University leaders know that a diverse faculty body is essential to excellence in research, teaching, service, and patient care. A diverse faculty contributes to a climate of inclusion on campus and promotes research on a wide variety of topics applicable to individuals from all backgrounds. Having a diverse faculty also encourages the ascension of diverse leaders to senior administrative positions. Although universities have a vested interest in diversifying their faculty, many universities struggle to achieve diversity goals – despite their best efforts. This webinar will explore evidence-based practices for faculty hiring as well as promising practices that could benefit from further testing. The webinar hosts will also share information about an upcoming project to pilot these promising practices, with the goal of improving evidence for strategies that work.

1. Diversity in the Biomedical Research Workforce Webinar Series
Thursday, February 2, 1:00-2:00 p.m. ET

2.  If you cannot hear the audio,
check the “Audio” pane on
the control panel. You can
use your speakers or dial-in
using your telephone.
 You may ask questions at any
time using the chat box.
 Handouts

3. Nancy Aebersold
Founder & Executive Director
Higher Education Recruitment
Consortium (HERC)

4. What is HERC?

5. HERC is…
Colleges,
universities,
hospitals,
research
entities
Non-
profit
Member
Governed
720
Members
18
Regional
Chapters

6. We are…
the only organization connecting
exceptional professionals with
institutions that are committed to
diversity, equity and inclusion and
assisting dual-career couples.

7. What do we have in
common?

8. Goal we all share
Meeting the academic mission
to provide excellence in
teaching, research, and service
and advance knowledge in areas
of importance to the nation and
world.

9. To meet this goal we need the most
talented & diverse workforce

10. A few common challenges
• Homogeneous applicant pools =
homogeneous workforce
• Inability to identify job opportunities for
dual-career spouses/partners
• Search committees and employees with
conscious or unconscious bias
• Limited resources

11. HERC’s Four Strategic Areas
Professional
Development
Diversity
Recruiting
& OFCCP
Compliance
Dual-
Career
Resources
Cost
Savings

12. Jennifer C. Danek, MD
Senior Director, Urban
Universities for HEALTH
USU/APLU

13.  Webinar series on Diversity
in the Biomedical Research
Workforce
 Share findings from the
USU/APLU/AAMC report
(July 2016)
 Upcoming webinars:
www.uuhealth.org/our-
work/upcoming-events

14.  Collaborative effort of APLU/USU and
AAMC, supported by NIH
 70 experts from 28
universities/academic medical centers
 Identify research actions for
improving evidence
 Examined four areas:
 Diverse Faculty Hiring and
Advancement
 Leadership, Organizational Change,
and Climate;
 Diverse Student Success;
 Recruitment and Admissions

15. Diverse Faculty Hiring and Advancement
How do we spread effective practices for
diverse faculty hiring and advancement?
Problem:
Evidence-based
practices exist, but
we don’t know the
extent to which
they are being used.

16.  National Study on Faculty Hiring Practices:
determine extent of use of evidence-based
practices for diverse faculty hiring
 Pilot of Applicant Diversity Statements: Test
at a broader set of universities to evaluate
effectiveness and identify methods for
replicating

17. Elebeoba May, PhD
Director for Biomedical
Engineering Research Program
and Associate Professor,
University of Houston

18.  Enriches the teaching and learning
environment for ALL students (Piercy et al.,
2005; Milem, 2003; Hurtado, Milem, Clayton-Pedersen, & Allen,
1998)
 Higher quality research outcomes (Van
Hartesveldt & Giordan, 2008; Milem, 2001)
 Aids retention of minority faculty
(O’Meara, Lounder, & Campbell, 2014; Price et al., 2005)

19.  In the health and
biomedical science
fields, reduces health
disparities and bias in
clinical trials (Ford et al,
2008; Noah, 2003; Whitla et al.,
2003)
 Higher journal impact
factor and number of
citations if co-authors
are ethnically diverse
(Campbell, Mehtani, Dozier, &
Rinehart, 2013; Freeman & Huang,
2014)

20.  Expand recruitment networks (e.g. MSIs,
diverse professional orgs) (Johnson, Hekman, & Chan,
2016)
 Diversity & unconscious bias training for
search committees (Sabin, 2008; Fine, 2014)
 Include “diversity advocates” on committee to
ensure search is consistent with best
practices (Columbia University, 2017; Avery, 2015)

21.  Require diverse pool of candidates (Avery, 2015;
Proxmire, 2008)
 Use objective evaluation criteria, rubrics,
structured interviews, and standardized
interview questions (DiPonio, 2010; Patrick & Yick, 2005)
 ADVANCE practices for gender diversity (Fine
and Handelsman, 2012)

22.  Invite applicants to submit a diversity
statement describing their past contributions
to diversity (Columbia University, 2017;UC Irvine, 2016; UC
San Diego, 2010;)
 Faculty “cluster hiring” (Urban Universities for
HEALTH, 2015; Sa, 2008; Van Hartesveldt & Giordan,
2008)
 Include diversity language and other “signals”
in the job description (Columbia, 2017)

23.  Candidate diversity
statements – UCI, UCSD
 Workshops for Faculty
Search Committees - UW
Madison WISELI
 Diversity and Unconscious
Bias Training - University
of Washington
 “Rooney Rule” requiring
diverse pools - University
of Texas, SUNY system

24. Douglas Haynes, Ph.D., Vice
Provost for Academic Equity,
Diversity & Inclusion and
Director, UCI ADVANCE
Program, University of
California, Irvine

25. Hiring Diverse Faculty:
Emerging Evidence Around Using
Diversity Statements in Faculty Hiring
Douglas M. Haynes, PhD
Vice Provost for Academic Equity, Diversity & Inclusion
Professor of History
February 2nd, 2017

26. • Hiring expectations grounded in national availability by
field/sub-field.
• Equity advisors share best practices and monitor key
milestones.
• Diversity statement required for all applicants for all
FTE programs.
• Targeted outreach to professional associations and
affinity organizations.
• Inclusive Excellence Supplement FTE program. Based on
exemplary diversity statements of two unranked finalists.
Enabling the Search Process

27. Diversity Statement
Purpose of the Diversity Statement:
• Underscores campus role as a public land grant
research university serving residents of the state.
• Aligns with academic personnel policy to encourage
and recognize faculty contributions to diversity.
• Reinforces campus strategic goal of increasing
faculty participation in diversity, equity, and
inclusion activities.
• Communicates inclusive excellence as a faculty
expectation for all applicants.
• Complements research and teaching interests of
applicants and augments skills and competencies.

28. Diversity Statement
• Implementation in Search Process:
• Advertisement. “A separate statement that addresses past and/or
potential contributions to diversity, equity and inclusion should
also be included in the application materials.”
• Application Process. The on-line application system includes a
dedicated field for applicants to upload their diversity statements.
• Evaluation of Statement. Search committees and departments will
discuss the strength of the diversity statement as part of the
rationale for the proposed list of short-listed candidates to be
invited to the campus.
• School and Campus Accountability. Each dean will consider the
diversity statements of finalists and summarize the diversity
activities of new hires as part of their annual report to the provost.

29. Diversity Statement Evaluation Grid
• Purpose is to identify candidates who have job skills, experience, and/or
willingness to engage in diversity-type activities that could enhance
campus diversity efforts.
• Underscores our public commitment to Equity, Diversity, and Inclusion.
• Aims to change the culture in faculty commitment to Equity, Diversity, and
Inclusion activities.

30. 7.9%
8.0%
7.9% 8.4% 8.1%
9.0% 8.1% 8.1% 9.3%
8.9%
4.8%
6.8%
15.1%
17.4%
31.3%
15.4%
3.6%
7.0%
18.6%
9.6%
17.0%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
New hires
Total faculty
Note: Faculty includes Assistant Professors, Associate Professors, Professors. Excluded are Lecturer (SOE/PSOE) and "in
Residence," or "Clinical_/X" series.
Under-represented Racial and Ethnic Minority Faculty:
Total Faculty and New Hires, 2006-2007 through 2016-2017

31. Formal inclusive excellence activities include participation in programs and initiatives sponsored or hosted by campus units that advance diversity,
equity, and inclusion for undergraduates, graduate students, postdoctoral students, and faculty. The activities range from participation in recurring
programs and initiatives, attendance at unit and campus events, and recognition (awards, prizes, and grants). The latter may include Senate
Midcareer Service Awards, Inclusive Excellence Spirit Grants, ADVANCE Dependent Care Travel Awards, UC President's and UCI Chancellor's
Postdoctoral Mentors, and UC-HBCU Grant PIs. For more information, visit http://inclusion.uci.edu/.

33. Hannah Valantine, M.D.,
Chief Officer for Scientific
Workforce Diversity, National
Institutes of Health

34.  Please submit questions through the chatbox

35.  Contact info:
◦ Julia Michaels, Project Manager
◦ jmichaels@aplu.org (202) 478-6071
◦ http://www.uuhealth.org
 Next webinar…
Tracking Student Access to High-Impact
Practices in STEM: Wednesday, March 8, 1:00-
2:00 p.m. Eastern Time