO RESPECT TO THE ECONOMICS
OF THESE KINDS OF INVESTMENTS,
THE TERM INVESTMENT ANALYSIS I
THINK PIONEERED BY THE
UNIVERSITY OF MICHIGAN WITH
RESPECT TO THE CAREER
DEVELOPMENT PROGRAMS WERE
IMPORTANT IN DEMONSTRATING WHAT
THE INPUTS ON CAN BE MONETIZED
WITH VARYING DEGREES OF
CONFIDENCE AND WHAT THEY RESULT
IN IN TERMS OF THE ACCRUED
EXTERNAL SPONSORS OF RESEARCH
AND THE ABILITY TO RETAIN
FACULTY OVER TIME WHICH HAS A
MONETARY VALUE AND THE EXTENSION
AND COLLABORATION WITH OTHER
INSTITUTIONS WHICH MULTIPLY THE
FORCE OF THEIR IMPACTS,
ETCETERA.
I THINK THOSE KINDS OF RETURN ON
INVESTMENT ANALYSIS ARE
IMPORTANT AND SERVE TO JUSTIFY
THE INVESTMENTS WE MAKE IN SUCH
ISSUES.
>> IN TERMS OF COST
EFFECTIVENESS AND
SUSTAINABILITY, FOR US IT'S
CLUSTER HIRING I THINK IT GOES
BACK TO BUY IN AT THE DEPARTMENT
AND DEANS LEVEL.
THIS SPEAKS TO DR. CAMACHO'S
QUESTION ABOUT INSTANCES OF
RESISTANCE OF FACULTY AND HAVING
A DEPARTMENT FOR A TENURE HOME
FOR A CLUSTER FACULTY MEMBER AND
THE EXECUTIVE COMMITTEE NEEDS TO
VOTE TO BE LISTED AS A POSSIBLE
TENURE HOME BEFORE THE POSITION
IS EVEN ADVERTISED OR PUT FORTH
IN THE PROCESS AT ALL.
SO THE DEPARTMENT AND DEAN'S
OFFICE WILL BE HAVING PRETTY
INTENSE CONVERSATIONS ABOUT
FINANCES.
SO COULD THEY AFFORD TO PAY FOR
START-UP AND OTHER MAYBE SPACE
RENOVATION COSTS OR ANYTHING FOR
POTENTIAL CLUSTER HIRE FACULTY
MEMBERS AND SPEAKS TO
SUSTAINABILITY.
THEY'LL ONLY BE LISTED IN THE AD
AS A POTENTIAL HOME IF THEY MADE
THE COMMITMENT ON DAY ONE TO DO
EVERYTHING NECESSARY TO SEE THE
FACULTY MEMBER THRIVES DURING
THEIR FACULTY CAREER.
>> UCSD ONE OF THE KEY ASPECTS
IS TO DO THIS ACROSS THE
INSTITUTION AND I THINK THAT'S A
KEY AND WE SPLIT THE COST OF
START-UP PACKAGES, FTE AND
FACULTY HIRING.
I THINK FOR SUSTAINABILITY MY
EXPERIENCE WAS PROOF OF SUCCESS
WE CAN RECRUIT HIGH QUALITY, TOP
NOTCH UNDER REPRESENTED
INVESTIGATORS.
THAT WAS EN LIGHTENING FOR OUR
LEADERSHIP AND FACULTY AND
THERE'S INITIATIVES TO MOVE
FORWARD WITH ADDITIONAL CLUSTER
HIRES.
>> THANK YOU, MICHELLE.
>> I'M GOING TO OFFER A
DIFFERENT PERSPECTIVE.
THINKING ABOUT THE LONG-TERM
BENEFITS IT'S VERY IMPORTANT TO
HAVE A FOCUS ON STAINSABILITY OF
THE PROJECT OVER THE LONG TERM.
WHEN WE HAVE CONSIDER THE HIGH
COST OF FACULTY MEMBERS AND
BRIDGING IN NEW RECRUITMENT AND
START-UP PACKAGE FUNDS ALLOCATED
IN THE PROCESS OF NEW HIRES,
IT'S REALLY RESOURCE INTENSIVE.
HAVING A STRONG PROGRAMMING AND
PREPARING THE DEPARTMENT CHAIRS
TO THINK CRITICALLY ABOUT THE
RETENTION PROCESS AND HOW THEY
CAN SUPPORT FACULTY MEMBERS
HOLISTICALLY MAY INCLUDE DUAL
CAREER PROGRAMMING ELEMENTS IN
PLIS FOCUSES ON THE -- AND THE
CAPACITY FOR DEPARTMENT CHAIRS
AND DEANS TO UNDERSTAND WHY IT'S
CRITICAL AND OFFICIAL FOR THE
CAMPUS AND RESEARCH TO HAVE
DIVERSE CLUSTERS OF FACULTY ON
CAMPUS IS CRITICAL.
>> THANK YOU.
SHIRL
SHIRLEY.
>> I'LL GIVE A PERSPECTIVE
THAT'S PROBABLY YOU NEVER HEARD
OF.
THAT IS BECAUSE I'M A TRUSTEE OF
TWO INSTITUTIONS AND CHAIR THE
FINANCE AND FACILITIES COMMITTEE
OF ONE OF THOSE IT INSTITUTIONS
AND SERVE ON THE FINANCE
COMMITTEE OF THE OTHER ONE.
AS A TRUSTEE, WE LOOK AT A
LONGER TIME HORIZON.
WE HAVE TO UNDERSTAND WHO MAY BE
LEAVING AND WILL THEY MOVE TO
EMERITUS AND ARE THERE PEOPLE
WHO AREN'T BEING AS PRODUCTIVE
AS THEY MIGHT BE WHO MIGHT BE
INTERESTED IN A BUYOUT OR IN A
PHASED RETIREMENT BECAUSE IT HAS
TO BE TAKEN IN A LARGER CONTEXT
YOU'RE CONFIGURING THE FACULTY.
I THINK WHEN YOU THINK OF IT IN
THAT WAY YOU THINK IT IN THE
LONGER TERM AND AROUND ISSUES OF
SUSTAINABILITY.
ANYBODY YOU BRING IN YOU NEED TO
BE ABLE TO POSITION THEM TO BE
SUCCESSFUL FOR A LOT OF REASONS
NOT THE LEAST OF WHICH IS YOU
CAN GET A BAD REPUTATION FOR
BEING A REVOLVING DOOR AND
THERE'S THE ISSUE IT'S CHEAPER
TO KEEP 'EM AND HELP THEM BE
SUCCESSFUL.
COMING AT THIS FROM A DIFFERENT
PERSPECTIVE AT A GOVERNANCE
LEVEL WHAT ARE THE APPROPRIATE
FIDUCIARY THINGS WE DO IN TERMS
OF RESOURCE ALLOCATION TO HELP
UNDER SCORE AND DRIVE HOME TO
THE ADMINISTRATION THE WAY THAT
WE NEED THEM TO THINK ABOUT
FACULTY.
>> THANK YOU VERY MUCH.
ALL IMPORTANT VIEW POINTS AND
IMPORTANT TO LOOK AT IN
DIFFERENT WAYS.
SO THIS IS A QUESTION THAT CAME
IN FOR DR. MANSON BUT I'D LIKE
TO HEAR EVERYONE ADDRESS IT AND
KIND OF TOUCHING ON SOMETHING WE
IN THE OFFICE ARE THINKING ABOUT
AND WE'LL START EVERYBODY TO
COMMENT.
DO YOU THINK DISTRIBUTED
CLUSTERS WITH VIRTUAL REALITY
MEETINGS WILL BE SUSTAINABILITY
AFTER THE PANDEMIC?
THIS COULD REDUCE COST FOR
PARTICIPANT AND ALLOW SCALE UP.
SPERO, DO YOU WANT TO START WITH
THAT ONE?
>> WE'VE BEEN FORTUNATE TO HAVE
HIGH RETENTION AND NOT ONLY AS
DR. CAMACHO POINTED OUT BUT THE
MODALITY OF UNDERTAKING THE
EFFORTS AND A HYBRID MODEL IS
WHAT I THINK WE'LL END UP MOVING
TOWARDS.
I'M DEEPLY CONCERNED AS WE THINK
ABOUT CLUSTER MODELS THAT FOCUS
ON A SPECIFIC INSTITUTION AND
LIMITED GEOGRAPHIC AREA WE NOT
FORGET OUR YOUNGER SCHOLARS LIVE
IN A BROADER UNIVERSE OF
RELATIONSHIPS AND HAVE TO LOOK
TO ALL MEANS AVAILABLE TO US TO
CONTINUE TO EXPAND AND SUPPORT
THOSE KINDS OF INTERACTIONS AND
VIRTUAL PLATFORMS SERVE THAT
NEED.
AND I'M ALSO IMPRESSED THERE'S
CREATIVE AND INNOVATIVE WAYS TO
EMPLOY THESE VIRTUAL PLATFORMS
IN WAYS THAT TWO AND A HALF
YEARS AGO WE WERE NOT EVEN AWARE
OF.
THINKING HOW TO ALTER ONE'S
PRESENTATION IN TERMS OF A
POSTER OR BE MORE ENGAGING AND
BLEND WRITTEN AND SPOKEN
NARRATIVES.
THESE KINDS OF THINGS.
I BELIEVE WE'RE GOING SEE MORE
OF AN EMPHASIS ON A HYBRID
APPROACH BLENDING MODALITIES
THAT BLEND AND COMPLIMENT ONE
ANOTHER AND BELIEVE IT WILL
BRING ABOUT GREATER EFFICIENCIES
AND COST SAVINGS WITH MINIMAL
LOSS TO THE OUTCOMES OF INTEREST
TO US.
>> WE HAVE THREE NIH FUNDED
FACULTY DEVELOPMENT PROGRAMS IN
CARDIOVASCULAR SCIENCES AND
NEUROSCIENCES AND INFECTIOUS
DISEASES AND MODELLED AFTER THE
NHLBI PROGRAMS.
WE BRING IN INDIVIDUALS SIX TO
EIGHT IN THE PROGRAMS EVERY
SUMMER AND CONVERT TO THE
VIRTUAL PLATFORM.
I AGREE.
IT WAS CHALLENGING BUT THERE ARE
A LOT OF BENEFITS FOR HAVING THE
VIRTUAL PLATFORM AND WE'LL GO
FORWARD WITH THE HYBRID PLATFORM
AND MAKES IT MORE ACCESSIBILITY
FOR THOSE WITH FAMILY AND CARE
GIVING RESPONSIBILITIES.
IN ADDITION TO THE COST
SAVERINGS I THINK IT WILL BE
MORE -- SAVINGS I THINK IT WILL
BE MORE ACCESSIBLE BUT THERE'S
BENEFIT FOR IN PERSON
INTERACTIONS AS WELL.
>> I WANT TO RAISE A COUPLE
ISSUES.
IT BEGINS TO HELP YOU IN
ADDRESSING ISSUES OF SPOUSAL
HIRES OR PARTNER HIRES CAN BE A
REASON FOR NOT RETAINING PEOPLE
OR NOT BEING ABLE TO RECRUIT
PEOPLE IN THE FIRST PLACE AND
NOT BEING ABLE TO RECRUIT PEOPLE
INTO PLACES YOU WANT WHERE THE
GEOGRAPHY ISN'T WORKING FOR YOU.
THEN HAVE YOU POPULATIONS IN
SMALL NUMBERS ESPECIALLY WHEN
YOU GET TO THE INTERSECTIONAL
SPACE AND HOW DO YOU BEGIN TO
WORK ACROSS PLACES YOU MIGHT
WANT TO WORK ACROSS WHEN YOU
DON'T HAVE MULTIPLES OF THESE
PEOPLE ROAMING AROUND.
ARE THERE WAYS THEY CAN IMAGINE
PUTTING THEMSELVES TOGETHER BUT
WE ALSO HAVE EXAMPLES OF
RESEARCH CENTERS, FOR EXAMPLE,
THAT ARE LOCATED IN VARIOUS
PLACES THE SAME CENTER.
NOW, I THINK I THOUGHT ABOUT THE
FIRST THING THAT CAME TO MY MIND
WAS LIGO BASED AT CAL TECH BUT
HAD OPERATIONAL PIECES WERE IN
LOUISIANA AND WASHINGTON STATE.
AND THEN IT BROUGHT IN
INTERNATIONAL PARTNERS EN OTHER
PLACE.
SO WE CAN DO THAT IN TERMS OF
BEING IN PLACES WE CAN ALL WORK
TOGETHER AND DO IT IN ORDER TO
MAXIMIZE OUR MAXIMIZE OUR
UTILIZING OF PEOPLE IN FIELD
SMALL OR COMING FROM
POPULATIONS.
>> THANK YOU, ANY OTHER
COMMENTS?
>> I WOULD LIKE TO ADD DATA
DISPLAY OF THE NETWORK ANALYSIS
DR. MANSON SHOWED DURING HIS
PRESENTATION WAS SO POWERFUL
SUGGESTING THE DISTRIBUTED MODEL
CAN BE NOT ONLY BENEFICIAL FOR
T
THE WORK OF THE SCHOLAR BUT
GROWING THE NETWORK OVER TIME.
INCREASINGLY WE'LL SEE THE
DISTRIBUTED MODELS BECAUSE ALL
OF US HAVE BECOME MORE AT EASE
IN THIS HYBRID CONTEXT BUT
THERE'S POTENTIAL FOR NEW
PUBLICATIONS TO FOCUS ON WHAT
THE BEST PRACTICES ARE WHAT THE
LAND MINES MIGHT BE AND AT THE
BEGINNING OF UNDERSTANDING WHAT
THE POTENTIAL WILL BE.
WE'VE ALWAYS BEEN STRONG
PROPONENTS OF COLLABORATIONS AND
INCREASINGLY BECOMING PART OF
DIFFERENT PARTS OF LEARNING
COMMUNITIES WHICH HAVE BEEN
DISTRIBUTED AND NOW I THINK
THERE'S SO MUCH RICH POTENTIAL
FOR THINKING ABOUT WHAT THAT
WILL LOOK LIKE IN TERMS OF
SUPPORTING EBIA INITIATIVES.
>> A NOTE ON SPOUSAL RECRUITMENT
AND WE'VE BEEN MARRIED 30 YEARS
AND HAVE BEEN COLLEAGUES.
WE'VE NEVER LIVED IN THE SAME
HOUSEHOLD.
SHE LIVES IN WASHINGTON STATE
AND I LIVE IN COLORADO AND THANK
GOD FOR VIRTUAL PLATFORMS AND
IT'S ENABLED US TO HAVE A
MARRIAGE AND COLLABORATIVE
RELATIONSHIPS OVER TIME SO IT IS
POSSIBLE.
I DON'T RECOMMEND IT.
>> I IMAGINE A LOT OF FREQUENT
FLYER MODELS AS WELL.
WE'LL BE BLOGGING EITHER TODAY
OR TOMORROW ABOUT THE PLAN TO DO
ALL OF OUR CONFERENCES AND
SEMINARS THROUGH 2022 BECAUSE
WE'RE SEEING DATA SHOWING LARGER
NUMBERS OF WOMEN AND INDIVIDUALS
FROM UNDER REPRESENTED GROUPS
WHO HAVE BEEN ABLE TO
PARTICIPATE IN SCIENTIFIC
MEETINGS DURING THE PANDEMIC.
WE NEED TO CONTINUE TO GATHER
THE DATA PARTICULARLY IF ONE
GOES TO A HYBRID MODEL WHICH
WOULD MAKE A LOT OF SENSE, HOW
COMING IN REMOTELY AREN'T SECOND
CLASS CITIZENS?
IT SOUNDS LIKE HAVE YOU A LOT OF
EXPERIENCE WITH THAT SPERO AND
OTHERS.
HAPPY TO HEAR DISCUSSION AND
THOUGHTS AND LOOKING FORWARD TO
SEEING MORE DATA.
WHAT ARE BEST PRACTICES FOR
ONBOARDING FOR CLUSTER COHORTS
AND HOW CAN THEY BE FOR PLACES
OUTSIDE THE UNIVERSITY AND
PEOPLE ARE CONCERNED ABOUT THAT
ISSUE.
WE'LL START WITH YOU, BETH.
>> AT WISCONSIN, OUR CLUSTER
HIRE COMMITTEE MEETS WITH THE
CHAIR OF THE RECEIVING
DEPARTMENTS FOR OUR CLUSTER HIRE
AND HAVE THAT KIND OF
CONVERSATION ABOUT HOW
ONBOARDING IS GOING TO TAKE
PLACE AND WHERE THE CLUSTER
FACULTY SPACE IS GOING TO BE IF
THE MEMBER WILL HAVE SPACE IN
TWO DIFFERENT DEPARTMENTS
THEY'LL ASK HOW TO GET BETWEEN
THE SPACES AND HOW IS SPACE DONE
IN THE DIFFERENT DEPARTMENTS
MAKING SURE THE FACULTY MEMBER
WILL BE AWARE OF INCREASE SPACE
OR BUY EQUIPMENT THEY'RE BEING
INTRODUCED TO DIFFERENT
ADMINISTRATORS IN THE DIFFERENT
DEPARTMENTS AND GOING THROUGH A
SET OF QUESTIONS RELATED TO
ONBOARDING AND SETTLING THE
FACULTY MEMBER IN.
AT WISCONSIN THE CLUSTER HIRE
COMMITTEE IS A CRITICAL PART OF
OUR ENTIRE PROCESS IN MONITORING
THE FACULTY MEMBERS' PROGRESS
AND ESTABLISHING THEM ON CAMPUS.
THEY HAVE THE SAME LIST OF
QUESTIONS ASKING FOR ON BOARDING
EVERY FACULTY MEMBER THEY'LL ASK
OF THE RECEIVING DEPARTMENT.
THAT'S BEEN SUPER HELPFUL WE'RE
NOT LEAVING IT UP TO CHANCE OR
FOR THE FACULTY MEMBER TO BE
HAVING TO SHOULDER THE
RESPONSIBILITY OF GOING TO
DEPARTMENTS AND KNOWING WHAT
THEY DON'T KNOW OR WHAT QUESTION
TO ASK AND THEY'RE A NEW FACULTY
MEMBER AND WE KNOW THE DIFFERENT
CHALLENGES THEY MIGHT ENCOUNTER
HAVING JOINT APPOINTMENTS IN
DIFFERENT SCHOOLS AND COLLEGES.
THEY'RE TRYING TO SMOOTH THE
PATHWAY FOR THE NEW HIRES.
>> THAT'S A PRIMARY PURPOSE.
AT UCSD ONE THE THE CHALLENGE IS
FACULTY UNDERSTANDING WHAT THEY
NEED FOR PROMOTION AND TENURE.
WE HAVE SIX DIFFERENT FACULTY
APPOINTMENT SERIES AND MANY
UNDER REPRESENTED COME IN IN A
CLINICAL VERSUS ANOTHER WAY AND
THE PROGRAM COULD BE AN
ONBOARDING PROGRAM WHERE THEY
LEARN ABOUT FACULTY PROMOTION
AND ADVANCEMENT BUT ALSO LEARN
FROM PEERS THE OTHER CHALLENGE
AND STRUGGLINGS AND THE
MENTORING IS INVALUABLE.
THEY'RE INDIVIDUALS THAT HAVE
BEEN THROUGH THE PROCESS AND
UNDERSTAND WHAT THE CHALLENGES
AND BARRIERS ARE FOR THEM.
THAT'S THE MAJOR PURPOSE OF THAT
PROGRAM AND I THINK THE VALUE
AND BENEFIT THAT PROGRAM HAS HAD
ON OUR UNDER REPRESENTED
FACULTY.
>> EXCELLENT.
MICHELLE.
>> ONE OF THE POINTS I WANTED TO
MAKE IN TERMS OF THE RESOURCES
WHERE FACULTY MEMBERS ARE
ONBOARDED BEGINS EARLIER IN THE
PROCESS OF NEGOTIATION.
IT'S ALWAYS UNSETTLING WHEN A
FACULTY MEMBER FINDS OUT MAYBE
THEY WERE OFFERED LESS OR
NEGOTIATED LESS SUCCESSFULLY
THAN ONE OF THEIR PEERS.
ONE OF THE APPROACHES USED
SUCCESSFULLY AND COHORT OR
CLUSTER HIRES IS PROVIDING A
NEGOTIATION TEMPLATE OR START-UP
TEMPLATE SO THERE'S SOME
TRANSPARENCY IN THE PROCESS AND
TO ACCOUNT FOR WHAT SOMETIMES
CAN BE GENDER DIFFERENCE IN THE
NEGOTIATION PROCESS.
IN ORDER TO DEVELOP THE EQUITY
EARLY ON.
AND ONCE FACULTY MEMBERS ARE
THERE THE IMPORTANCE OF
FOSTERING THOSE KINDS OF
CONNECTS.
WE CAN'T JUST EXPECT THEM TO
HAVE BEEN NATURAL AND A NEAR
PEER PROGRAM AND HAVING THAT
EXIST AS A STRUCTURE AND SOURCE
TO CONNECT THE DOTS AND FIND
THEIR PLACE AND THOSE WHO LEAVE
ARE THOSE WHO FEEL ISOLATED AND
UNWELCOMED.
THOSE INTERPERSONAL CONNECTIONS
MAKE FACULTY FEEL LIKE THEY'RE
IN A PLACE WHERE THEY'RE VALUED.
>> THANK YOU.
SHIRLEY.
>> I'LL COME FROM ANOTHER PLACE
AGAIN.
I DON'T LIKE THE PROCESS WHERE
ALL THE BURDEN OF NEGOTIATION IS
PUT ON THE PERSON COMING IN.
YOU OUGHT TO HAVE BASELINES.
I NEED GUARDRAILS AND TO MAKE
SURE INEQUITIES DON'T COME IN
THE DOOR AND BUILD UP OVER TIME.
I DON'T KNOW WHETHER THAT IS
COMMON EVERYWHERE AND THE
START-UP REQUIRED TO MAKE
SOMEONE SUCCESSFUL BUT AROUND
ISSUES OF SALARY AN BENEFITS AND
WHATEVER PEOPLE HELP THEY MIGHT
NEED, I THINK PART OF ONBOARDING
NEEDS TO BE A PERSPECTIVE OF
MAINTAINING SOME LEVEL OF EQUITY
ACROSS THE GROUP AND THE OTHER
PART I WOULD RAISE IS THE
OPPORTUNITIES FOR THE NEW
INDIVIDUALS WHO ARE COMING IN TO
NOT ONLY HAVE ACCESS TO PEER
MENTORS AND HAVE SENIOR PEOPLE
TO INTERACT WITH BUT TO BE ABLE
TO INTERACT WITH EACH OTHER
BECAUSE THEY'RE TRYING TO SOLVE
A LOT OF THE SAME PROBLEMS.
WHERE CAN I LIVE I CAN AFFORD.
WHERE MIGHT BE THE PLACE TO TAKE
MY DOG TO THE VET OR BUT TO HAVE
A PLACE TO AGGREGATE THE
UNCERTAINTY AND NEEDED
KNOWLEDGE.
>> THANK YOU.
>> BETH AND SHIRLEY'S COMMENTS
SET THE CONTEXT AND I WANT TO
INTERSECT A CAUTIONARY NOTE.
FIGURE OUT THE ENVIRONMENT.
I'M IMPRESSED BY THE WRITING OF
JOHN GIBB SOMEBODY, SOCIAL
PSYCHOLOGIST FROM 1970s, HE
WROTE A WONDERFUL PIECE, HE
PRESENTED A OFFICIAL PICTURE,
IMAGINE A 6 TO 8 MONTH OLD
INFANT LEARNING TO CRAWL FACED
WITH A SERIES OF STEPS TO THE
SECOND LANDING OF THE HOME, EACH
STEP IS THREE FEET HIGH.
THAT INFANT COULDN'T POSSIBLY
NAVIGATE, REGARDLESS OF HOW
COMPETENT AS A CRAWLER.
I LIKEN STEPS TO INSTITUTIONS IN
WHICH OUR YOUNGER SCHOLARS AND
COLLEAGUES EXIST.
THE INSTITUTION BEARS AN EQUAL
RESPONSIBILITY FOR EXAMINING ON
AN ONGOING BASIS AND NOT
ACCOMMODATING BUT DEVELOPING
INFRASTRUCTURAL SUPPORTS,
PROCESS THAT WILL ALLOW THAT
YOUNG SCHOLAR TO NAVIGATE THOSE
STEPS IN A REALISTIC FASHION.
SO I JUST WANT TO -- I HAVE TO
LEAVE EARLY, I WANT TO INTERJECT
THIS IS ABOUT
PERSONAL/ENVIRONMENT INTERACTION
ACCORDING TO JOHN GIBSON AND WE
IN THE FORGET THE ROLE OF THE
INSTITUTIONAL ENVIRONMENT IN
WHICH OUR YOUNG COLLEAGUES EXIST
AND ASPIRATIONS ARE PURSUED.
>> NEXT QUESTION, IN YOUR
EXPERIENCE DO FACULTY MEMBERS
WITHIN A CLUSTER DEVELOP CLOSE
COLLABORATIONS TOGETHER?
IS POTENTIAL FOR SCHOLARLY
COLLABORATIONS WITHIN THE
CLUSTER A FACTOR IN OUR HIRING,
HOW CRITICAL IS IT FOR CLUSTERS
TO BE ACROSS DEPARTMENTS, CAN
THERE BE SYNERGY BEING PLACED IN
THE SAME DEPARTMENT?
JOANNE, WE'LL START WITH YOU.
>> YEAH, WE DON'T HAVE NEARLY AS
MUCH EXPERIENCE IN THIS AS
UNIVERSITY OF WISCONSIN.
BUT THE CLUSTER HIRE WE DID,
INDIVIDUALS THERE ARE WORKING IN
FAIRLY DIVERSE DISCIPLINES.
HOWEVER, THEY DO MEET AND THEY
DO TALK.
WHETHER IT'S LED TO, YOU KNOW,
FORMAL COLLABORATIONS, IT'S
REALLY -- RESEARCH IS QUITE
DISTINCT.
WITHIN THE HCOE PROGRAM, WHICH
COULD BE VIEWED AS A COHORT,
THERE HAVE BEEN MULTIPLE
COLLABORATIONS AMONG INDIVIDUALS
DOING ALL SORTS OF DIFFERENT
ACTIVITIES.
SO I THINK ONE OF THE VALUES AND
BENEFITS OF HAVING THE COHORT
MODEL IS TO FOSTER THOSE SORT OF
COLLABORATIONS
>> DR. MANSON SENT HIS REGRETS,
HE HAS TO JOIN A SEARCH
COMMITTEE.
MICHELE?
>> ONE OF THE THINGS I FOUND
IMPRESSIVE, I BELIEVE IT WAS IN
DR. MEYERAND'S PRESENTATION,
FACULTY ARE REWARDED FOR THEIR
PARTICIPATION IN PROGRAMMING
THROUGH THE CLUSTER.
AND SO MAKING THAT EXPLICIT AND
HAVING THAT BE RECOGNIZED AS
BEING THE RANK AND TENURE
PROCESS CAN OF COURSE ALSO BE
VERY VALUABLE.
IN MY OWN EXPERIENCE, AT THE
UNIVERSITY OF SAN DIEGO, OUR
CLUSTER WAS LARGER.
AND SO WE HAD ORIGINALLY A
CLUSTER OF EIGHT.
WHEN ONE PERSON LEFT WE STILL
HAD A ROBUST CLUSTER IN PLACE.
AND IT'S BEEN INCREDIBLE TO SEE
HOW FRIENDSHIPS EVOLVED.
A COUPLE WOMEN SCIENTISTS ARE
CO-MADRES TO EACH OTHER.
VERY A FACULTY PROGRAM,
NEIGHBORS IN CLOSE PROXIMITY,
THESE RELATIONSHIPS, WE COULD
NEVER HAVE ANTICIPATED THAT
WOULD BE ONE OF THE OUTCOMES
THAT THOSE BONDS WOULD FORM AND,
YOU KNOW, THAT THEY WOULD ALSO
TAKE OTHER NEW FACULTY MEMBERS
UNDER THEIR WINGS AND SORT OF
MODEL THE TYPE OF RELATIONSHIP
THAT HAS ALSO BEEN VERY
PRODUCTIVE AND FRUITFUL BECAUSE
THE COHORT THEME WAS ENTER
DISCIPLINARITY ACROSS STEMM.
WE'VE HAD ALL KINDS OF SUCCESS
IN THE INTERDISCIPLINARY GRANT
WRITING EFFORTS, ACROSS THE
CLUSTER PARTICIPANTS, AND IT'S
BEEN TREMENDOUSLY SUCCESSFUL IN
ITEMS OF RETAINING THE SEVEN
THAT WE ORIGINALLY -- WELL, WE
HAD EIGHT, LOST ONE BECAUSE OF A
DUAL CAREER ISSUE.
IT'S BEEN TERRIFIC.
I WOULD SAY PUTTING INTO PLACE A
WAY TO VALUE THE CONTRIBUTIONS
THAT THEY MAKE IS ESSENTIAL TO
PROGRAM.
>> DR. MALCOLM HAD TO TRANSITION
TO OTHER RESPONSIBILITIES AND
APPRECIATE WHAT SHE'S SHARED.
BETH?
>> OUR CLUSTERS ARE
COLLABORATIVE, BUT ONE NICE
BENEFIT OF OUR CLUSTER HIRE
PROGRAM INCREASED CHANCES WE'LL
BE ABLE TO SEAL THE DEAL WITH
POTENTIAL HIRES.
WE'LL LET THEM KNOW IF WE'RE
HIRING IN A CLUSTER, YOU'LL BE
HIRED AS PART OF A CLUSTER, AND
THESE ARE THE OTHER TYPES OF
FACULTY WE'RE LOOKING TO HIRE
WITH YOU IN YOUR CLUSTER.
THAT WILL ENHANCE THE EXCITEMENT
THAT THEY HAVE OF THE POSITION
AND COMING TO WISCONSIN.
NO ONE WANTS TO BE HIRED AND BE
THE UNICORN IN YOUR DEPARTMENT.
IT'S MORE EXCITING TO KNOW THAT
YOU'RE GOING TO HAVE SOME
COLLEAGUES IN YOUR DISCIPLINARY
AREA TO DO THIS EXCITING
DISCIPLINARY WORK AND THEY ARE
GOING TO ENTER WITH YOU AT THE
SAME TIME SO YOU HAVE A
READY-MADE PEER GROUP TO PUSH
THE SCHOLARSHIP FORWARD.
I TALKED TO LOTS OF DEPARTMENT
CHAIRS WHO EXPRESSED THAT
SENTIMENT, THAT IT MAKES THEIR
HIRING JOB A LOT EASIER.
ONCE THEY CAN GET THEIR TOP
CANDIDATES, THEIR CHANCES OF
THEM ACTUALLY COMING TO
WISCONSIN IS HIGHER IF THEY ARE
PART OF A CLUSTER.
>> THE FLIP SIDE, THE QUESTION
IS MUCH OF WHAT HAS BEEN
PRESENTED FOCUSES ON
IMPLEMENTING CLUSTER HIRES AND
EVALUATING GROUPS OF COHORTS.
WHAT IS BEING DONE TO TRULY
INTEGRATE THESE GROUPS AND THEIR
CULTURE INTO LEGACY FACULTY
GROUPS AN THEIR CULTURE?
THAT IS, HOW DO YOU AVOID THE
NOTION OF OUR GROUP VERSUS THEIR
GROUP?
BETH?
>> GREAT QUESTION.
THAT'S BEEN A LITTLE BIT HARDER
FOR US JUST BECAUSE OUR CLUSTERS
DO TEND TO BE SO COLLABORATIVE
WITHIN THEMSELVES.
I DON'T THINK THERE'S AN US
VERSUS THEM MENTALITY.
IT'S JUST THAT THE RESEARCH
THAT'S BEING DONE IN THE
CLUSTER, THEY ARE SO FASCINATED
WITH THEIR -- WHAT'S GOING IN
THEIR GROUP.
SOMETIMES THEY DON'T LOOK
OUTSIDE.
JUST IN GENERAL, I THINK THE
FACT THE FACULTY ARE PART OF
DEPARTMENTS WHERE THE
SCHOLARSHIP THAT THEY ARE DOING
ALREADY EXISTS ANYWAY, OR THE
DEPARTMENT WOULDN'T HAVE
SPONSORED THE CLUSTER, THAT DOES
GIVE THEM COLLABORATORS WITHIN
THEIR OWN DEPARTMENT, WITHIN
THEIR OWN UNIT, YOU KNOW, THEY
ARE NOT DISTINCTIVE IN ANY
OTHER WARE, ATTENDING FACULTY
MEETINGS, WE'RE NOT GONNA TO
HAVE IMPERMEABLE SILOS, THAT
MAKES IT EASIER.
IT'S SOMETHING DEPARTMENT CHAIRS
ARE ALWAYS TASKED WITH WHEN THE
CLUSTER HIRE COMMITTEE IS
MAKING -- GETTING THE ANNUAL
REPORT FROM THE CLUSTER EVERY
YEAR, THAT ONE OF THE QUESTIONS
THEY ASK IS INTEGRATION OF THE
CLUSTER WITHIN THE RESEARCH
FABRIC OF THE DEPARTMENT OR
UNIT.
SO IT'S SOMETHING THE DEPARTMENT
CHAIRS NEED TO BE MINDFUL OF
BECAUSE THEY ARE GOING TO GET
ASKED ON AN ANNUAL BASIS.
SO THE CHAIRS NEED TO BE MINDFUL
AND TRY TO HELP THE CLUSTER HIRE
FACULTY MEMBERS FORM CONNECTIONS
ACROSS UNITS.
MAYBE BE PART OF COLLABORATIVE
GRANTS THE CHAIRS MIGHT KNOW,
WITHIN THE CAMPUS AS A WHOLE.
SO AGAIN I THINK THE FACT WE
REQUIRE ANNUAL REPORTS FOR OUR
CLUSTERS, THEY HAVE TO FEEL THAT
THEY ARE PART OF THE FABRIC OF
THE UNIVERSITY IS IMPORTANT TOO.
AND THE FACT WE'RE ASKING FOR
THAT INFORMATION I THINK IS
HELPFUL.
>> JOANN?
THAT'S THROUGH THE SENIOR
FACULTY MEMBERS JUNIOR FACULTY
MEMBERS ARE ASSIGNED TO.
ARE SELECTED AS PART OF THEIR
AREA PROJECT DEVELOPMENT OR
PROFESSIONAL DEVELOPMENT
CONTRACT, MANY LARGE PROGRAMS
INCLUDING HCOE PROGRAM.
THOSE FACULTY TEND TO BE SENIOR
FACULTY WELL INTEGRATED INTO THE
INSTITUTION, OFTEN REALLY HIGH
PROFILE RESEARCHERS.
SO THOSE INDIVIDUALS CAN HELP
AND DO HELP THE JUNIOR FACULTY
TO CONNECT WITH OTHER
RESEARCHERS TO LEARN ABOUT
DIFFERENT TRAINING PROGRAMS OR
DIFFERENT RESEARCH CENTERS THAT
THEY WOULD BE INVITED TO JOIN.
I THINK ANOTHER WAY IN WHICH WE
FACILITATE THEIR INTEGRATION
INTO, YOU KNOW, THE DISCIPLINE
SPECIFIC OR INSTITUTION AS A
WHOLE IS THROUGH PARTICIPATION
AS FACULTY MENTORS IN THE
TRAINING PROGRAM, SO WE HAVE,
YOU KNOW, OVER 50 T32 TYPE
PROGRAMS, OTHER PROGRAMS JUNIOR
FACULTY CAN PARTICIPATE IN.
THAT BRINGS THEM INTO A
COMMUNITY THAT'S MORE
DISCIPLINE-SPECIFIC AND CAN HELP
FOSTER INTERACTIONS AND
COLLABORATIONS WITH OTHER
INDIVIDUALS.
>> MICHELE?
>> I QUESTION IS IMPORTANT NOT
JUST RESPECT TO CLUSTER AND
COHORTS BUT WHEN YOU HAVE EARLY
CAREER FACULTY HIRED IN, FOR
EXAMPLE THREE HIRED IN A SINGLE
DEPARTMENT YOU HAVE A SENSE OF
COHORT EFFECT, ARE EARLY CAREER
FACULTY MEMBERS HAVING A MEETING
BEFORE THE DEPARTMENT MEETING TO
SHARE?
OF COURSE THEY ARE.
AND SO PART OF IT I THINK IS
NATURAL TO HAVE THAT VIBRANCY
BEING EARLY CAREER AND HAVING
ALL OF THESE DIFFERENT
PROGRAMMING OPPORTUNITIES.
AND THEN HOW DO YOU FIT THEM IN
WITH THE LEGACY GROUPS.
HONESTLY, THAT IS PART OF THE
CHARGE OF THE DEPARTMENT CHAIRS
AND THE DEANS.
THAT IS PART OF THE EQUATION HOW
DO YOU BUILD A CLIMATE THAT'S
WELCOMING AND INCLUSIVE?
AND THAT NURTURING AND CARE WORK
HAS TO TAKE PLACE WITH THE
LEGACY GROUPS AS WELL.
SO THAT THERE IS A SENSE THAT
THEIR ROLE IS REALLY IMPORTANT
IN CONTRIBUTING TO THE FABRIC OF
THE OVERALL CLIMATE.
AND SO PROGRAMMING HAS TO BE PUT
INTO PLACE.
ONE OF THE MOST EFFECTIVE WAYS
OF CREATING THOSE BRIDGES IS
WITH SOME PROJECT-BASED
PROGRAMMING SO THERE CAN BE
COLLABORATIONS, WHETHER IN
SERVICE PROJECTS, COMMITTEE
WORK, YOU KNOW, DEVELOPING THOSE
RELATIONSHIPS ACROSS DIFFERENT
GROUPS AND ACROSS THE LIFE
COURSE OF FACULTY CAREER IS
REALLY IMPORTANT AND IT'S THE
DEANS ESSENTIALLY AND DEPARTMENT
CHAIRS THAT SHOULD BE
CHAMPIONING THOSE EFFORTS.
AND HAVING THAT QUESTION ON
THEIR RADAR IS ESSENTIAL.
WHEN YOU FEEL LIKE YOU'RE NOT
PART OF THE GROUP OR YOU FEEL
LIKE YOU'RE DISCONNECTED, THAT'S
WHEN THE RETENTION CHALLENGE
BECOMES REALLY MOST CRITICAL.
>> I THINK YOU ADDRESSED THIS
BUT WE'VE HAD SEVERAL QUESTIONS
COMING IN SPECIFICALLY ABOUT
WHAT SORT OF SPECIAL PROGRAMMING
SHOULD BE IN PLACE TO SUPPORT
FACULTY JUST AFTER TENURE.
SO MID-CAREER.
TO SUSTAIN THEIR RETENTION.
IF YOU CAN SPECIFICALLY ADDRESS
SUSTAINING PEOPLE AFTER THEY
HAVE GOTTEN TENURE?
>> THAT'S A REALLY GOOD
QUESTION.
CERTAINLY SOMETHING THAT'S
NEEDED.
SO, WE HAVE SEVERAL PROGRAMS
THAT HELP, YOU KNOW, MID-CAREER
FACULTY BUT THERE'S NOT A LOT OF
EMPHASIS, I WOULD SAY RESOURCES,
TARGETED TO THAT GROUP.
IT CERTAINLY IS AN AREA THAT
NEEDS TO HAVE MORE ATTENTION AND
MORE RESOURCES.
AGAIN, BECAUSE IT DEALS WITH
RETENTION ISSUE, BUT ALSO IT'S A
TIME WHEN FACULTY, YOU KNOW,
THEY HAVE ACHIEVED TENURE AND
THEN IT'S LIKE NOW WHAT?
SO, I DON'T HAVE A LOT TO
CONTRIBUTE TO THAT, AN ANSWER
FOR THAT QUESTION.
>> OKAY.
MICHELE?
>> AS SOON AS SOMEONE EARNS
TENURE AND RETURNS FROM
SABBATICAL THERE'S THE QUESTION,
YOU KNOW, GOING INTO THE NEXT
PROMOTION TO FULL PROFESSOR.
OFTEN THERE'S LACK OF
PROGRAMMING.
THERE'S A LOT OF PROGRAMMING
TYPICALLY FOR GETTING FACULTY
THROUGH THE TENURE PROCESS.
AND THEN LESS PROGRAMMING ABOUT
GETTING TO THE LEVEL OF FULL.
NATIONAL SCIENCE FOUNDATION
RECOGNIZES THAT.
WE HAVE A FAIRLY NEW PROGRAM FOR
MID-CAREER FACULTY MEMBERS
THROUGH THE DIVISION OF HUMAN
RESOURCES AND DEVELOPMENT, WHICH
IS LOCATED IN THE DIRECTORATE
FOR EDUCATION HUMAN RESOURCES SO
THERE IS THAT RECOGNITION THERE
IS A NEED AT THE MID-CAREER
PHASE TO OFFER MORE SUPPORT.
SO I THINK, AGAIN, THE
INTENTIONALITY OF LEADERSHIP,
PUTTING TOGETHER PROGRAMMING
THAT'S SPECIFIC FOR FACULTY
MEMBERS POST-TENURE IS REALLY
IMPORTANT FOR THEIR CONTINUED
PROFESSIONAL DEVELOPMENT.
ALSO BACK TO THE POINT A LOT OF
FACULTY MEMBERS ARE STARTING TO
EXPAND THEIR WINGS AND THING
ABOUT ADDITIONAL PROFESSIONAL
OPPORTUNITIES SO THEY CAN SERVE
PERHAPS IN THE ROLE OF
DEPARTMENT CHAIR OR ASSOCIATE
DEAN OR IN SOME OTHER LEADERSHIP
ROLE.
SO THERE'S ALWAYS OPPORTUNITIES
FOR PROFESSIONAL DEVELOPMENT
INTERNALLY AT A CAMPUS AND
NUMEROUS PROFESSIONAL
ASSOCIATIONS OF COURSE HAVE
THOSE KINDS OF LEADERSHIP
PROGRAM OPPORTUNITIES THAT
FACULTY MEMBERS CAN BE SUPPORTED
IN.
>> BETH?
>> WE DON'T HAVE ANYTHING
SPECIFIC FOR CLUSTER OR COHORT
BUT MY OFFICE HAS PROGRAMS FOR
MID-CAREER FACULTY.
WE RUN A MID-CAREER CHAT PROGRAM
WHICH IS ONCE A MONTH LUNCHES
WITH MID-CAREER FACULTY AND
PANEL TOPICS ON THINGS LIKE WE
JUST HAD ONE LAST WEEK WHERE THE
TOPIC WAS EXPANDING YOUR
RESEARCH PORTFOLIO.
ONCE YOU GET TENURE YOU HAVE
THIS OPPORTUNITY TO DO SOME NEW
THINGS.
HOW WOULD YOU LIKE TO DO THAT?
WE HAD SENIOR FACULTY ON THE
PANEL WHO HAD ALREADY MADE THAT
JUMP AND EXPANDED THEIR RESEARCH
IN DIFFERENT WAYS, THEY WERE
THERE TO PRESENT AND THEN TO
ANSWER Q&A AND ANOTHER TOPIC
THAT COMES TO MIND FOR THAT
MID-CAREER CHAT WAS LOOKING FOR
LEADERSHIP AND HOW TO MOVE ON TO
LEADERSHIP POSITIONS ONCE -- IF
YOU'RE MID-CAREER FACULTY
LOOKING BOTH WITHIN THE
UNIVERSITY, LOOKING TOWARD
DEPARTMENT CHAIR, ASSOCIATE DEAN
KIND OF POSITIONS TO BEING
PRESIDENT OF YOUR SCIENTIFIC
SOCIETY OR FOUNDATION.
WE HAVE THOSE AND A MID-CAREER
MENTORING PROGRAM WHERE
MID-CAREER FACULTY CAN CHOOSE TO
HAVE A MENTOR, IF THEY WANT TO
GO IN A NEW AREA.
YOU KNOW, MAYBE THEY DO WANT TO
TAKE ON ADMINISTRATIVE
LEADERSHIP AND THEY DON'T KNOW
HOW TO DO THAT.
WE WOULD PAIR THEM WITH AN
ADMINISTRATOR ON CAMPUS, MAYBE
THEY WANT TO DO DIFFERENT
TEACHING, THEY GET PAIRED THERE.
THOSE ARE THE TWO MOST POPULAR
PROGRAMS RUN THROUGH MY OFFICE,
SPECIFICALLY FOR MID-CAREER
FACULTY.
>> THANK YOU.
SO WE'RE DOWN TO OUR LAST THREE
MINUTES.
I'M GOING TO GIVE EACH OF YOU A
MINUTE TO TALK ABOUT THE TOP TWO
OR THREE THINGS YOU HOPE PEOPLE
WILL TAKE FROM THE DISCUSSION
THAT HAS JUST BEEN HELD IN THE
PANEL YOU'RE PARTICIPATING IN.
I GUESS I WILL START WITH YOU,
MICHELLE.
>> THE TOP TWO THINGS WOULD BE
ACCOUNTABILITY AND
SUSTAINABILITY.
YOU CAN INVEST A LOT OF
RESOURCES IN GETTING A PROGRAM
OFF THE GROUND BUT THERE HAS TO
BE A PERSON OR PEOPLE
RESPONSIBLE.
IT HAS TO BE FORMALIZED.
CAN'T JUST BE CONSIDERED A
SERVICE.
AND SO THERE HAS TO BE ALSO SOME
CONSEQUENCES, WHEN THERE'S A
FAILURE TO IMPLEMENT A
PROGRAMMING THAT THERE HAS
ALREADY BEEN A LOT.
SECONDLY IN TERMS OF
SUSTAINABILITY, WE'VE HAD GREAT
EXAMPLES TODAY ABOUT DATA
COLLECTION AND DATA THAT HAS
BEEN REVIEWED, AND SO THINKING
ABOUT THOSE PLANS OVER THE LONG
HAUL, HOW WILL THIS PROGRAM BE
SUSTAINED, THERE'S BEEN
WONDERFUL QUESTIONS FROM THE
AUDIENCE ABOUT KEEPING THE
MOMENTUM GOING.
THOSE ARE ELEMENTS THAT, AGAIN,
NEED TO BE ACCOUNTED FOR, DATA
HAS TO BE COLLECTED.
AND THEN I THINK CHAIRING THE
OUTCOMES OVER TIME WITH THE
BROADER CAMPUS COMMUNITY
CONTRIBUTES TO THAT CYCLE OF
ACCEPTANCE AND GUARDS AGAINST
RESISTANCE, AND IDEALLY PROVIDES
THE FEEDBACK NEEDED SO THAT
THOSE PROGRAMS CAN GROW AND
THRIVE.
AND SERVE AS MODELS NATIONALLY.
>> THANK YOU SO MUCH.
BETH?
>> SO I THINK THE TWO TAKEAWAYS
THAT I GIVE ARE THE IMPORTANCE
OF GETTING BUY-IN FROM CLUSTER
OR COHORT HIRING FROM THE
BEGINNING, FROM ALL THE
STAKEHOLDERS, FACULTY,
DEPARTMENT CHAIRS, DEANS,
THINKING ABOUT FINANCIAL
RESOURCE ALLOCATION, SPACE, HOW
WELL THE CLUSTERS WILL FIT
WITHIN THE MISSION OF THE
DEPARTMENT, THE SCHOOL OR
COLLEGE, AND THE UNIVERSITY,
ABSOLUTELY CRITICAL.
DON'T GO FORWARD UNLESS EVERY IS
ON BOARD TO HELP FACULTY MEMBERS
SUCCEED.
ACCOUNTABILITY, AS MICHELE
MENTIONED, HAVING REGULAR
CHECKINS WITH THE NEW CLUSTER
HIRE COHORT FACULTY MEMBERS, THE
DEPARTMENT CHAIRS, I RECEIVE
REPORTS ON A REGULAR BASIS.
WE DON'T WANT TO LET THE FOLKS
FALL THROUGH THE CRACKS.
ACCOUNTABILITY IS CRITICAL.
>> JOANNE, LAST WORD.
>> THANK YOU.
>> INCLUDING SENSE OF BELONGING,
SO ON, AND SO THIS IS REALLY
INCREDIBLY HARD WORK, AND MY
APPROACH AS BASIC SCIENTIST TO
TRY TO GET AT THE FUNDAMENTAL
PROBLEMS, TRYING TO DEVELOP
EVIDENCE-BASED PROCESSES,
THERE'S A LOT OF LITERATURE,
FANTASTIC PROGRAMS OUT THERE,
LOTS OF EXAMPLES OF REALLY GOOD
SUCCESS.
AND THEN UTILIZING THEM,
ADAPTING THEM TO YOUR PARTICULAR
INSTITUTION, THE CULTURE IN YOUR
INSTITUTION, AND THEN TAILORING
SO IT MEETS NEEDS.
THEN DOING EVALUATION AND
ASSESSMENTS, LIKE MICHELE SAID,
IT'S ACTUALLY HAVING AN IMPACT.
ONCE YOU KIND OF ESTABLISH THAT,
FACULTY WILL COME, YOU WILL GET
FACULTY BUY-IN AND LEADERSHIP
WILL BEGIN TO BELIEVE THAT WHAT
YOU'RE DOING IS REALLY HAVING AN
IMPACT.
AND WILL BE MORE GENEROUS WITH
RESOURCES, LIKE DOING SCIENCE,
STRIVING TO BE EXCELLENT AND
DOING IT WELL AND MAKING SURE
YOU'RE COVERING ALL THE BASES.
YOU'VE COVERED THE WATERFRONT,
CLEARLY STIMULATED THE AUDIENCE
WITH LOTS OF QUESTIONS.
WE'LL CALL IT TO AN END.
WE WILL TAKE A BREAK.
AND WE'RE ACTUALLY GOING TO --
SINCE WE'RE RUNNING TWO MINUTES
LATE WE'LL GIVE PEOPLE THE GIFT
OF THREE MINUTES FOR THE NEXT
SESSION.
WE'LL START AT 2:35 SAID OF
2:30.
SO THANK YOU SO MUCH, PANELISTS.
THANK YOU, AUDIENCE.
SEE YOU AGAIN AT 2:35.
THIS IS NOW THE LAST OF OUR
SESSION, COHORT RECRUITMENT
SEMINAR.
WHAT WOULD BE MORE APPROPRIATE
THAN TALKING ABOUT TRACKING
OUTCOMES AND COLLECTING DATA.
WE HAD A LOT OF DISCUSSION JUST
IN THE PRIOR SESSION ABOUT HOW
DO YOU FOSTER THE PERPETUATION
OF THESE PROGRAMS.
IT HAS TO BE DATA DRIVEN.
WE HAVE A GREAT GROUP OF
SCHOLARS WHO WILL HELP US THINK
ABOUT THIS.
THEY INCLUDE DOCTORS HARVEY,
RASCON, LANDINGER AND FREEMAN.
SIMILAR TO THE LAST SESSION I
WILL BE KEEPING TRACK OF TIME
AND ENCOURAGE EVERYONE TO SUBMIT
QUESTIONS UNDER THE SEND LIVE
FEEDBACK BUTTON DIRECTLY BELOW
THE VIDEO.
SO WE'LL START WITH DR. SHAHVON
HARRY, DEPARTMENT OF HEALTH
SERVICES UNIVERSITY OF MISSOURI.
SHE'S A FACULTY FELLOW ON
INCLUSIVE EXCELLENCE IN SCHOOL
OF HEALTH PROFESSIONS, IN THAT
ROLE ASSISTS IN DEVELOPING
STRATEGIES TO ENSURE THAT
FACULTY FEEL SUPPORTED AND FULLY
ENGAGED WITHIN THE INSTITUTION.
DR. HARVEY?
>> THANK YOU SO MUCH.
I APPRECIATE THIS OPPORTUNITY
JUST TO TALK ABOUT MY NEW ROLE.
I STARTED THIS POSITION ABOUT
SIX, SEVEN MONTHS AGO, BUT HAVE
BEEN A FACULTY FELLOW ON
DIVERSITY, EQUITY, AND INCLUSION
AT MY PREVIOUS INSTITUTION.
THE ONE THING I WANT TO BE ABLE
TO TALK ABOUT IS THE LIVED
EXPERIENCE OF MINORITY AND
DIVERSE FACULTY MEMBERS.
ALTHOUGH I'LL BE PRESENT AN
AGGREGATE I WON'T BE PRESENTING
SPECIFIC INFORMATION BECAUSE MY
POPULATION WAS EXTREMELY SMALL.
SO NEXT SLIDE PLEASE.
YOU CAN JUST CLICK FOUR TIMES
FOR ME.
THANK YOU.
ONE THING I WANT TO SAY OUT OF
MY CONVERSATION WITH THESE
INDIVIDUALS IS THAT INCLUSION,
AND I AM GOING TO FOCUS ON
INCLUSION FOR THE MAIN EFFORT,
THAT PEOPLE WANT TO FEEL A SENSE
OF BELONGING AT THE INSTITUTION.
WHEN YOU THINK ABOUT THESE
EFFORTS OF DIVERSITY AND EQUITY
AND INCLUSION, IT'S NOT A QUICK
FIX.
WE ARE REALLY CHANGING THE
FABRIC OF THE CULTURE, IN WHICH
THESE INDIVIDUALS ARE COMING
INTO.
IT'S NOT SUPPOSED TO BE
CONFRONTATIONAL, IT'S NOT ABOUT
CHANGING THE INDIVIDUAL.
DEFINITELY NOT A FAD.
I WANT US TO CONSIDER THE FACT
THAT THESE ARE LONG SYSTEMIC
ISSUES THAT HAS BEEN GOING ON
FOR A LONG TIME.
AND SO TO HAVE A FIX AT THIS
LEVEL IS GOING TO TAKE QUITE A
LONG TIME AND COMMITMENT TO DO
SO.
BUT THE NEXT FOUR CLICKS PLEASE,
IT IS CHANGING THE INSTITUTIONAL
STRUCTURE.
AND WHAT I AM GOING TO FOCUS ON
WITHIN THE NEXT COUPLE SLIDES,
NEXT COUPLE MINUTES,
INSTITUTIONAL STRUCTURE INTO
WHICH THE INDIVIDUAL IS HOUSED.
INDIVIDUAL IN A NEW FACULTY
POSITION IS EXCITED AND WANT TO
SHOWCASE THEIR WORK.
SOMETIMES THAT WORK IS TEMPERED
BECAUSE OF THE LOCATION THAT
THEY ARE HOUSED WHEN THEY FOCUS
ON RESEARCH ENDEAVORS.
THIS IS A BEGINNING FOR US TO
THINK ABOUT HOW CAN WE CREATE A
VERY INCLUSIVE ENVIRONMENT FOR
OUR DIVERSE FACULTY MEMBERS.
AND WHAT WHEN I MEAN DIVERSE,
NOT JUST RACE AND ETHNICITY, I'M
TALKING ABOUT CULTURE, RELIGIOUS
BELIEF, TALKING ABOUT SEXUAL
IDENTITY AND ORIENTATION.
IT NEEDS TO BE AN INCLUSIVE
ENVIRONMENT IN WHICH PEOPLE ARE
ABLE TO LIVE WITHIN THE WORK
COLLEAGUES AS WELL AS ABLE TO
CONDUCT THEIR RESEARCH.
NEXT, FINAL SLIDE.
IT'S A JOURNEY.
IT'S NOT A DESTINATION.
AND SO WHEN YOU THINK ABOUT THIS
INCLUSIVE EXCELLENCE, BECAUSE
THAT'S THE FRAMEWORK IN WHICH I
AM WORKING, WITHIN MY CURRENT
POSITION, I WANT TO WORK AT THE
DEPARTMENT LEVEL, HOW CAN WE
CREATE AN AMOUNT TO BE
INCLUSIVE?
AND MY FOCUS REALLY IS NOT SO
MUCH ON HIRING PRACTICES BUT ON
RETENTION.
THE NEXT CLICK.
NEXT ONE.
YES.
AND SO WHEN WE TALK ABOUT
INCLUSION, WE ARE NOT TALKING
ABOUT DIVERSITY.
I REALLY WANT TO MAKE THAT
DISTINCTION.
BECAUSE WHEN YOU TALK ABOUT
RECRUITMENT YOU'RE TALKING ABOUT
HOW CAN YOU INCREASE YOUR NUMBER
OF DIVERSE FACULTY MEMBERS.
DIVERSE RESEARCHERS.
AND SO IT'S REALLY NUMBER
DRIVEN.
WHEN I FOCUS ON INCLUSION, I'M
REALLY FOCUSING ON HOW CAN YOU
CREATE A CLIMATE IN WHICH THE
PERSON THAT COMES INTO YOUR NEW
INSTITUTION IS ABLE TO THRIVE IN
A RESEARCH ENDEAVOR BUT NOT JUST
IN RESEARCH ENDEAVORS BUT
PERSONAL ENDEAVORS.
MY CONVERSATIONS WITH A LOT OF
THE NEW HIRES AT THE
INSTITUTION, THEY ARE REALLY
EXCITED TO DO THEIR WORK.
THEY ARE PASSIONATE ABOUT THEIR
WORK.
BUT SOMETIMES THEY COME WITH
BARRIERS, NOT REALLY
UNDERSTANDING THE INFRASTRUCTURE
IN WHICH THEY ARE CONDUCTING
THEIR WORK.
AND SO HOW CAN WE CREATE A SPACE
FOR DIVERSE FACULTY MEMBERS,
REALLY TO ENGAGE IN RESEARCH
THAT THEY ARE PASSIONATE ABOUT?
HOW TO MAKE SURE THAT THEY DO
NOT CONSIDER THEIR RESEARCH TO
BE AN OUTLIER, BUT PART OF THAT
UNIT'S MISSION, MAKING BEHAVIOR
CHANGE, MAKING CHANGES WITHIN
THE RESEARCH FIELD.
NEXT.
AND SO THE ONE THING THAT I
DEFINITELY WANT US TO CONSIDER
IS THAT WE NEED TO FOCUS NOT
JUST ON RECRUITMENT.
AND I AM SO IMPRESSED WITH THE
FIRST PANELISTS, BECAUSE THEY
DID MENTION HOW CAN WE RETAIN
THE INDIVIDUALS THAT WE HIRE.
AND AS INSTITUTIONS, ESPECIALLY
AS SMALL UNITS, IT NEEDS TO STOP
BECOMING A REVOLVING DOOR.
AS YOU BRING IN ONE DIVERSE
FACULTY MEMBER, ANOTHER IS
ACTUALLY LEAVING THAT
DEPARTMENT.
I WANT TO FOCUS NOT SO MUCH AT
THE UNIVERSITY LEVEL BUT
DEFINITELY AT THE DEPARTMENT
LEVEL BECAUSE THAT'S WHERE THAT
DIVERSITY, THAT DIVERSE FACULTY
MEMBER IS HOUSED.
AND SO, THOSE INTERACTIONS THAT
THAT INDIVIDUAL IS HAVING AS
THEY NAVIGATE ASSISTANT
PROFESSOR OR EVEN MID-CAREER,
REALLY INFLUENCE WHETHER THEY
STAY.
CREATING A SPACE, CREATING THE
CLIMATE IN WHICH THE PERSON
FEELS WELCOME AND THAT THEY
BELONG, AND WHAT HAPPENS IN SOME
OF MY CONVERSATIONS WITH
INDIVIDUALS, THEY EITHER GO TO A
DIFFERENT INSTITUTION OR THEY
GET SO DISCOURAGED WITH THE
CULTURE AND ACADEMIA THAT THEY
JUST DECIDE TO LEAVE ACADEMIA
TOTALLY.
AND I THINK THAT IT'S A
DISSERVICE FOR INDIVIDUALS WHO
COME INTO AN INSTITUTION REALLY
EXCITED TO DO THEIR WORK, REALLY
PASSIONATE TO DO THEIR WORK, AND
HAVE SO MANY BARRIERS THAT THEY
FACE THAT THEY FEEL IS SO
DISINGENUOUS THAT THEY WALK AWAY
FROM THE ONE THING THEY LOVE.
NEXT.
I THINK WE NEED TO CONSIDER HOW
DO WE HAVE AN INSTITUTIONAL
CULTURE.
AND AGAIN WITHIN THE DEPARTMENT
LEVEL, HOW ARE WE COMMITTED TO
MAKE THESE CULTURAL CHANGES.
ONE OF THE SPEAKERS TALKED ABOUT
HOW THEY PUT SO MUCH OWNERSHIP
ON THIS, ON THAT INDIVIDUAL, TO
COME IN TO BE THAT CATALYST FOR
THAT DEPARTMENTAL CULTURE CHANGE
AND I THINK THAT'S A HEAVY
BURDEN FOR THAT INDIVIDUAL TO
CARRY, ESPECIALLY AS THEY TRY TO
GO THROUGH THE TENURE TRACK
POSITION.
AND SO I THINK THE DEPARTMENT
AND THE UNIVERSITY, SPECIFICALLY
THE DEPARTMENT, NEEDS TO BE
COMMITTED TO BEGIN TO MAKE
CULTURAL CHANGE, TO BE MUCH MORE
WELCOMING, TO HAVE A DIVERSE WAY
OF THINKING OR DIVERSE WAY OF
CONDUCTING RESEARCH.
NEXT.
AND STRONG MENTORSHIP IS REALLY
IMPORTANT.
AND ESPECIALLY TRYING TO
NAVIGATE THE DEPARTMENT CULTURE.
SEVERAL OF THE CONVERSATIONS
THAT I HAVE WITH PEOPLE JUST
TALK ABOUT HOW THEY LEARN ABOUT
THE DEPARTMENT CULTURE AFTER
THEY MADE THAT MISTAKE OR ERROR.
SO HAVING SOMEONE WHO
UNDERSTANDS THE DEPARTMENT
CULTURE TO BE ABLE TO PROVIDE A
STRONG MENTORSHIP.
AND ESPECIALLY, NEXT, AS IT
RELATES TO THE UNWRITTEN RULES
OF PROMOTION AND TENURE.
WE KNOW THAT MEANS CULTURE IN
WHICH THE DEPARTMENT IS LOCATED.
AND SO AS WE FOCUS ON HOW CAN WE
MAKE THIS PLACE, MAKE THIS
WORKPLACE VALUABLE, INSPIRING,
WE NEED TO BE ABLE TO MENTOR
JUNIOR FACULTY MEMBERS TO
UNDERSTAND WHAT ARE THESE
UNWRITTEN RULES FOR PROMOTION
AND TENURE.
NEXT.
AND WITH THE LAST COUPLE MINUTES
THAT I DEFINITELY WANT TO BEGIN
TO TALK ABOUT IS BEGIN TO FOCUS
ON RETENTION, AS SOON AS THE
INDIVIDUALS SIGN THE APPOINTMENT
LETTER.
BECAUSE YOU AS THE INSTITUTION,
IT'S REALLY COMMITTING NOT JUST
THE FIRST FIVE BUT HOPEFULLY THE
PERSON'S CAREER, MAKING SURE
YOU'RE COMING UP WITH
PROGRAMMING, COMING UP WITH
MENTORSHIP, THAT WILL HELP THAT
INDIVIDUAL TO WANT TO STAY AT
YOUR INSTITUTION.
NEXT.
THIS I THINK IS MOST IMPORTANT,
AND I HOPE AT SOME POINT WE WILL
BEGIN TO TALK ABOUT HOW CAN YOU
HAVE A WELCOMING WORK
ENVIRONMENT.
SEVERAL OF THE PROFESSORS, AND
THIS REALLY IS A CONVERSATION OF
WORK EXPERIENCE, HOW ONE
PROFESSOR NAVIGATES MULTIPLE
MICROAGGRESSION AS RELATES TO IN
THEIR WORK ENVIRONMENT, VERSUS
HOW CAN YOU CREATE THIS
WELCOMING WORK ENVIRONMENT SO
THAT THAT INDIVIDUAL CAN REALLY
THRIVE IN CONDUCTING THEIR
RESEARCH.
NEXT.
PROVIDING STRONG MENTORING AND
RESOURCES, AND WE DID TALK ABOUT
THAT MULTIPLE TIMES SO I THINK
THAT IS IMPORTANT.
AND THE FINAL THING IS TO
APPRECIATE THEIR RESEARCH.
LAST ONE.
HOW CAN IT BE INCLUSIVE, THAT
ALL RESEARCH, ALL DIVERSE
RESEARCH, IS SCHOLARLY RESEARCH.
AND MAKING SURE THAT THE
INDIVIDUALS DO NOT FEEL THAT
THEIR RESEARCH IS CONSIDERED
NICHE WHICH MEANS IT'S NOT PART
OF WHAT THEY WOULD CONSIDER THE
MAJOR MAJORITY OF RESEARCH
ENDEAVORS.
THAT'S HOW I'M GOING TO END.
NEXT.
I WANT TO THANK YOU FOR THIS
OPPORTUNITY.
AND JUST TO TALK ABOUT SOME OF
THE EXPERIENCE THAT I LEARNED
THAT'S IN MY NEW POSITION.
THANK YOU.
>> THANK YOU VERY MUCH.
SO WE'RE GOING TO MOVE DIRECTLY
TO DR. ALBERTO RASCON, SAN JOSE
STATE UNIVERSITY, BASIC
RESEARCHER WHO LOOKS AT
DIFFERENT PROTEASES IN
MOSQUITOES, ALSO
UNDERREPRESENTED GROUP FACULTY
MEMBER WHO STRIVES TO BE A
MENTOR AND ROLE MODEL TO OTHER
SCIENTISTS FROM UNDERREPRESENTED
GROUPS AND NON-UNDERREPRESENTED
GROUPS OF STUDENTS IN THE
CLASSROOM AND LAB.
DR. RASCON?
>> I'M HAPPY TO BE HERE.
THIS IS A GREAT OPPORTUNITY.
I'M GOING TO SWITCH GEARS
BECAUSE AS DR. MALCOLM STARTED
WITH A GREAT INTRO AND REMARKS,
TALKING ABOUT COHORT AND HAVING
A SENSE OF BELONGING, THAT'S
WHERE I WANT TO SHARE MY STORY.
DR. HARVEY MENTIONED THE
IMPORTANCE OF A CO- COHORT AND
SENSE OF BELONGING.
MY JOURNEY, BECOMING A PRINCIPAL
INVESTIGATOR, HOW NIH AND NIH
PROGRAMS HAVE HELPED ME WITH
FEELING WITH THAT SENSE OF
BELONGING AND HAVING A COHORT.
JUST TO GIVE BACKGROUND, FIRST
GENERATION MEXICAN AMERICAN
STUDENT, MY PARENTS HAVE A SIXTH
GRADE EDUCATION.
I DIDN'T REALLY HAVE ANY SCIENCE
ROLE MODELS AT HOME.
SO WHEN I STARTED COLLEGE, I
DECIDED TO MAJOR IN CHEMISTRY
WITH CONCENTRATION IN BIOCHEM.
IT WASN'T -- IF IT WASN'T FOR AN
UNDERGRADUATE PROFESSOR WHO
MOTIVATED ME IN SCIENCE,
ENCOURAGED ME TO PURSUE A
GRADUATE DEGREE, THAT'S WHERE MY
STORY STARTED.
I STILL DIDN'T THINK I BELONGED.
I STILL DIDN'T BELIEVE I WAS A
SCIENTIST YET.
SO MY JOURNEY BEGINS AT THE
UNIVERSITY OF ARIZONA.
NEXT SLIDE PLEASE.
SO AT THE UNIVERSITY OF ARIZONA,
I WAS FORTUNATE TO BE PART OF
THE NIH IMSD PROGRAM IN MY FIRST
YEAR.
WE HEARD A THEME ABOUT A COHORT
AND SENSE OF BELONGING.
FOR ME, COMING FROM A CALIFORNIA
STATE UNIVERSITY SYSTEM, WHEN I
STARTED AT ARIZONA I WAS A
LITTLE SCARED AND I DIDN'T FEEL
THAT I REALLY FIT IN.
A LOT OF MY COLLEAGUES AT THE
TIME, THEY WERE COMING WITH
MASTERS FROM BIG UNIVERSITIES.
WHEN I MENTIONED BAKERSFIELD,
WHAT'S THAT?
I SAID, WELL, IT'S A CENTRAL
VALLEY SMALL CITY, MERLE
HAGGARD, IF YOU LIKE COUNTRY
MUSIC?
NO IDEA WHO THAT IS.
THAT ALSO ADDED TO NOT HAVING A
SENSE OF BELONGING.
I DIDN'T EVEN KNOW THERE WAS A
WORD OR, YOU KNOW, A DEFINITION
TO WHAT I WAS FEELING AND THAT
WAS A WHOLE IMPOSTOR SYNDROME.
SO LUCKILY WITH IMSD, IT REALLY
GAVE ME THIS FIRST COHORT OF
STUDENTS.
AT THE TIME, I FIRST DIDN'T
REALLY APPRECIATE THE IMPORTANCE
OF THE COHORT.
BECAUSE ALL I KNEW WAS, WOW,
THEY ARE GIVING ME A LITTLE BIT
MORE OF A HIGHER STIPEND THAN
OTHER GRADUATE STUDENTS,
IMPORTANT BECAUSE I WAS COMING
INTO GRADUATE SCHOOL WITH A
FAMILY, I HAD A WIFE AND WE HAD
OUR SECOND CHILD IN MY SECOND
SEMESTER AT THE UNIVERSITY OF
ARIZONA.
AND IT WAS GREAT BECAUSE THEN AT
THIS TIME WITH THIS COHORT I SAW
OTHER PEOPLE OF COLOR.
AND IT WAS UNIQUE BECAUSE EVEN
THOUGH I WENT TO CAL STATE
BAKERSFIELD I WAS THE ONLY
MINORITY WHO GRADUATED IN MY
YEAR IN THE CHEMISTRY
DEPARTMENT.
AND SO GOING OUT TO THE
UNIVERSITY OF ARIZONA, HAVING
THIS COHORT, IT REALLY GAVE ME
NOW A SENSE THAT I BELONGED,
THAT, YOU KNOW, I KNEW THAT I
BELONGED THERE.
AND I HAD A COHORT THAT TALKED
TO THE PROBLEMS AND ISSUES THAT
WOULD COME UP IN LAB.
ALSO HAVING A FACULTY MENTOR WHO
WAS ALSO FEMALE UNDERREPRESENTED
MINORITY REALLY HELPED THAT A
LOT.
BECAUSE EVEN THEN WE ALWAYS MADE
THIS JOKE IT WAS ALWAYS US, YOU
KNOW, AT CONFERENCES, WE WOULD
ALWAYS RUN INTO EACH OTHER AT
CONFERENCES.
SO THAT GAVE ME A REALLY GOOD
SENSE OF BELONGING.
SO THEN AFTER IMSD I WAS
FORTUNATE TO BE -- I HAD -- MY
R01 GRADUATE ADVISER WAS ABLE TO
GET A MINORITY SUPPLEMENT TO HIS
R01 GRANT, I WAS SUPPORTED THREE
YEARS, PROVIDING SUPPLY AND
TRAVEL MONEY.
PEOPLE DON'T SEE TRAVEL AS A BIG
THING BUT FOR ME AS A FIRST
GENERATION SCIENTIST, I HAD
NEVER TRAVELED ANYWHERE.
I MEAN, I REMEMBER PROBABLY
MAYBE ONCE AS A CHILD BEING ON A
PLANE BUT THAT'S VERY VAGUE
MEMORIES.
TO GET A CHANCE TO TRAVEL ACROSS
THE COUNTRY, TO OTHER PLACES, TO
SEE SCIENTISTS THAT WERE WORKING
ON AMAZING THINGS, TO BE EXPOSED
TO A LOT OF THE WORK THAT PEOPLE
WERE DOING, AND ALSO FOR ME TOO
BOOSTED MY CONFIDENCE WHEN I WAS
TALKING ABOUT MY RESEARCH.
BECAUSE THEN YOU KNOW I WAS ABLE
TO THEN COMMUNICATE AND FEEL,
HEY, THESE PEOPLE ACTUALLY DO
CARE ABOUT MY WORK.
I THOUGHT I WAS ALONE IN MY LAB
AND, YOU KNOW, NO ONE REALLY
CARES.
BUT IN REALITY WHEN I WENT TO
CONFERENCES THAT REALLY, REALLY
MADE A HUGE IMPACT ON ME.
AND UNFORTUNATELY, THERE WAS A
SETBACK IN MY FIRST GRADUATE
LAB.
I ALMOST LEFT THE PROGRAM.
BUT I FOUND A NEW GRADUATE
ADVISER, THAT WORKED ON AEDES
EGYPTI MOSQUITO, IT INTRODUCED
ME TO ANOTHER SIDE OF
BIOCHEMISTRY AND I GOT
INTRODUCED INTO MOSQUITO
BIOLOGY, RECOMBINANT EXPRESSION
TECHNIQUES, OTHER IMPORTANT LAB
SKILLS.
WHAT MY P.I. SHOWED ME IN THE
NEW LAB, HE INVOLVED ME IN
WRITING MANUSCRIPTS, ALSO
GETTING INVOLVED IN WRITING AN
R01 GRANT.
AT THE TIME, NIH HAD
TRANSITIONED FROM LARGE -- I
DON'T KNOW IF PEOPLE REMEMBER
THE LARGE R01 GRANTS THAT YOU
COULD THROW ALL THIS STUFF IN
THERE.
BUT THEN THEY MODIFIED TO
SHORTEN GRANT NOW TO WHAT IT IS
NOW.
SO WE -- I HAD EXPERIENCE IN
THAT, AND REALLY LEARNING HOW TO
DESIGN SPECIFIC AIMS, HOW TO
MAKE FIGURES THAT MADE SENSE.
THAT WAY THE AUDIENCE COULD SEE
WHAT YOU WERE TRYING TO CONVEY.
THAT GAVE ME GREAT EXPERIENCE,
WHICH REALLY HELPED ME WHEN I
BECAME A PROFESSOR AT SAN JOSE
STATE.
AT THE TIME, I WASN'T SURE
WHETHER I WANTED TO BE A
PROFESSOR AT AN R01 INSTITUTION
OR GO BACK TO A PLACE LIKE CAL
STATE BAKERSFIELD, AND BE A ROLE
MODEL FOR OTHER STUDENTS.
SO MY GRADUATE ADVISER, HE
ACTUALLY RECOMMENDED TEACHING
RESEARCH POSTDOCS, NEXT SLIDE
PLEASE.
AND THIS IS WHERE I LANDED
THROUGH THE NIH PROGRAM AT UCSF.
I WAS VERY LUCKY TO APPLY, AND
GET ACCEPTED IN THE IRACDA
PROGRAM.
WHAT THIS PROGRAM DID FOR ME WAS
ANOTHER STEP IN BUILDING THAT
SENSE OF COMMUNITY, ANOTHER
SENSE OF BEING PART OF A COHORT.
BECAUSE I MEAN UCSF, EVERYONE
SAYS YOU'RE AT UCSF, THAT'S
AMAZING ANOTHER SCARY STEP BUT
WITH THE IRACDA PROGRAM, THE WAY
THIS WORKS, NIH FUNDS
INSTITUTIONS THROUGH AN IRACDA,
THEN THE PROGRAM AT THAT
INSTITUTION WILL SELECT POSTDOC
SCHOLARS, THEY GET A CHANCE TO
NOT ONLY DO RESEARCH BUT ALSO
LEARN DIFFERENT PEDAGOGIES, AND
GET EXPOSED TO ACTUALLY
TEACHING.
I THINK THAT'S A HUGE PART OF
THIS BECAUSE I DON'T KNOW ABOUT
MANY OF YOU BUT FOR ME, THERE
WAS A LOT OF PEOPLE WHO -- A LOT
OF SCIENTISTS -- SORRY, MY PHONE
IS GOING OFF -- SCIENTISTS WERE
GREAT PRESENTERS BUT WERE NOT
REALLY GOOD TEACHERS.
AND SO THAT REALLY GAVE ME A
SENSE THAT YOU KNOW WHAT?
I REALLY WASN'T A GOOD STARTING
SCIENCE STUDENT BUT I THINK IT
WAS BECAUSE A LOT HAD TO DO WITH
I JUST WASN'T REALLY INTERESTED
AT THE TIME SO I DIDN'T WANT TO
BE THAT.
I WANTED TO BE A GOOD TEACHER
SCHOLAR AS WELL.
AND SO WITH IRACDA PROGRAM, IT
ALLOWED ME TO CONDUCT MY
RESEARCH TO DEVELOP MYSELF AS A
STRONG INDEPENDENT SCIENTIST,
AND I THINK THIS IS IMPORTANT
FOR THOSE OF YOU WHO ARE OUT
THERE, WHO ARE CONSIDERING
IRACDA PROGRAMS OR ARE IN AN
IRACDA PROGRAM, THAT IRACDA IS
GIVING YOU THAT POSTDOC
EXPERIENCE SO YOU COULD BECOME
AN INDEPENDENT SCIENTIST, AND
YOU ALSO GET TO LEARN HOW TO
BECOME AN EXCELLENT AND
EFFECTIVE TEACHER.
THE GREAT THING IS THAT IT WILL
PREPARE YOU FOR R01
INSTITUTIONS, PUIs, PRIMARY
UNDERGRAD INSTITUTIONS OR MAKE
YOU A STRONG CANDIDATE IN
ACADEMIA.
I WANT TO EMPHASIZE THAT IT'S
IMPORTANT THAT -- AND.
IT'S YOU'RE A POST DOC AND
LEARNING TO TEACH, NOT AN "OR"
SITUATION.
TIME MANAGEMENT IS IMPORTANT TO
DOO RESEARCH, TO DO TEACHING, IN
ADDITION WE HAD GREAT MENTORS
THAT HELPED US WITH THIS.
I THOUGHT I KNEW TIME
MANAGEMENT.
I THOUGHT I KNEW THAT I COULD
DELIVER GOOD LECTURE IN ALL OF
THIS.
BUT WITH THE PARTNERSHIP WITH
SAN FRANCISCO STATE, WHICH IS A
MASTER'S LEVEL INSTITUTION WITH
GREAT RESEARCH INFRASTRUCTURE, I
REALLY LEARNED TO TEACH.
AND THAT ALSO MADE ME A BETTER
GRANT WRITER BECAUSE I WAS ABLE
TO DISSEMINATE INFORMATION
PROPERLY, AND IT ALSO PROVIDED
NEW SOURCES OF FUNDING.
SO BEFORE I GO ON, I'D LIKE TO
GIVE A SHOUT OUT TO DR. BAIRD,
MY SF STATE PROFESSOR, ONE OF
THE BEST BIOCHEMISTRY PROFESSORS
I'VE EVER SEEN.
I LEARNED SO MUCH FROM HIM.
AND BEING IN THE IRACDA PROGRAM,
JUST IN GENERAL, MADE ME SUCH A
COMPETITIVE APPLICANT WHEN I
SENT OUT APPLICATIONS.
SO ONE OF THE THINGS THAT, YOU
KNOW, I'D LIKE TO TELL IN MY
STORY, I WAS A YEAR INTO MY
POSTDOC WHEN 14 SCHOOLS IN THE
CAL STATE SYSTEM OPENED UP IN
BIOCHEMISTRY.
SO I WAS AFRAID TO ACTUALLY TALK
TO MY MENTOR, TO MY POSTDOC
ADVISER AND SAY, HEY, YOU KNOW,
BY THE WAY THESE SCHOOLS, I WANT
TO APPLY.
BUT WHEN I BROUGHT IT UP, HE WAS
THE FIRST ONE TO ACTUALLY SAY,
HEY, YOU KNOW WHAT?
MAYBE YOU SHOULD START PREPARING
APPLICATIONS AND SEE WHAT
HAPPENS.
YOU MAY NOT GET IT, BUT IT WOULD
BE GOOD EXPERIENCE FOR YOU.
SO THAT'S ANOTHER THING I VALUE
WITH THE NIH PROGRAMS THAT I
ACTUALLY HAD VERY GREAT MENTORS
THAT GUIDED ME THROUGH ALL THESE
PROCESSES.
AND SO WHEN I SUBMITTED
APPLICATIONS, I ONLY SUBMITTED
TO FIVE SCHOOLS, HERE IN THE BAY
AREA, BECAUSE, AGAIN, I WAS
REALLY EARLY ON IN MY POSTDOC.
AND THE COOL THING ABOUT THIS
WAS THAT BECAUSE OF MY
EXPERIENCE THROUGH IRACDA, YOU
KNOW, I WAS ABLE TO GET FIVE
ON-CAMPUS INTERVIEWS, AT THE END
OF THE DAY I HAD TO WITHDRAW
FROM SAN FRANCISCO'S STATE'S
ON-CAMPUS INTERVIEW.
BY THE TIME THEY OFFERED ME THE
INTERVIEW I HAD THREE OFFERS.
CAL STATE BAKERSFIELD DID NOT
OFFER ME A POSITION, WE WON'T GO
THERE TODAY.
AT THE END, WITH MY EXPERIENCE
AND WITH EVERYTHING THAT I'VE
LEARNED THROUGH IRACDA, IT MADE
ME A STRONG APPLICANT.
AND SO THIS IS WHERE THEN I
DECIDED TO GO TO SAN JOSE STATE
UNIVERSITY.
NEXT SLIDE PLEASE.
AND SO AT SAN JOSE STATE I
STARTED AS ASSISTANT PROFESSOR
IN 2013.
AND SO WHAT I LEARNED THROUGH MY
EXPERIENCES AT NIH, IRACDA
SCHOLAR, NIH IMSD, HAVING THESE
COHORTS, I WANTED TO PROVIDE
THIS TO MY STUDENTS, TO MAKE
SURE MY LAB WAS A SAFE SPACE.
A PLACE WHERE THEY BELONGED.
AND A SAFE COMMUNITY WHERE, YOU
KNOW, NO ONE IS GOING TO JUDGE
THEM.
EVERYTHING IS ACCEPTABLE.
YOU CAN MAKE MISTAKES LEFT AND
RIGHT.
I WISH I HAD THAT AT THE
BEGINNING OF GRADUATE SCHOOL.
I WISH I HAD THAT AS AN
UNDERGRAD STUDENT.
LUCKILY, WHEN I WAS STARTING MY
LAB, MY GRADUATE ADVISER WAS NOT
CONTINUING THE MOSQUITO PROTEASE
PROJECT.
I WAS ABLE TO TAKE THAT FROM HIM
WITH HIS BLESSING AND START MY
OWN RESEARCH LAB.
WITH HELP FROM MY UNDERGRADUATE
STUDENTS COLLECTED ENOUGH
PRELIMINARY DATA TO BE FUNDED
THROUGH AN NIH NIGMS SCORE
GRANT.
FOR THOSE NOT FAMILIAR, IT'S A
FUNDING MECHANISM FOR PRETTY
MUCH PRIMARILY UNDERGRADUATE
INSTITUTIONS OR MASTER LEVEL
INSTITUTIONS OR Ph.D.-GRANTING
INSTITUTIONS THAT MAKE LESS THAN
$7.5 MILLION IN NIH MONEY.
THAT WAY YOU HAVE A COMPETITIVE
GRANT TO HELP SUPPORT YOUR
RESEARCH.
I THINK THAT PROGRAM IS NO
LONGER -- I DON'T THINK IT'S
OPEN ANYMORE BUT I THINK THEY
TRANSITIONED TO THE SHORE
PROGRAM NOW.
THAT GAVE ME AN STUDENT TO START
MY LAB, BRING IN SOME MONEY,
HELP TRAIN MY STUDENTS.
I WANTED TO ALSO PAY IT FORWARD
AND GOT INVOLVED IN OTHER NIH
PROGRAMS, AT MY UNIVERSITY, I
BECAME A MENTOR TO THE NIH RISE
PROGRAM AND THEN BECAME A
CO-COORDINATOR IN 2016.
I ALSO WAS A MENTOR IN THE NIH
MARC AND CSU-LSAMP AND
CHICANX/LATIN X STUDENTS.
MY STORY, HOW INSTRUMENTAL THE
COHORTS AND SENSE OF BELONGINGS
ARE BECAUSE IT HELPED ME GET RID
OF SOME OF THE IMPOSTOR
SYNDROME.
I STILL -- IT CREEPS UP STILL,
BUT WITH ALL MY EXPERIENCE I
WANT TO MAKE SURE MY STUDENTS
AND STUDENTS THAT COME IN THE
FUTURE WILL HAVE THIS SENSE OF
BELONGING AND HAVE THIS
IMPORTANCE OF HAVING A COHORT
SYSTEM.
SO THANK YOU VERY MUCH.
TRAINING MODEL BEGINS WITH
RECRUITMENT OF COHORTS BETWEEN
THREE AND TEN FELLOWS
UNDERREPRESENTED IN STEMM AND
ALL ENTER THE PROGRAMS AT THE
SAME TIME EACH YEAR.
TRAINING OCCURS OVER THREE TO
FOUR YEARS WITH FELLOW
PARTICIPATING IN STRUCTURED
RESEARCH, TEACHING, PROFESSIONAL
DEVELOPMENT ACTIVITIES AS YOU'VE
ALREADY HEARD.
DISTRIBUTED 75% RESEARCH, 25%
TEACHING EDUCATION ACTIVITIES.
IMPORTANTLY, TEACHING MUST TAKE
PLACE AT A FORMALLY PARTNERED
MINORITY SERVING INSTITUTION,
AFFORDING FELLOWS MENTORSHIP BY
EDUCATION EXPERTS AND
OPPORTUNITIES TO GAIN FIRST HAND
EXPERIENCE WITH CLASSROOM
TEACHING, LECTURE AND COURSE
DESIGN AND AFFORDS MUTUAL
BENEFITS TO FELLOWS AND MSI
FACULTY, THROUGH SHARED
INTERESTS, ACCESS AND
COLLABORATIVE DESIGN.
THE FELLOWS ALSO SERVE AS
IMPORTANT ROLE MODELS.
BRING STORIES OF THEIR
CUTTING-EDGE RESEARCH AND CAREER
PATH THAT EXCITES STUDENTS.
STUDENTS WHO HAVE NOT CONSIDERED
STEMM GAIN KNOWLEDGE OF CAREER
PATHS AND SCIENCE AND ARE
ENCOURAGED TO TRY OUT RESEARCH
INTERNSHIPS.
IRACDA OUTCOMES CONSIDER IMPACTS
BROADLY ON INDIVIDUAL FELLOWS,
COHORT OF FELLOWS, RESPECT OF
INSTITUTIONS, STUDENTS AT THE
MSIs, COMMUNITY OF DIVERSITY
SCHOLARS AND FACULTY NATIONALLY.
NEXT SLIDE.
SO HOW DOES STRUCTURED TRAINING
HELP?
STUDIES BY THE -- NEXT SLIDE.
STRUCTURES BY THE SPIRE PROGRAM
SHOW TEACHING EXPERIENCES AS
PROFESSIONAL DEVELOPMENT,
EXPERIENCE BALANCING TEACHING
WITH RESEARCH SIGNIFICANTLY
INCREASE PARTICIPATION OF WOMEN
TO 69% COMPARED TO NATIONAL DATA
WITH 40% FEMALE.
NEXT SLIDE.
HOW DO THESE FINDINGS HOLD UP
ACROSS THE IRACDA PROGRAM
NETWORK RELATIVE TO TRAINEES?
IN 2016 THE PROGRAM OFFICER
DIRECTORS UNDERTOOK A LOOK AT
THE CAREER OUTCOMES OF IRACDA
SCHOLARS IN 15-YEAR PERIOD.
AT THIS POINT IN TIME THERE WERE
450 PROGRAM ALUMNI TRAINED BY 25
INSTITUTIONS.
SIMILARLY SIZED COHORT SUPPORT I
BY F32 WAS COMPARATOR,
SUMMARIZED IN THE BAR GRAPH
INCREASED REPRESENTATION OF
WOMEN SEEN ACROSS THE ENTIRE
IRACDA NETWORK.
WHAT ABOUT BROADER DIVERSITY
CONSIDERATIONS?
AGAIN DEMOGRAPHIC COMPARISONS OF
IRACDA SCHOLARS TO F32 AWARDEES
SHOW 40 TO 50% WHO PURSUE
CAREERS IN SCIENCE AND ACADEMIA
WERE FROM TRADITIONALLY
UNDERREPRESENTED MINORITY
GROUPS, HISPANIC, BLACK AFRICAN
AMERICAN, AMERICAN INDIAN,
AMERICAN INDIAN/ALASKA NATIVE.
LESS THAN 5% OF F32 FROM UNDER
GYPPED -- UNDERREPRESENTED
GROUPS.
NOW LET'S COMPARE.
LEFT, 70% OF IRACDA FELLOWS
ASSUME CAREERS IN ACADEMIA, A
BIT AHEAD OF 65% OF F32 SCHOLARS
WHO DID SO.
THE TYPES OF FACULTY
APPOINTMENTS ASSUMED BY 64%
SHOWN IN THE PIECHART, EMORY
FELLOW SPLIT BETWEEN FACULTY
APPOINTMENTS, LIBERAL ARTS,
IMPORTANTLY THERE'S A LARGE
FRACTION TAKING APPOINTMENTS AT
MINORITY SERVING INSTITUTIONS.
THE COMPOSITE DATA ALSO SHOW
IRACDA SCHOLARS IN NON-ACADEMIC
CAREERS REMAIN IN SCIENCE,
RELEVANT LEADERSHIP ROLES ACROSS
GOVERNMENT AND INDUSTRY SECTORS,
WITH LESS THAN 2% OF IRACDA
SCHOLARS IN NON-SCIENCE CAREERS.
NEXT SLIDE.
THUS THE COMPOSITE OUTCOME DATA
SHOWS SIGNIFICANT IMPACT,
INCREASING SCIENTIFIC WORK FORCE
DIVERSITY.
NEXT SLIDE.
SO HOW ARE THESE OUTCOMES
REALIZED?
AS AN EXAMPLE, THE PROGRAM I
DIRECTED UNIVERSITY OF NEW
MEXICO LEVERAGES MENTOR
TRAINING, ESTABLISHMENT OF A
SCHOLAR TEAM, AND USE OF
INDIVIDUAL DEVELOPMENT PLANS
WITH MANDATORY INDIVIDUAL
DEVELOPMENT PLANS REVIEWED
FORMALLY TWICE IN A MENTOR TEAM
MEETING AND FORMAL REPORTING.
WE HOLD MONTHLY MEETINGS WITH
FULL COHORT OF 12 FELLOWS TO
ENCOURAGE PEER-TO-PEER
NETWORKING, MEETINGS ON TOPICS
OF INTEREST TO SCHOLARS, LED BY
P.I.s OR PAIRS OF FELLOWS AND
MAY FEATURE TOPIC EXPERTS.
STRUCTURED COURSE WORK AND
WORKSHOPS INCLUDE EDUCATION
PEDAGOGY, CONDUCT AND RESEARCH,
GRANT WRITING, CURRICULUM
DEVELOPMENT AT THE PARTNER
INSTITUTIONS, FAIR DATA
TRAINING, TRAINING IN LAB AND
PERSONAL MANAGEMENT.
NEXT SLIDE.
WE USE A LOGIC MODEL TO GUIDE
OUR EVALUATION OF SHORT TERM AND
LONG-TERM OUTCOMES, EVALUATION
LED BY INDEPENDENT EXPERT
EVALUATOR.
NEXT SLIDE.
ASSERT IS RESEARCH INTENSIVE
MINORITY SERVING INSTITUTION.
OUR MSI PARTNERS INCLUDES
CENTRAL NEW MEXICO COLLEGE WHICH
HAS A HIGH ENROLLMENT OF
NON-TRADITIONAL STUDENTS.
NEW MEXICO STATE UNIVERSITY
WHICH IS ALSO RESEARCH INTENSIVE
MINORITY SERVING INSTITUTION.
SOUTHWESTERN INDIAN POLYTECHNIC
IS A NATIONAL TRIBAL COLLEGE.
OUR SCHOLARS ARE DRAWN
NATIONALLY AND TRAINED IN
DIVERSE DISCIPLINES RANGING FROM
ANTHROPOLOGY TO ENGINEERING AND
BIOMEDICAL SCIENCES.
NEXT.
DIVERSITY IS REFLECTED BY 46.7%
OF THE SCHOLARS HISPANIC,
AFRICAN AMERICAN, NATIVE NATIVE
AMERICAN SCHOLARS, FURTHER
FACTORS INCLUDE FIRST GENERATION
COLLEGE, NEXT LOW SOCIOECONOMIC
STATUS, FEMALE, INDIVIDUALS WITH
DISABILITIES.
NEXT.
THE NIGMS OUTCOMES ANALYSES
SHOWED 15 AMERICAN INDIAN/ALASKA
NATIVE SCHOLARS TRAINED ACROSS
THE ENTIRE NETWORK OVER 15-YEAR
PERIOD.
UNIQUE WAS UNIQUE LOCATION AND
OPPORTUNITIES TO WORK WITH
STUDENTS.
THESE SCHOLARS, FOUR DEPICTED
HERE, HAD PARADIGM SHIFTING
IMPACT ON DEVELOPING NATIVE
TALENT AND ARE COMMITTED TO
RESEARCH WITH THEIR COMMUNITIES.
NEXT.
ASERT OUTCOMES REFLECT NATIONAL
TRENDS, DEMONSTRATING EVEN WITH
DIFFERENCES IN HOW INDIVIDUAL
PROGRAMS MAY STRUCTURE
TRAININGS, AND WITH DIFFERENCES
IN DEMOGRAPHICS, THERE ARE
CONSISTENT BENEFITS FOR
DEVELOPMENT OF A DIVERSE CADRE
OF FACULTY WHO ASSUME DIVERSE
CAREERS IN ACADEMIA AND SCIENCE
SECTOR.
OUR 45 ALUMNI ASSUMED CAREERS IN
ACADEMIA IN 19 STATES WITH 49%
ELECTING TO REMAIN IN NEW MEXICO
BASED ON COMMITMENT TO HOME
COMMUNITIES.
THUS THE ENABLING SCHOLARS
COMMITTED TO COMMUNITIES
ASSUMING ACADEMIC AND SCIENCE
CAREERS NATIONALLY.
NEXT.
USING PUBLICATIONS AS A METRIC,
CONDUCTED BY EMORY, FELLOWS HAVE
A MEAN PUBLICATION RATE OF 1.04
PUBS PER YEAR.
THE SPIRE SCHOLARS ANALYSES
SHOWS PUBLICATION NUMBERS
REFLECT CAREER GOALS OF THE
SCHOLAR.
HIGHER NUMBERS OF PUBLICATIONS
FOR SCHOLARS WHO WISH TO PURSUE
CAREER AT RESEARCH INTENSIVE
INSTITUTION, NO DIFFERENCE ON
GENDER OR UNDERREPRESENTED
MINORITY IN RELATION TO THE
FACULTY TRACK PURSUIT.
NEXT.
WHAT ABOUT FELLOW IMPACT ON
UNDERGRADUATE EDUCATION
BROADENING STEMM PARTICIPATION?
SPIRE AND EMORY PROGRAMS
PUBLISHES AND CONSIDER NEW AND
REVISED COURSES, STUDENT COURSE
EVALUATION, UNDERGRADUATE
SCHOLARSHIP, TEACHING AND
LEARNING.
AS YOU CAN SEE, IT'S BEEN A
CHALLENGE TO UNIFORMLY ATTRIBUTE
CHANGE TO FELLOWS, AS COMPARED
TO MSI-DRIVEN QUALITY
IMPROVEMENT MEASURES FOR
STUDENTS THEY SERVE.
THEREFORE THE TUFTS IRACDA AND
FIVE OTHERS PILOTED A PARTNER
IMPACT TOOL THAT IS WEB BASED,
COLLABORATIVELY BUILT WITH MSI
PARTNERS.
NEXT.
A FINAL CRUCIAL IMPACT OF
IRACDAs LIES IN BUILDING OF
COMMUNITY, INFORMAL EVIDENCE FOR
STRUCTURED SUPPORT DEVELOPING
COMMUNITY AND PEER NETWORKS TO
SHARED EXPERIENCES AROUND
RESEARCH SCHOLARSHIP, PEDAGOGIC
TRAINING, MENTORING,
PROFESSIONAL DEVELOPMENT
ACTIVITIES.
INTENTIONAL INCLUSION OF
DEVELOPMENTAL OPPORTUNITIES IS
IMPORTANT FOR WOMEN AND
INDIVIDUALS UNDERREPRESENTED IN
STEMM AND BENEFITS OF LASTING
RELATIONSHIPS HAVE BEEN REPORTED
AT ANNUAL IRACDA MEETINGS.
TO SUMMARIZE, IRACDA PROGRAMS
ATTRACT AND RETAIN WOMEN AND
OTHERS UNDERREPRESENTED THROUGH
INTENSIVE STRUCTURED
PROFESSIONAL DEVELOPMENT, HAS A
DURABLE LONG-TERM IMPACT ON
TRAINING, SELF-EFFICACY, CAREER
ATTAINMENT AND SATISFACTION.
OUTCOMES ACROSS MYRIAD
INSTITUTIONS AND STAKEHOLDERS
SHOW BENEFIT FOR INCREASING
DIVERSITY IN ACADEMIA, PARTNERS
FACULTY AND STUDENTS BENEFIT
THROUGH INTERACTIONS WITH
SCHOLARS, SHARE INTEREST IN
TEACHING AND PED PEDAGOGY,
COALESCING THROUGH STRUCTURED
TRAINING AND SHARED TEACHING AND
RESEARCH EXPERIENCE.
NEXT.
SOME KEY LIMITATIONS AND
OUTCOMES ASSESSMENT INCLUDE THE
NEED FOR RELEVANT COMPARATIVE
GROUPS, RETROSPECTIVE VERSUS PRO
SPECK ACTIVE ANALYSES, NEED FOR
UNIFORM USE OF SELF-EFFICACY
SURVEYS.
ON THE NEXT SLIDE I'VE INCLUDED
CITATIONS FOR THOSE INTERESTED,
AND ON THE FINAL SLIDE THE
FUNDING SOURCES FOR THIS
PRESENTATION.
I THANK THE AUDIENCE FOR YOUR
ATTENTION.
>> THANKS EVER SO MUCH.
THESE MATERIALS WILL BE POSTED
ON THE SEMINAR SERIES PAGE OF
OUR OFFICE, DIVERSITY.NIH.GOV IN
THE NEXT WEEK OR SO.
REACTANT IS DR. CARLA FREEMAN,
WHITE PROFESSOR OF WOMEN'S
GENDER AND SEXUALITY STUDIES,
EXECUTIVE ASSOCIATE DEAN OF THE
EMORY COLLEGE OF ARTS AND
SCIENCES AT EMORY UNIVERSITY,
LED SEVERAL EFFORTS INCLUDING
CLUSTER OR COHORT HIRING TO
DIVERSIFY FACULTY AT EMORY.
SHE'S CURRENTLY LEADING
EXPERIMENTAL COLLABORATIVE
INITIATIVES DESIGNED TO TACKLE
THORNY ISSUES OF CAMPUS
INCLUSIVITY AND ENGAGED FACULTY
RETENTION.
DR. FREEMAN?
>> THANK YOU, DR. BERNARD, FOR
ORGANIZING THIS INTENSIVE
WORKSHOP.
IT'S NOT OFTEN THAT WE HAVE THE
CHANCE TO COMPARE NOTES ACROSS
INSTITUTIONS.
AND I ESPECIALLY APPRECIATE THIS
SUSTAINED FOCUS OF OUR TWO DAYS
TOGETHER.
IT'S DAUNTING TO ADD ANYTHING
NOVEL AFTER SO MUCH RICHNESS IN
THESE PANELS BUT I HOPE YOU'LL
FORGIVE ME IF THERE'S SOME
REPETITION IN THE REMARKS I'M
GOING TO MAKE AT THE END.
LET ME BEGIN BY THANKING DOCTORS
HARVEY, RASCON AND NESS FOR
THEIR PRESENTATIONS AND PERSONAL
NARRATIVES THAT BRING HOME JUST
HOW CRITICAL THIS WORK IS.
SO, I AIM TO HIGHLIGHT A FEW
POINTS THAT THEY HAVE RAISED
ABOUT TRACKING THE OUTCOMES AND
MEASURING SUCCESS IN THESE
ENDEAVORS.
AND I'D LIKE TO INCLUDE A COUPLE
OF MY OWN OBSERVATIONS AS WELL.
AS DR. BRENTON SAID YESTERDAY WE
MUST DO THE EXPERIMENT, TEST THE
HYPOTHESIS, COLLECT THE DATA,
TRACK THE INCREMENTAL STEPS.
AND IDENTIFY CLEAR MEASURES OF
SUCCESS.
THAT'S WHAT WE'RE AIMING TO DO.
I ALSO WANT TO INJECT A CALL FOR
SOME MORE QUALITATIVE MEASURES,
THAT I SEE AS CRITICAL TO
ASSESSING NOT JUST THE NUMBER OF
UNDERREPRESENTED SCIENTISTS WE
ADD TO OUR FAXES, LABORATORIES,
CLASSROOMS, AND LEADERSHIP
RANKS.
BUT ALSO CAPTURING AND HOPING TO
IMPROVE THE QUALITY OF
EXPERIENCE THE SCIENTISTS ENJOY
AT EVERY STAGE OF THEIR
PROFESSIONAL LIVES.
WHAT KINDS OF SUPPORT AND MODES
OF ENGAGEMENT ARE MOST
MEANINGFUL, TO EACH INDIVIDUAL
AT EACH CHAPTER OF THEIR CAREER,
KEY INTERSECTIONAL DISTINCTIONS
THAT RELATE TO GENDER, LIFE
CYCLE STAGE, INDIVIDUAL GOALS,
TEMPERAMENTS, ETHNICITY, RACE,
SENSIBILITIES, ET CETERA.
IS ALL THROUGH PANELISTS, I'M
GRATEFUL TO DR. MANSON'S FINE
GRAINED DISCUSSION EARLIER THIS
AFTERNOON, AND THAT FOLLOWED,
HIGHLIGHTED GENRES OF
MENTORSHIP.
AND THERE'S A LOT MORE WE COULD
SAY ABOUT THIS.
BUT JUST TO HIGHLIGHT SOME KEY
TAKEAWAYS ARE IMPORTANCE OF
TRAINING MENTORS, SIMPLY HOLDING
A HIGHER RANK OR AS I'VE HEARD
SEVERAL PEOPLE TELL ME BUMPING
INTO A COLLEAGUE AND HAVING A
PLEASANT CHAT IN THE MAILROOM,
DO NOT IN AND OF THEMSELVES
CONSTITUTE INGREDIENTS OF
MENTORSHIP.
STRUCTURING PROGRAMS IN WAYS
THAT ADDRESS EACH PHASE OF THE
PROFESSIONAL LIFE CYCLE,
HIGHLIGHTING PARTICULAR
EXPERIENCES OF UNDERREPRESENTED
SCIENTISTS, AND PROVIDING
SPECIFIC MENTORING FOR ACADEMIC
CONTEXT AS WELL AS INDUSTRY AND
GOVERNMENT'S SPHERES TO NAME A
FEW.
SO TODAY NATIONWIDE I THINK
WE'VE COLLECTIVELY FOCUSED A
GREAT DEAL OF ATTENTION TO BEST
PRACTICES IN HIRING.
EXPANDING THE CANDIDATE POOL,
TRYING TO BREAK DOWN SILOS,
RETHINKING THE REVIEW AND
INTERVIEW PROCESS, EXAMINING
IMPLICIT BIAS, USING COHORT
APPROACH TO ENHANCE FACULTY
DIVERSITY.
I'M HAPPY TO HEAR THAT ON MANY
CAMPUSES INCLUDING MY OWN THESE
PRACTICES HAVE NOW BECOME MORE
OR LESS UNIFORM.
NOT JUST SPECIFICALLY TARGETED
TO DIVERSITY HIRES BUT SEEING
ALL SEARCHES AS AN OPPORTUNITY
TO DIVERSIFY OUR FACULTY, THE
FACULTY OF THE FUTURE, IN STEM
AND ACROSS EVERY SINGLE FIELD.
I CAN ATTEST TO THE INCREMENTAL
SUCCESS OF THIS APPROACH.
IN JUST THE PAST SIX YEARS,
INCLUDING THE PANDEMIC
MORATORIUM THAT MY OWN
INSTITUTION ENGAGED IN, OUR
STEMM SEARCHES AT EMORY HAVE
GONE FROM YIELDING 14% TO
BETWEEN 38 AND 58% IN A GIVEN
YEAR.
IN THIS SAME PERIOD WE'VE
DOUBLED THE PERCENTAGE OF OUR
UNDERREPRESENTED TENURE TRACK
FACULTY IN STEM OVERALL.
CLEARLY, THERE'S A LOT MORE WORK
TO DO.
BUT ONE OBSERVATION THAT
DESERVES PARTICULAR EMPHASIS
FROM THESE PANELISTS AND
THROUGHOUT THE TWO DAYS FOR ME
IS INEXTRICABLE RELATIONSHIP
BETWEEN RECRUITMENT AND
RETENTION.
WE CANNOT REST ON OUR LAURELS AS
WE INCREASE THE NUMBER OF
UNDERREPRESENTED FACULTY IN
STEM, AND WE MUST EXAMINE THE
MULTITUDE OF FACTORS THAT LEAD
FACULTY NOT JUST TO STAY BUT TO
THRIVE.
A FEW YEARS AGO, I PUBLISHED AN
ESSAY IN THE CHRONICLE ABOUT
LESSONS WE LEARNED IN SEVERAL OF
EMORY'S CLUSTER HIRE
INITIATIVES.
NOW WE'RE SOME FIVE OR SIX YEARS
LATER, AS I FOLLOWED THE
EXPERIENCES OF MANY OF THESE
FACULTY I'M REMINDED OF JUST HOW
DYNAMIC AND HOW
MULTI-FACETTEDDED RETENTION IS.
AS WE TRY TO ASSESS THE MEASURES
OF SUCCESS, WE ALSO MUST REMIND
OURSELVES THAT THE SNAPSHOT THAT
WE MIGHT GET AT A SINGLE POINT
IN TIME WITH AN INSTITUTIONAL
SURVEY, FOR EXAMPLE, WHAT WE GET
IS JUST THAT.
IT'S A PARTIAL PICTURE AT A
SPECIFIC MOMENT IN TIME.
AND SEVERAL PRESENTERS HAVE
SAID, ONE SIZE DOES NOT FIT ALL.
WHAT ELEMENTS MATTERED MOST TO
AN INDIVIDUAL AT ONE MOMENT IN
TIME MAY CHANGE A FEW YEARS DOWN
THE ROAD.
RETENTION IS TOO OFTEN THOUGHT
OF AS A ONE-TIME AND OFTEN
URGENT GESTURE.
A RESPONSE TRIGGERED WHEN A
FACULTY MEMBER IS COURTED
ELSEWHERE.
INSTEAD WE MUST APPROACH
APPROACH TENSION AS TRUST AND
INVESTMENT, NOT REDUCIBLE TO
MATERIAL OR FINANCIAL RESOURCES
ALONE BUT IN FORMS OF
RECOGNITION, PROFESSIONAL
DEVELOPMENT AND LEADERSHIP
OPPORTUNITIES.
AND EVEN MORE GENERALLY IN THE
SENSE OF COMMUNITY THEY DESIRE.
THIS POINT WAS MADE STRONGLY TO
ME YESTERDAY BY DR. JULIAN
VASQUEZ, DIVERSIFYING FACULTY IS
AN INVESTMENT IN THE CHANGING
CULTURE OF ACADEMIC LIFE.
HERE I'M ECHOING SOME REMARKS
MADE BY DR. BRENTON YESTERDAY
AND DR. MALCOLM TODAY.
AS AN ANTHROPOLOGIST I'M KEENLY
AWARE CULTURES DO NOT CHANGE
OVERNIGHT AND DO NOT CHANGE BY
DENT OF MISSION STATEMENTS FROM
ONHIGH AS MEANINGFUL AS THESE
CAN BE.
IN MY REMAINING FEW MINUTES I
WANT TO SUGGEST THAT IN OUR
EFFORT TO ASSESS COHORT HIRING,
AND TO CAPTURE THE COMPLEXITIES
OF WHAT SUCCESS LOOKS LIKE, WE
ALSO BROADEN THE SCOPE OF OUR
METHODS.
HAVING LED SEVERAL EXPLICIT
COHORT HIRES IN STEM AS WELL AS
HUMANITIES AND SOCIAL SCIENCES,
AND NAVIGATED RETENTION CASES
AND EXIT INTERVIEWS I'M COME TO
SEE THE REASONS FOR STAYING AND
FOR LEAVING ARE MYRIAD.
SOMETIMES I THINK IT'S IMPORTANT
TO SAY THIS, THEY HAVE VERY
LITTLE TO DO WITH THE
INSTITUTION OR WITH SPECIFIC
RESOURCES.
BUT MOST OFTEN WHEN FACULTY ARE
HAPPY AND ARE EAGER TO
CONTRIBUTE AND BUILD THEIR
CAREERS WITHIN AN ACADEMIC
COMMUNITY, IT IS BECAUSE THEY
FEEL WELL SUPPORTED BY THEIR
DEPARTMENT CHAIR AND FEEL VALUED
WITHIN THEIR DEPARTMENT.
WHEN THEY ARE KEEN TO LEAVE AN
INSTITUTION, THE OPPOSITE IS
OFTEN THE CASE.
IN SHORT, NO MATTER HOW MANY
UNIVERSITY-WIDE STRUCTURES AND
SYSTEMS THERE ARE IN PLACE TO
SUPPORT DIVERSITY, EQUITY, AND
INCLUSION, AND THESE ARE
CRITICAL, FACULTY LIVE IN THEIR
DEPARTMENTS AND PROGRAMS.
I'LL SAY THIS AGAIN.
I'M ECHOES DR. HARVEY HERE.
FACULTY LIVE IN THEIR
DEPARTMENTS AND PROGRAMS.
AND IT IS THEREFORE CRITICAL
THAT WE DIG IN AND ADDRESS
STRUCTURES AS WELL AS CULTURES,
SUBTLE TRADITIONS, AND WAYS OF
CONDUCTING BUSINESS AS USUAL,
THAT MAY MAKE IT -- MAKE FOR
LESS THAN INCLUSIVE ENVIRONMENTS
IN WHICH TO THRIVE.
WITH THIS IN MIND, I'VE BEGUN A
RECENT EXPERIMENT, I THINK OF IT
AS DEPARTMENTAL ETHNOGRAPHY.
STUDYING AND WORKING WITH
DEPARTMENT CHAIRS AND FACULTY TO
ELICIT WHAT MODES OF ENGAGEMENT
ARE THE MOST MEANINGFUL AT THE
INDIVIDUAL LEVEL AND WITHIN THE
COLLECTIVE.
THAT FORM THE BUILDING BLOCKS OF
SUCCESSFUL ACADEMIC CAREERS AND
OF BELONGING.
I HAVE THE VERY GOOD FORTUNE OF
WORKING WITH A VERY TALENTED
INDIVIDUAL BY THE NAME OF DR. ED
LEE, WE'VE JUST NAMED HIM AS OUR
DIRECTOR OF INCLUSIVITY.
TO HELP ME UNEARTH AND IMPROVE
DEPARTMENT MICROCLIMATES, SO
THIS IS WORK IN PROGRESS AND I
HOPE TO BE ABLE TO PRODUCE SOME
TANGIBLE FINDINGS THAT CAN BE
SHARED WITH OTHERS.
WE'RE REMINDED WHAT COUNTS AS
SUCCESS IS NOT JUST AN
INDIVIDUAL MATTER.
WHETHER A PARTICULAR SCIENTIST
CHOOSES TO REMAIN TO WIN GRANTS,
PUBLISH PAPERS, DEVELOP NEW
PEDAGOGY, BUILD NEW
COLLABORATIONS, MAKE NEW
SCIENTIFIC DISCOVERIES, BUT
SUCCESS WILL BE EXPRESSED IN NEW
GENERATIONS OF INSPIRED
STUDENTS, AND ACADEMIC
COMMUNITIES THAT ARE CHALLENGED
TO CHANGE AND DEVELOP IN NEW
DIRECTIONS.
THIS IS CLEARLY INCREMENTAL WORK
AND THESE CHANGES WILL TAKE TIME
TO IMPLEMENT.
BUT I TAKE HEART IN THE
EAGERNESS I HEAR FROM YOU AND MY
COLLEAGUES THAT WE BEGIN THAT
PROCESS RIGHT NOW.
THANK YOU.
>> THANK YOU VERY MUCH, DR.
FREEMAN.
YOU'VE BROUGHT THINGS TOGETHER
VERY NICELY.
WE COULD STOP RIGHT NOW.
BUT WE DO HAVE QUESTIONS.
AND I'M GOING TO ASK IF PEOPLE
DON'T MIND, I'LL GO BY FIRST
NAMES.
SHAVON, ALBERTO, ANGELA, PLEASE
TURN ON YOUR CAMERAS SO WE CAN
BEGIN RESPONDING TO THE
QUESTIONS THAT HAVE COME IN AND
THIS IS YOUR LAST CHANCE, SO IF
YOU WOULD LIKE TO PUT A QUESTION
TO THIS PANEL, PLEASE LOOK.
THERE'S A BUTTON JUST ABOVE --
THERE'S A BUTTON THAT SAYS GIVE
LIVE FEEDBACK SO PLEASE DO TAKE
ADVANTAGE OF THAT.
SO, FIRST QUESTION, HOW
SATISFIED ARE FACULTY WHO ARE
RECRUITED VIA COHORT STRATEGIES,
HOW DO YOU MEASURE SATISFACTION?
I'LL START WITH YOU, CARLA, AND
GO BACKWARD.
HOW DOES THAT SOUND?
>> IT'S NOT A SIMPLE QUESTION TO
ANSWER, HOW WE MEASURE THE
SUCCESS.
AND PART OF WHAT I WAS TRYING TO
ELUCIDATE IN MY REMARKS WAS JUST
THAT I MAKE IT A PRACTICE OF
CHECKING IN WITH OUR FACULTY
THAT WE'VE HIRED IN THESE
EXPERIMENTAL EXERCISES, JUST TO
GET A PULSE FROM THEM ON HOW
THEY ARE DOING.
I WILL SAY THIS IS NOT, YOU
KNOW, I'M NOT USING A SURVEY
INSTRUMENT.
THESE ARE MUCH MORE INFORMAL AS
CHECKINS.
I TALK TO DEPARTMENT CHAIRS.
WE HAVE THE USUAL ANNUAL REVIEW
PROCESSES.
WE HAVE SOME STRUCTURED MEASURES
BUT ALSO I THINK IT'S BEEN
CRITICAL TO JUST HAVE MORE
INFORMAL CONVERSATIONS, AND PART
OF WHAT I'VE WANTED TO CONVEY IS
THAT WHEN I THINK OF THE INITIAL
STEM CLUSTER HIRE WE DID SIX
YEARS AGO, WHEN I TALK WITH
THOSE FACULTY FROM ONE YEAR TO
THE NEXT SOMETIMES THEIR
INTERESTS, THEIR CONCERNS, THEIR
POSITIVE AS WELL AS SOME
CHALLENGING EXPERIENCES CHANGE.
AND SO THE PRIORITIES I THINK
ALSO NEED TO KEEP SPACE WITH THE
CHANGES IN THEIR OWN
TRAJECTORIES.
SO THAT'S NOT A CRYSTAL CLEAR
ANSWER BUT IT'S AN EFFORT TO
CAPTURE DYNAMISM IN THE LIFE
COURSE OF EVERY FACULTY MEMBER.
>> THIS IS A RETROSPECTIVE
APPROACH, UNIVERSITY OF NEW
MEXICO, THERE HAVE BEEN EXIT
INTERVIEWS TO SEE WHAT MOTORS
VACCINATES THEM TO LEAVE.
BACKWARDS WAY TO RESTRUCTURE THE
ENVIRONMENT TO MAKE IT A MORE
POSITIVE EXPERIENCE ARE THOSE
STILL THERE OR COMING IN, TO
CHANGE PRACTICE IN ACCORDANCE
WITH THAT FEEDBACK.
>> ALBERTO?
>> WE HAVEN'T REALLY HAD A
COHORT CLUSTER HIRE AT SAN JOSE
STATE.
WHEN I FIRST STARTED AT SAN JOSE
STATE I WAS THE FIRST ONE IN I
THINK A LONG TIME TO BE HIRED.
AND SO I WAS GRATEFUL TO SENIOR
COLLEAGUES WHO HELP ME THROUGH
THE RETENTION, TENURE, PROMOTION
PROCESS BUT I STILL FELT ALONG.
FOLLOWING YEAR BROUGHT IN
ANOTHER FACULTY MEMBER IN OUR
DEPARTMENT SO WE DECIDED TO
CREATE A JUNIOR FACULTY COHORT.
SO LUCKILY WE HIRED LIKE THREE
OR FOUR PEOPLE AFTER THAT SO WE
HAD A NICE JUNIOR FACULTY COHORT
NOW, I CAN SHOW, HEY, THESE ARE
THE TENURE PROMOTION GUIDELINES.
UNFORTUNATELY NOW THEY HAVE
CHANGED FOR YOU SO NOW WE HAVE
TO LEARN NEW GUIDELINES BUT WE
BUILT THAT SENSE OF COMMUNITY,
THE THING WE KEEP TALKING ABOUT,
BECAUSE IT REALLY DOES HELP,
REALLY DOES MAKE A DIFFERENCE
REALIZING, YOU KNOW WHAT?
WE'RE ALL GOING THROUGH THIS IN
ONE WAY OR ANOTHER.
YOU HAVE TO WORRY ABOUT YOUR
LAB, ABOUT PUBLICATIONS, ABOUT
YOUR STUDENTS.
AND ALSO TOO I THINK IT'S
IMPORTANT TOO, TO REALLY BRING
IN THAT LIFE BALANCE AS WELL.
WE WANT TO HAVE KIDS, RIGHT?
WE WANT TO BE THERE FOR OUR KIDS
WHEN THEY ARE OLDER, HOW TO
GUIDE PEOPLE THROUGH THAT IS
SOMETHING THAT I DIDN'T
EXPERIENCE WHEN I WAS A POSTDOC
OR GRAD STUDENT, EVEN THOUGH I
HAD A FAMILY.
WE LEARNED THE HARD WAY.
NOW ADDRESSING THIS, THAT REALLY
HELPED OUT A LOT OF THE JUNIOR
FACULTY GET MORE COMFORTABLE,
NOT WORRYING ABOUT THAT, JUST
FOCUS ON IF YOU'RE HAPPY, GUESS
WHAT, EVERYTHING WILL FALL INTO
PLACE.
YOU WILL BE PROMOTED.
YOU WILL GET YOUR TENURE, YOUR
GRANT, ALL OF THAT.
THAT'S WHAT I WANTED TO ADD.
THANK YOU.
>> THANK YOU.
SHEVON?
>> I WOULD JUST ADD BY SAYING I
AGREE WITH WHAT ALBERTO IS
TALKING ABOUT, THAT THERE'S A
PART OF HUMANNESS IN ALL
RESEARCHERS.
UNDERSTANDINGTO MAKE SURE THEY
ARE IN THE INFRASTRUCTURE THAT
ALLOWS THEM TO THRIVE.
ALLOWS THEM TO BE CREATIVE.
THAT'S THAT TYPE OF SOCIAL --
PSYCHOSOCIAL COMPONENT OF BEING
THE RESEARCHER.
UNDERSTANDING THAT YOUR
RESEARCH, EVEN THOUGH IT MAY BE
DIFFERENT, IS VALUED BECAUSE IT
IS DIFFERENT.
HAVING THAT RESPECT THAT YOU AS
A RESEARCHER IS BRINGING
SOMETHING NEW TO THE DEPARTMENT
OR TO THE UNIT OR TO THE
INSTITUTION, THAT IS
NON-TRADITIONAL OR NON-PART OF
THE TRADITION.
AND SO MAKING SURE THAT THOSE
INDIVIDUALS FEEL VALUED, AS
HUMANS FIRST, BUT DEFINITELY AS
RESEARCHERS.
>> THANK YOU.
OKAY.
THE NEXT QUESTION, IT SAYS, THEY
PREFACE BY SAYING TOUGH YES.
BUT I WONDER IS THERE A WAY WE
CAN SHARE RESOURCES ON MAKING
PROMOTION AND TENURE CRITERIA
MORE TRANSPARENT?
FOR INSTANCE, HOW HAVE OTHER
SCHOOLS REVISED CRITERIA OVER
TIME?
AS WELL SHARE ACCOUNTABILITY
SPECIFICS FOR UNIVERSITY
LEADERSHIP.
SO MAYBE I'LL GO IN THE OTHER
DIRECTION THIS TIME AND START
WITH YOU, SHEVON.
>> I THINK THAT'S AN AWESOME
QUESTION.
ONE OF THE QUESTIONS A LOT
TENURE TRACK PROFESSORS HAVE,
WHAT DO I NEED TO DO TO MAKE
TENURE?
AND SOME MATRIX, DEFINITELY IT'S
BASED ON DIFFERENT UNITS AND
DEPARTMENTS, THEY NEED TO BEGIN
TO BUILD INFRASTRUCTURE ON THE
EXPECTATION OF THOSE -- OF
TENURE TRACK AND OF TENURED
PROFESSORS AS THEY GO FOR FALL,
WHAT IS THE EXPECTATION, SO THEY
KNOW WHAT TYPE OF MATRIX THAT
THEY ARE BEING MEASURED AGAINST.
AND PROMOTION AND TENURE IS A
FLUID COMPONENT.
IT'S VERY UNIT BASED.
IT'S VERY INSTITUTION BASED.
AND SO SOME INSTITUTIONS MAY NOT
BE WILLING TO HAVE THOSE TYPES
OF TRANSPARENCIES BUT I THINK
IT'S CONTINGENT UPON THEM TO DO
SO.
>> THANK YOU.
ALBERTO?
YEAH, IT WAS VERY INTERESTING
THAT AFTER I WAS PROMOTED I WAS
ON MY FIRST TENURE PROMOTION
COMMITTEE.
WAIT A MINUTE, I JUST WENT
THROUGH THE PROCESS.
JUST LIKE SHEVON WAS SAYING,
IT'S IMPORTANT, AND ALSO GOING
BACK, DR. MALCOLM AND OTHER
PANELISTS EARLIER ALSO MENTIONED
THAT IT SHOULDN'T BE A HOLISTIC
APPROACH, AS WELL, THINK THAT'S
SOMETHING VERY IMPORTANT TO PLAY
TO PEOPLE'S STRENGTHS, RIGHT?
SO YOU'RE NOT VERY RESEARCH
ACTIVE BUT DOING ALL THESE GREAT
THINGS FOR THE UNIVERSITY, FOR
THE DEPARTMENT.
THAT SHOULD ALSO BE CONSIDERED
AND TAKEN INTO CONSIDERATION.
BECAUSE, AGAIN, THAT'S I THINK
LIKE SHEVON WAS SAYING, THE
HUMAN SIDE OF PEOPLE THAT WILL
MENTOR AND MAKE GREAT STUDENTS.
AT THE END OF THE DAY ISN'T THAT
WHAT WE'RE DOING?
WE GOT INTO ACADEMIA TO HELP THE
FUTURE OF THESE STUDENTS, TO
MAKE SURE THEY DO WELL AND SO
WHY ARE WE GOING TO LOSE SOMEONE
WHO IS AN AMAZING MENTOR DOING
THESE OTHER THINGS.
OKAY, THEY DIDN'T GET A GRANT.
OKAY, THEY HAVEN'T PUBLISHED AS
MUCH.
THEY ARE DOING SO MUCH MORE THAT
I THINK THAT'S ALSO IMPORTANT
THINGS TO CONSIDER IN THE TENURE
PROMOTION PACKET.
FOR THOSE PEOPLE WHO ARE BARELY
NEW IN THIS, I GOT GREAT ADVICE
FROM A METEOROLOGY COLLEAGUE, MY
FIRST SEMESTER AT SAN JOSE
STATE.
LOOK, IF YOU LOVE WHAT YOU'RE
DOING, IF YOU LOVE COMING TO
CLASS, ENJOY WORKING WITH YOUR
STUDENTS, EVERYTHING WILL FALL
INTO PLACE.
I WAS PUTTING SO MUCH PRESSURE I
GOT TO DO SO MANY THINGS BUT YOU
KNOW WHAT?
I LOVE WHAT I'M DOING.
YES, I HAVE TO COMMUTE, I LIVE
IN THE EAST BAY.
SAN JOSE IS 55 MILES AWAY BUT I
LOVE GOING TO CAMPUS BECAUSE OF
MY STUDENTS, BECAUSE OF THE WORK
I'M DOING, GUESS WHAT, ONCE YOU
FORGET ALL ABOUT THAT, THAT
REALLY TOOK A BURDEN OFF ON
WORRYING ABOUT THE TENURE
PROMOTION PROCESS BECAUSE
EVERYTHING DID FALL INTO PLACE.
MY RESEARCH WITH MY STUDENTS,
THEY HELPED ME GET MY FIRST
GRANT.
MY TEACHING ALSO IMPROVED, THAT
GAVE ME GOOD MARKS WHICH IS VERY
IMPORTANT FOR OUR UNIVERSITY.
SO I GUESS I COULD GIVE THAT,
DON'T WORRY, IF YOU LOVE WHAT
YOU'RE DOING EVERYTHING WILL
FALL INTO PLACE.
>> THANK YOU.
ANGELA?
SO THANK YOU.
SO I GUESS I'LL PITCH FROM MY
HOME, IN ACADEMIC MEDICAL
CENTER, SO WE HAVE BOTH CLINICAL
COLLEAGUES AND BASIC SCIENTISTS
IN THE MIX.
AND WE'RE TEACHING DIVERSITY OF
STUDENTS FROM GRADUATE STUDENTS
TO MED STUDENTS RESIDENT
FELLOWS, ET CETERA.
UNDERGRADUATES COME IN THROUGH
INTERNSHIP PROGRAMS.
SO, FOR OUR FACULTY, THE
PROMOTION GUIDELINES VARY.
IF YOU'RE A RESEARCH SCIENTIST
THERE'S LIKELY TO BE MOST
EMPHASIS ON RESEARCH AND
EDUCATION SCHOLARSHIP.
AND MAYBE SOME SERVICE.
AND IF YOU'RE A CLINICIAN
EDUCATOR THERE'S LIKELY TO BE
MOST IMPACT OR EMPHASIS ON YOUR
CLINICAL EXPERTISE AND
SCHOLARSHIP, AS WELL AS YOUR
TEACHING OF MEDICAL TRAINEES OR
PROFESSIONAL STUDENTS.
AND WE ALSO HAVE A COLLEGE OF
PHARMACY AND NURSING.
IT'S KIND OF SPREAD OUT THAT WAY
WHICH I THINK WAS POINTED OUT
THAT IT MAY VARY DEPENDING ON
THE UNITS.
THOUGH I WOULD SAY IT'S NOT
REALLY LEFT UP TO THE
DEPARTMENTS, AT LEAST IN THE
SCHOOL OF MEDICINE, WHICH IS THE
LARGEST SCHOOL IN THE HEALTH
SCIENCES CENTER.
IN THAT CASE, THERE IS A FACULTY
AFFAIRS OFFICE, AND THEY DO A
LOT OF PROGRAMMING FOR FACULTY
WHO ARE COMING UP FOR PROMOTION
AND TENURE, THESE ARE THE
GUIDELINES BY WHICH YOU'LL BE
JUDGED, STRUNG TOGETHER TO MAKE
MILESTONES EXPECTED AT
MID-PROBATIONALLY AND TENURE
REVIEW, STARTS AT THE SCHOOL
LEVEL, DOWN TO THE DEPARTMENTS
BECAUSE THEY ARE INDIVIDUALS WHO
SUPPORT PUTTING TOGETHER
DOSSIERS, ANSWERING QUESTIONS AS
PEOPLE ARE GOING THROUGH THE
PROCESS AND SO ON.
AND THEN JUNIOR FACULTY USUALLY
HAVE SENIOR FACULTY MENTORS IN
SUPPORT OF THEM.
>> THANK YOU.
CARLA?
>> YEAH, I GUESS ALL I WOULD ADD
TO WHAT OTHERS HAVE SAID IS I
THINK TRANSPARENCY AND
LEGIBILITY ARE EXPECTATIONS
WITHIN THE INSTITUTION, THE KEYS
TO SUCCESSFUL TENURE AND THE
LEAST ANXIETY ATTACHED TO
TENURE.
IT'S I THINK PROBABLY
UNREALISTIC JUST AS HUMAN BEINGS
THAT ANY RITE OF PASSAGE IS NOT
GOING TO HAVE BOTH EXCITEMENT
AND SOME ANXIETY WRAPPED UP IN
IT.
I THINK THAT'S JUST PART OF
LIFE.
AT THE SAME TIME I THINK WE CAN
REMOVE SOME OF THE EXTREME ANGST
AND ANXIETY, THE MORE OPEN,
TRANSPARENT AND LEGIBLE WE ARE
IN EXPECTATIONS.
INSTITUTIONS VIEW CRITERIA FOR
TENURE DIFFERENTLY.
FOR ANY INDIVIDUAL FACULTY
MEMBER, IT'S CRITICALLY
IMPORTANT TO SEEK OUT THE
MENTORSHIP AT YOUR DEPARTMENT
LEVEL, AT YOUR SCHOOL LEVEL, AT
THE UNIVERSITY LEVEL, BECAUSE
CHANCES ARE YOU'RE GOING TO BE
REVIEWED AT EVERY ONE OF THOSE
THREE LEVELS, TO KNOW WHAT THEY
ARE LOOKING FOR AND WE'VE
DEVELOPED PRETTY EXTENSIVE
MENTORING PROGRAMS THAT ARE
LOCATED AT THE DEPARTMENT LEVEL
AND THEN AT THE SCHOOL-BASED
LEVEL.
SO THAT A SCIENTIST, FOR
EXAMPLE, IS GOING TO BE REVIEWED
AT THE COLLEGE-WIDE LEVEL, BY
HUMANISTS AND BY SOCIAL
SCIENTISTS AS WELL.
SO LEARNING HOW TO COMMUNICATE,
WHAT YOUR SCIENCE IS ABOUT, WHY
IT'S IMPORTANT, IS I THINK
CRUCIAL AND IT ACTUALLY RESOUNDS
WELL TO THE GRANT WRITING
PROCESS, AND I WOULD ARGUE EVERY
ELEMENT OF THE PROFESSIONAL
CAREER LEARNING HOW TO
COMMUNICATE, WHAT'S IMPORTANT
ABOUT YOUR RESEARCH, WHAT IS
YOUR PEDAGOGICAL PHILOSOPHY,
WHAT MAKES YOU AN EXTRAORDINARY
TEACHER, FOR ALL OF OUR
INSTITUTIONS WE'RE ALL INTENT TO
TENURE FACULTY WHO ARE COMMITTED
AND TRANSFORMATIVE TEACHERS AS
WELL AS SCHOLARS, AND
RESEARCHERS, AND COMMUNICATING
HOW TO DO THAT WELL, WE'RE NOT
BORN WITH BUT WE CAN LEARN BY
LOOKING AT GOOD EXAMPLES.
HAVING RESOURCES, A LIBRARY OF
EXEMPLARY TENURE DOSSIERS IS
SOMETHING THAT EVERY CANDIDATE
SHOULD BE ABLE TO ASK FOR AND TO
SEE AND REVIEW.
>> THANK YOU.
OKAY.
THERE'S A QUESTION HERE, I'VE
LEARNED SO MUCH OVER THE LAST
FEW DAYS, MOST OF THE
INITIATIVES HAVE REALLY BEEN
TOP-DOWN LEADERSHIP INITIATIVES.
AND THIS WAS ACTUALLY TOUCHED ON
A BIT YESTERDAY AS WELL.
VERY INTERESTED IN WHAT YOU AS A
PANEL THINK.
DO YOU HAVE ANY SUGGESTIONS FOR
GETTING BUY-IN BY SENIOR
LEADERSHIP FROM MIDDLE
MANAGEMENT STANDPOINT?
ALBERTO, I'LL PICK ON YOU FIRST.
>> THIS IS TOUGH.
I'VE BEEN DEALING MYSELF, NOW,
YOU KNOW, INVOLVED IN A LOT OF
THESE PROGRAMS, IT'S DIFFICULT
TO BROACH THE SUBJECTS TO A LOT
OF UPPER ADMINISTRATION.
I DON'T HAVE THE BEST ANSWER AT
THE MOMENT.
SOMETHING WE'RE STILL TRYING TO
FIGURE OUT HOW DO WE DO THAT.
WE'VE STARTED SOME CONVERSATIONS
BUT IT'S THE FOLLOW-THROUGH
THAT'S HARD.
I WISH I HAD A BETTER ANSWER FOR
THAT ONE.
>> SHEVON?
>> I WOULD SAY DEFINITELY MOVING
IN DEPARTMENT HEADS OR
DEPARTMENT CHAIRS, PART OF
MIDDLE MANAGEMENT.
TO BE PART OF THAT CONVERSATION,
ESPECIALLY AS RELATES TO COHORTS
RECRUITMENT.
ONE OF OUR PREVIOUS SPEAKERS,
A.M. PANEL, ACTUALLY MENTIONED
THAT THEIR INSTITUTION, THAT THE
DEPARTMENTS HAVE TO BE TOTALLY
BUYING INTO THE PROCESS BEFORE
THEY EVEN ACTUALLY BRING IN
ANYONE TO INTERVIEW.
I THINK THAT'S SO IMPORTANT
BECAUSE THE DEPARTMENTS REALLY
ARE SMALL MICROORGANISMS WITHIN
THAT INSTITUTION.
AND IF YOU DON'T HAVE THE
DEPARTMENT'S BUY-IN, DON'T HAVE
THE PEOPLE WHO AS PART OF THAT
DEPARTMENT BUY INTO HAVING
STRUCTURE CHANGE, BASICALLY IT
IMPACTS WHAT GOES UP AND UPPER
MANAGEMENT.
AND SO MAKING SURE THAT EVERYONE
WHO IS PART OF THAT MIDDLE
MANAGEMENT IS PART OF THAT
CONVERSATION AND ACTUALLY HAVING
THEM HAVE STRATEGIC PLANNING HOW
THEY WANT CULTURAL CHANGES IN
THE DEPARTMENTS OR UNITS OR
COLLEGES OR SCHOOLS ARE
IMPORTANT BECAUSE IT REALLY IS
WHERE THE PEOPLE ARE HOUSED THAT
REALLY HAVE TO BEAR THE IMPACT.
YOU CAN HAVE AS MANY RESOURCES
PROVIDED FOR NEW FACULTY MEMBERS
OR NEW TENURED MEMBERS COMING
INTO INSTITUTIONS BUT IF THEY DO
NOT FEEL LIKE THEY BELONG OR ARE
WELCOME.
THERE'S NOT ENOUGH RESOURCES TO
MAKE THEM STAY.
AND SO MAKING SURE THAT MIDDLE
MANAGEMENT, WHETHER A SCHOOL
LEVEL, COLLEGE LEVEL, DEPARTMENT
LEVEL, YOU KNOW, DIFFERENT
INSTITUTIONS HAVE DIFFERENT
LEVELS FOR MIDDLE MANAGEMENT.
MAKING SURE THAT THEY ARE NOT
ONLY WILLING TO BUY INTO THOSE
CHANGES BUT THEY ARE COMMITTED
TO CHANGE THEMSELVES AS A SYSTEM
WHEN THEY REALIZE THE SYSTEM MAY
NOT BE AN AREA THAT PEOPLE CAN
THRIVE IN.
>> CARLA?
>> I'VE NOT NOTICE THE
RECALCITRANCE BUT HAVE
ENCOUNTERED TREPIDATION OR
CHALLENGES, OPPOSITION OF IDEA
OF COHORT HIRE LARGELY TO DO
WITH -- RESOURCES ARE NOT
LIMITLESS, EVEN IN WELL-ENDOWNED
INSTITUTIONS.
IF WE'VE HISTORICALLY FOLLOWED A
REPLACEMENT MODEL FOR FACULTY
HIRING, WHERE PROFESSOR X IS
GOING TO RETIRE AND SO THAT
DEPARTMENT COMES TO THE DEAN AND
SAYS, OH, WE ARE ABOUT TO LOSE A
RENAISSANCE SCHOLAR, IN THIS,
YOU KNOW, AREA, AND SO WE NEED
APPROVAL FOR A LINE TO REPLACE
THAT PERSON, TO RETHINK FACULTY
HIRING IN MORE INNOVATIVE WAYS
THAT ARE GOING TO ALLOW AND
ENCOURAGE GREATER DIVERSITY OF
FACULTY AND INNOVATION IN TERMS
OF THINKING ABOUT THE FUTURE OF
SCHOLARLY FIELDS, THAT WAS A BAD
EXAMPLE FOR AN AUDIENCE OF
SCIENTISTS, FORGIVE ME.
BUT TO JETTISON THE REPLACEMENT
MODEL AND THINK MORE CREATIVELY
ABOUT CONSTELLATIONS OF
SCIENTISTS AND OF SCHOLARS AND
PEDAGOGUE, THAT'S WHERE THE
OPPORTUNITY LIES IN COHORT
HIRING.
EVEN STILL WITH SOME OPPOSITION,
I'LL NAME IT, I THINK IT WILL BE
FAMILIAR TO EVERYONE ON THE
CALL, THERE HAVE BEEN SOME
PEOPLE OVER THE YEARS,
THANKFULLY IN THE PAST, BUT WHO
HAVE SAID, YOU KNOW, LET US HIRE
THE BEST SCIENTISTS AND WE'LL
WORRY ABOUT DIVERSITY.
AND TO BRING PEOPLE ALONG TO
THINK AND TRULY SEE BEFORE THEIR
VERY EYES DIVERSITY IS AN
INTEGRAL ELEMENT OF EXCELLENCE
AS INSTITUTION OF HIGHER
LEARNING, AS A SCIENTIFIC
ENTERPRISE, I THINK THE PROOF
HAS BEEN IN THE PUDDING, AND SO
WE DON'T -- I'M NOT ENCOUNTERING
OPPOSITION TO THIS.
IN FACT, THERE'S A LOT OF
COMPETITION TO PARTICIPATE IN,
YOU KNOW, A CLUSTER HIRE AND
WE'RE GETTING REQUESTS FOR THEM
FROM LOTS OF DIFFERENT FIELDS.
SO I THINK EARNING THE BUY-IN AS
A PRESENTER MENTIONED EARLIER
TODAY, I FORGET WHO IT WAS, KEY
INGREDIENT FROM MY EXPERIENCE
HAS BEEN ENGAGING THE RELEVANT
PARTICIPANT AT THE DEPARTMENT
LEVEL, AT THE DEPARTMENT LEVEL,
ENGAGING THEM FROM THE GET-GO,
HAS BEEN THE SINGLE MOST
IMPORTANT KEY BECAUSE IF, IN MY
EXPERIENCE, WHEN CANDIDATES ARE
BROUGHT TO A UNIT AFTER THE
SEARCH IS ALREADY UNDERWAY, EVEN
IF THIS IS -- YOU KNOW,
DISCIPLINE IS THEIR DISCIPLINE,
IF THEY HAVE NOT PARTICIPATED IN
CONCEIVING OF THE VISION,
THERE'S OFTEN OPPOSITION.
AND SO I THINK IT'S REALLY KEY
TO ENGAGE PEOPLE FROM THE MOMENT
THAT THE VISION IS BEING
ESTABLISHED.
>> ANGELA?
>> I'M GOING TO ANSWER
DIFFERENTLY.
I THINK WHAT I HEARD IN THE
QUESTION WAS IF YOU'RE AT THE
GRASS ROOTS LEVEL HOW DO YOU,
YOU KNOW, CLIMB UP TO THE VERY
TOP, MIDDLE LEADERSHIP, TOP
LEVEL LEADERSHIP TO IMPACT
CHANGE?
I WOULD APPROACH FROM A FEW
EXAMPLES I'VE BEEN INVOLVED IN.
ONE IS THAT IT'S POSSIBLE TO
HAVE A GRASSROOTS KIND OF
INITIATIVE, LED BY A GROUP OF
INTERESTED FACULTY.
AND SECURE GRANT FUNDING THAT
WILL ALLOW YOU TO ADVANCE A
PROGRAM AND PROVIDE PROOF OF
PRINCIPLE.
I'LL GIVE MY IRACDA PROGRAM AS
EXAMPLE.
WE WERE DOING EDUCATION PEDAGOGY
TRAINING FOR GRADUATE STUDENTS
AND LEARNED ABOUT THE IRACDA
PROGRAM, THIS IS PERFECT, WHAT
WE NEED, INCREASING DIVERSITY,
AMONG OUR FACULTY, AND AMONG
THESE SCHOLARS, WE APPLIED FOR
AN IRACDA AND GOT IT.
NOT MUCH BUY-IN FROM LEADERSHIP.
NOBODY ASKED US TO DO IT.
WE DID IT.
WE'VE BEEN FUNDED FOR NOW THIS
IS THE THIRD CYCLE OF FUNDING.
I THINK THAT HAS REALLY SHAPED
NOW MANY YEARS LATER HOW SHALL
WE DO POSTDOCTORAL SCHOLARSHIP
AT OUR INSTITUTION?
OKAY, SO THAT'S BROUGHT THAT TO
THE LEADERSHIP ATTENTION.
AND SIMILARLY WE'VE HAD -- MY
HUSBAND AND I WERE RECRUITED
FROM NORTHWESTERN TO THE
UNIVERSITY OF NEW MEXICO,
THROUGH AN HHMI GRANT, LIKE A
COHORT HIRE OF FACULTY THAT CAME
IN TOGETHER, AT MID-LEVEL.
AND MADE A TREMENDOUS DIFFERENCE
AT THE INSTITUTION BECAUSE IT
LED TO A FUNDED COMPREHENSIVE
CANCER CENTER AT THE UNIVERSITY
OF NEW MEXICO AND CLINICAL
TRANSLATIONAL SCIENCE CENTER, BY
BRINGING IN THIS COHORT OF
FACULTY, MANY OF WHOM ARE STILL
HERE, THAT REALLY MADE THIS
DIFFERENCE.
AGAIN, LED FROM THE BOTTOM UP,
TO THE TOP, IF YOU WILL.
>> EXCELLENT.
OKAY.
WE'RE DOWN TO OUR LAST FEW
MINUTES.
I'M GOING TO GIVE YOU ALL A
TOUGH QUESTION TO CLOSE OUT
WITH.
AND I'M GOING TO WARN YOU I'LL
START WITH YOU, ANGELA, AND GO
AROUND.
ARE THERE UNFORESEEN ISSUES OF
RECRUITING, HIRING, AND
RETAINING FACULTY COHORT WHO
MIGHT BE DEVOTED TO RESEARCH
TOPICS RELEVANT TO DIVERSE
BACKGROUNDS, WHY OR WHY NOT?
IS THERE AN ISSUE OF POTENTIAL
BACKLASH AS A RESULT OF THESE
SORTS OF HIRES?
ANGELA?
>> SURE, IF I'M UNDERSTANDING,
WOULD PEOPLE FOCUSED, SAY, ON
WORK WITH COMMUNITIES, WOULD
THERE BE A BACKLASH IF THEY WERE
RECRUITED?
WE'RE JUST NOW, WE HAVE A VERY
BABY COLLEGE OF POPULATION
HEALTH AT THE UNIVERSITY OF NEW
MEXICO, DESPITE THE FACT, IT'S
PROBABLY AN OUTGROWTH OF MANY,
MANY RESEARCHERS SPREAD ACROSS
SCHOOL OF MEDICINE, COLLEGE OF
PHARMACY, OTHER UNITS, DOING
POPULATION-BASED WORK FOR A LONG
TIME.
SO, I HAVEN'T SEEN LACK OF
OPPORTUNITY TO BE ABLE TO DO
THIS WORK, OR BACKLASH AGAINST
THAT WORK.
IT'S IN FACT AN UNDERPINNING OF
MANY OF THE CENTERS I MENTIONED,
THE CLINICAL TRANSLATIONAL
SCIENCE AND CANCER CENTER.
SO, WE HAVE NOT ENGAGED, BESIDES
HOWARD HUGHES COHORT HIRE, WE'RE
MOVING IN THAT DIRECTION BY
DOING COLLECTIVE HIRES BETWEEN
THE CANCER CENTER, WHICH ALL
FACULTY ARE APPOINTED, THEY ARE
MEMBERS OF THE CANCER CENTER, SO
IT HAS TO BE A COLLABORATIVE
ACTIVITY.
THAT'S WHAT'S HAPPENING NOW.
SOME OF THESE THINGS ARE
DIFFICULT BECAUSE OF THE
COORDINATION REQUIRED BETWEEN
MULTIPLE UNITS.
SO NOT REALLY BACKLASH BUT
SOMETIMES THE COORDINATION IS
CHALLENGING.
>> THANK YOU.
ALBERTO?
>> YEAH, THIS STAGE IN MY CAREER
I HAVEN'T BEEN INVOLVED IN SUCH
APPROACHES BUT I THINK THERE
MIGHT BE GOOD IDEAS TO BRING TO
THE COLLEGE OF SCIENCE, DOING
SOME COHORT STUFF.
TYPICALLY AT OUR INSTITUTION
IT'S MORE BASED ON NEED.
YOU KNOW, IF YOU FIT WHATEVER
WE'RE LOOKING FOR, WHETHER IT'S
IN BIOLOGY, COMPUTER SCIENCE,
WHATEVER, THEN THAT'S WHO WOULD
BE THE BEST CANDIDATE.
BUT I THINK THEY DID DO LARGE
COHORT HIRE BECAUSE WE ARE IN
THE SILICON VALLEY SO IT WAS A
COMPUTER SCIENCE ONE.
AND THAT ONE ACTUALLY SPENT A
LOT DIFFERENT TYPES OF THE WE
HAVEN'T DONE THAT YET IN THE
COLLEGE OF SCIENCE, MIGHT BE
SOMETHING TO LOOK FORWARD TO FOR
US.
>> YOU CAN START THE INITIATIVE.
SHEVON?
>> IT'S A HARD QUESTION.
I THINK FROM THE STANDPOINT OF
BRINGING IN AN ASSISTANT
PROFESSOR WHO HAS A NARROW FOCUS
ON THEIR RESEARCH TOPIC WITH A
DIVERSE POPULATION, IF THERE'S
NOT A SENIOR PERSON WHO CAN HELP
GUIDE THEM IN DEVELOPING THEIR
RESEARCH PORTFOLIO, AT THAT NEW
LOCATION, THAT CAN BE SOMETHING
TO CONSIDER.
AS FAR AS A POTENTIAL CHALLENGE,
FOR NARROW FOCUS WITHIN THE
DIVERSE POPULATION, BUT THAT'S
PRETTY MUCH ALL I CAN THINK OF
RIGHT NOW AS RELATES TO THAT
TOPICAL AREA, JUST HOW DO YOU
GET THAT PERSON'S RESEARCH
PORTFOLIO UP AND RUNNING IF
THERE'S NO ONE THERE TO ACTUALLY
HELP THEM IN THAT PROCESS.
>> THANK YOU.
>> THIS IS PARTICULARLY
IMPORTANT FOR PEOPLE WHO WANT TO
DO K AWARDS, RIGHT?
BECAUSE THEY NEED TO HAVE A
MENTOR TECHNICALLY AT THEIR
INSTITUTION, THAT DO SIMILAR
WORK AND RESEARCH, TO HELP
MENTOR THEM THROUGH THAT
PROCESS.
SO IF THERE'S NO ONE AT THAT
INSTITUTION, THAT DOES THAT TYPE
OF WORK WITHIN THE TYPE OF
FEDERAL AGENCY, THEN THAT
INDIVIDUAL HAS TO NAVIGATE THE
PLAN OF MENTOR THAT'S NOT WITHIN
THEIR INSTITUTION.
>> ANGELA, YOU WANTED TO ADD TO
YOUR POINT?
>> YEAH, IT OCCURRED TO ME, I
MENTIONED CANCER CENTER AND
CTSC, WE HAD A SPATIAL TEMPORAL
MODEL CENTER THAT SPANNED
COMMUTER SCIENCE AND ENGINEERING
AND BROUGHT IN GROUPS -- HIRED
JUNIOR FACULTY PART OF THE
CENTER.
NIGMS HAS DONE AWAY WITH
MODELING CENTERS NOW BUT DID LAY
GROUND WORK, BRINGING IN
CLUSTERS OF FACULTY IN THAT WAY,
SO IF YOU CAN RECRUIT FUNDING
USUALLY THE SPECIAL INITIATIVES
FOR INTERDISCIPLINARY RESEARCH,
THAT'S ANOTHER WAY TO BUILD
THINGS FROM THE GROUND UP.
WE'RE IN THE IDeA STATES,
UNDERFUNDED IN TERMS OF R01
GRANTS, TO HE WE'VE MADE THE
MOUNTAIN WEST CONSORTIUM, OTHER
WAYS WHERE WE FORMED NETWORKS OF
TRAINING FACULTY EVEN ACROSS
INSTITUTIONS.
I JUST WANTED TO ADD THAT.
>> THANK YOU.
CARLA, YOU GET TO HAVE THE LAST
WORD.
>> YEAH, I THINK I'M GOING TO
ECHO SOME OF WHAT DR. HARVEY
JUST SAID, AND THAT IS THAT I
DON'T SEE THE FOCUS ON RELEVANCE
OF DIVERSITY TO BE IN AND OF
ITSELF ANY CAUSE FOR CONCERN OR
MARGINALITY OR EXCEPT SIMP --
SKEPTICISM.
ISOLATION IS A RED FLAG, A
PROBLEM.
I'VE WITNESSED EXAMPLES WHERE
WE'VE LOST A FACULTY MEMBER, TO
ANOTHER INSTITUTION, WHERE NOT
BECAUSE THEY WERE UNHAPPY WHERE
THEY ARE BUT THEY WERE EXTREMELY
ISOLATED AND SOUGHT OUT ANOTHER
UNIVERSITY WHERE THEY WERE AMONG
A LARGE AND SIGNIFICANT GROUP OF
SCIENTISTS WORKING ON THE SAME
METHODOLOGY, SAME FOCUS, AND
FRANKLY WERE ABLE TO PRODUCE
SCIENCE IN A MORE SEAMLESS AND
COLLABORATIVE FASHION.
SO, I THINK WE DO NEED TO BE
CAREFUL TO -- AND DELIBERATE,
NOT TO PUT A JUNIOR PERSON AT
RISK BY RECRUITING THEM IF THEY
ARE GOING TO BE AN ISLAND.
>> EXCELLENT.
I CANNOT THANK YOU ALL ENOUGH.
THIS HAS BEEN A REALLY LOVELY
DISCUSSION, A GREAT WAY TO CLOSE
OUT TWO HALF DAYS OF REALLY GOOD
CONTENT.
I'M THE HOSTESS, I GET THE FINAL
WORD.
I WANT TO SHARE A FEW
PERSPECTIVES.
FIRST, AGAIN, MY REAL GRATITUDE
TO YOU AND ALL OF THE OTHER
PANELISTS WHO PARTICIPATED IN
THIS, TO OUR PLANNING COMMITTEE,
OUR STAFF.
THIS HAS BEEN A REALLY RICH
DISCUSSION THAT'S REALLY
HIGHLIGHTED THE NUANCES OF
COHORT RECRUITMENT, CLUSTER
HIRES, HOW MUCH IT CAN VARY FROM
INSTITUTION TO INSTITUTION,
ORGANIZATION TO ORGANIZATION.
NONETHELESS, I THINK THERE HAVE
BEEN SOME KEY THEMES THAT CAME
OUT OF DISCUSSIONS OVER THE PAST
COUPLE DAYS, WE CAN ALL REFLECT
ON.
NUMBER ONE, IT REQUIRES
INSTITUTIONAL COMMITMENT FROM
LEADERSHIP AND WITH RESOURCES.
THAT INSTITUTIONAL COMMITMENT
CAN BE DEVELOPED, PARTICULARLY
WITH DATA.
WHAT WE HEARD CLEARLY IS THAT
CHANGE DOESN'T HAPPEN
IMMEDIATELY.
ONE HAS TO BE PATIENT.
AND WE NEED TO BE OPEN AND
HONEST WITH THOSE WE'RE
RECRUITING REGARDING THE ACTUAL
STATE OF THE ORGANIZATION THAT
THEY MIGHT BE RECRUITED INTO.
HOWEVER, AS WE ARE LEARNING HERE
AT NIH, THE SCHOLARS PROGRAM,
NIH UNITE INITIATIVE, IT ONLY
TAKES A RELATIVELY SMALL NUMBER
OF LIKE-MINDED INDIVIDUALS TO
DEVELOP A NIDUS THAT LEADS TO
PROPAGATION OF THESE CONCEPTS,
COHORT HIRING, D.E.I., TO TAKE
US THROUGH THE ORGANIZATION,
WE'RE LEARNING THERE ARE PIVOTAL
INFLUENCERS THAT MAY NOT BE THE
PROVOST OR DEPARTMENT CHAIR BUT
DOWN THE LINE, THINGS CAN GET
DONE.
I TOOK AWAY FROM IT WE NEED TO
BE DATA ORIENTED AND FOCUSED
THROUGHOUT.
SO, AGAIN, I I THANK YOU,
AUDIENCE, PARTICIPANTS, FOR
TAKING THE TIME TO PARTICIPATE.
I KNOW IT'S NOT ALWAYS EASY TO
FIT A TWO-DAY EVENT INTO YOUR
SCHEDULE.
WE REALLY GREATLY APPRECIATE
YOUR MAKING THIS A PRIORITY AND
HOPE YOU LEARNED AS MUCH AS WE
DID.
AGAIN, A RECORDING OF THE EVENT
AND PRESENTATION MATERIAL WILL
BE POSTED WITHIN THE COMING
WEEKS.
TAKE ADVANTAGE, SHARE WITH
COLLEAGUES.
WE'LL BE DEVELOPING PROCEEDINGS
FROM THE MEETING SO STAY TUNED
FOR THAT.
REMINDER AGAIN, OUR NEXT
SCIENTIFIC WORKFORCE DIVERSITY
SEMINAR IS GOING TO BE SHORTER,
ONLY AN HOUR-AND-A-HALF, MAY 17,
HOW DOES DIVERSITY IMPACT
SCIENCE.
PLEASE FOLLOW UP.
SIGN UP FOR THE SOCIAL MEDIA,
OUR LISTSERV, SO YOU CAN BE
NOTIFIED AS SOON AS THAT
REGISTRATION BECOMES AVAILABLE.
I'LL ALSO MENTION TWO THINGS
THAT HAVE HAPPENED RECENTLY THAT
YOU SHOULD BE AWARE OF.
THAT THE THIRD AND FINAL
ISSUANCE OF THE FACULTY
INSTITUTIONAL RECRUITMENT FOR
SUSTAINABLE TRANSFORMATION OR
FIRST FOA WAS RELEASED A COUPLE
DAYS AGO.
SO I'M CERTAIN THIS MAY BE OF
INTEREST TO MANY IN THE
AUDIENCE, APPLICATIONS ARE DUE
JULY 12.
YOU NEED TO LOOK AT THE NIH
COMMON FUND WEBSITE FOR DETAILS
ABOUT THAT.
AND I MENTIONED EARLIER THAT OUR
OFFICE IS TAKING A STANCE ABOUT
VIRTUAL MEETINGS, THE BLOG DID
GET PUBLISHED TODAY.
SO GO TO DIVERSITY.NIH.GOV, TAKE
A LOOK OR FOLLOW DR. MIKE LAUER,
AMPLIFIED IT AS A GUEST BLOG.
WE REVIEWED LITERATURE, TALKED
ABOUT THINGS GOING FORWARD.
TAKE A LOOK AT THAT.
AGAIN, THANK YOU.
THANK YOU, THANK YOU, THANK YOU.
WE REALLY APPRECIATE YOUR
JOINING US.
WE APPRECIATE EVERYONE WHO HAS
PARTICIPATED AND WE THINK IT'S
BEEN A SUCCESSFUL EVENT.
HOPE YOU DO AS WELL.