The webinar series on diversity in the biomedical research workforce seeks to share findings from a 2016 report and address key areas to improve diversity, including faculty hiring and student success. It provides evidence supporting high-impact practices (HIPs) for enhancing student engagement and outcomes, particularly for underrepresented groups. The NIH is committed to diversifying the workforce and offers various programs and resources to support this initiative.

1. Diversity in the Biomedical Research Workforce Webinar Series
Wednesday, March 8, 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. Jennifer C. Danek, MD
Senior Director, Urban
Universities for HEALTH
USU/APLU

4.  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

5.  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

6. Tia Brown McNair, Ed.D.
Vice President of the
Office of Diversity, Equity,
and Student Success,
Association of American
Colleges & Universities

7. Tia McNair, Ed.D.
Vice President for Diversity, Equity, and Student Success
mcnair@aacu.org
Evidence for high-impact practices
(HIPs) and how they are linked with
student success

8. Intentionality

9. Critical Questions
• How can HIPs help students become intentional
learners?
• What do you want to accomplish by focusing on the
design and development of HIPs? What are the
outcomes?
• What HIPs currently exist on your campus or in your
program?
• What do you know about who participates?
• Who has access? Who doesn’t?

10. Intentionality of HIPs
• Selection
• Design
• Access
HIPs • Defined
• Evidence
Learning
Outcomes • Assessment
• Data Disaggregated
• Integrated
Equity

11. WHAT MAKES A PRACTICE
HIGH-IMPACT?

12. HIPs: Eight Key Elements
• Performance Expectations Set at Appropriately High Levels
• Significant Investment of Time and Effort by Students Over
an Extended Period of Time
• Interactions with Faculty and Peers about Substantive
Matters
• Experiences with Diversity
• Frequent, Timely and Constructive Feedback
• Structured Opportunities to reflect and Integrate Learning
• Opportunities to Discover Relevance of Learning Through
Real-World Applications
• Public Demonstration of Competence
Source: Kuh, George D., and Ken O’Donnell. 2013. Ensuring Quality and Taking High-Impact Practices to Scale. Washington, DC:
Association of American Colleges and Universities.

13. HIPs Results of NSSE 2016
60% of first-year students surveyed
participated in one HIP, with 7% of them
participating in two or more HIPs.
90% of 2016 NSSE Seniors participated in one
HIP, with 68% of them participating in two or
more
Source: NSSE 2016 High-Impact Practices (institutional report)

14. NSSE HIPs 2016 in relation to
certain high-impact experiences
The data to the right includes compares the
percentage of students from NSSE 2016 who
participated in a High-Impact Practice,
including the percentage who participated
overall (at least one, two or more), with
experiences in internships, undergraduate
research, capstone courses, and learning
communities highlighted.
Source: NSSE 2016 High-Impact Practices (institutional report)

15. “Ensuring Quality & Taking High-
Impact Practices to Scale”
“Proportionately fewer first-generation
students, black and Hispanic students, and
transfer students do research with a faculty
member, study abroad, do an internship, or
have a culminating senior experience.” (Kuh
& O’Donnell, 2013)

16. Source: NSSE
2016 HIPs
Institutional
Report

17. What are the effects of participation
in certain high-impact experiences?
What are the effects of participation in
multiple high-impact experiences?
Finley & McNair, Assessing Underserved Students’ Engagement in High-Impact Practices, 2013.

18. Outcomes Examined
• Deep Learning = Pursuit of learning beyond
memorization to seek underlying meanings &
relationships
• Gains in General Education = Writing/speaking skills,
acquire broad general educ, analyzing quant. probs
• Gains in Practical Competence = Work related
knowledge & skills, working effectively w/ others, use of
technology, quant. problem-solving, solving complex real-
world problems
• Gains in Personal & Social Development = Developing
ethics, understanding diff. bkgrds, understanding self,
contributing to community, voting
Finley & McNair, Assessing Underserved Students’ Engagement in High-Impact Practices, 2013.

19. HIP Participation vs. No Participation:
Avg. Boost Across All Outcomes
Finley & McNair, Assessing Underserved Students’ Engagement in High-Impact Practices, 2013.

20. Effect of participation in Multiple HIPs on Outcomes
StandardiuzedScores(0-100)

21. What is the effect of participation in
multiple HIPs relative to students in
the same group who do NOT
participate?

22. Avg % Increase in Outcomes w/ Participation in Multiple HIPs
Vs. No Participation (by First-Generation & Transfer Status)
1-2 HIPs
3-4 HIPs
5-6 HIPs
0%
10%
20%
30%
40%
First-Gen
Transfer
11% 14%
24% 26%
35%
40%
1-2 HIPs
3-4 HIPs
5-6 HIPs
Finley & McNair, Assessing Underserved Students’ Engagement in High-Impact Practices, 2013.

23. Bettina Huber, Ph.D.
Director of the Office of
Institutional Research,
California State University,
Northridge

24. (No. of respon.
Percent on which
HIP Attempting percent based)
Service Learning 47.9 (828)
Internship 48.3 (782)
Senior Experience 33.3 (782)
Research with Faculty 13.4 (781)
Study Abroad 8.3 (782)
Table 1. Percentage of CSUN Senior Respondents
Attempting Selected High Impact Practices
(Spring 2007 NSSE Respondents)

25. Table 2. CSUN Senior NSSE Respondents' Participation in High
Impact Practices (Spring 2007 NSSE Responses)
HIPs participated in Percent Number
Zero (no participation) 20.3 159
One 32.7 256
Two 28.3 222
Three or more 18.8 147
Three 13.8 108
Four 4.6 36
Five 0.4 3
Total 100.0 784

26. 2.98 2.98
3.09 3.11
2.00
2.50
3.00
3.50
4.00
None 1 HIP 2 HIPs 3 or more HIPs
MeanGPAatCSUNExit
Figure 1a. Impact of Participation in High Impact Practices on CSUN GPA of Senior
NSSE Respondents
[Eta=.111 (.021)]
5.67
5.58
4.78
5.14
4.0
4.5
5.0
5.5
6.0
None 1 HIP 2 HIPs 3 or more HIPs
MeanTimetoDegree
Figure 1b. Impact of Participation in High Impact Practices on Time to Degree of
Senior NSSE Respondents Entering as First Time Freshmen
[Eta=.196 (.024)]

27. 2.00
2.20
2.40
2.60
2.80
3.00
3.20
3.40
3.60
3.80
4.00
Latina/o Respon. Other Respon. Pell Grant Recip. No Pell Received
MeanGPAatCSUNExit
Figure 2. Impact of Participation in High Impact Practices on CSUN GPA by Racial &
Ethnic Background and Pell Grant Status of Senior NSSE Respondents
None 1 HIP 2 HIPs 3 or more HIPs
[Eta=.221 (.002)][Eta=.090 (NS)][Eta=.203 (.053)] [Eta=.079 (NS)]

28. 6.8
5.2
5.9
5.3
5.0
4.7
5.4
5.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
Latina/o Respondents Other Respondents
MeanTimetoDegree(inYears)
Figure 3. Impact of Participation in High Impact Practices on Time to Degree by
Racial & Ethnic Background of Senior NSSE Respondents Entering as Freshmen
None 1 HIP 2 HIPs 3 or more HIPs
[Eta=.205 (.094)][Eta=.295 (.055)]

29. SHORTCOMINGS TO INITIAL
APPROACH
Limited number of participants
drawn from one graduating class.
 Little distinction in NSSE items
between one-time and multiple HIP
participation.
 Uncertainly about how student
participants interpret NSSE HIP items.

30. Pam Bowers, Ph.D.
Associate Vice President
for Planning, Assessment
and Innovation, University
of South Carolina

31. ~ 33,000 students
~ 26,000 undergraduates
~ 7,000 first-year students
University of South Carolina
Carnegie Classification:
• RU/VH
• Community Engagement

32. Beyond The Classroom Matters™
Incorporates records of each student’s involvement in non-credit,
educationally purposeful support and enrichment programs into
institutional data to produce a comprehensive student record.
“The impact of college is largely determined by individual effort and
involvement in the academic, interpersonal, and extracurricular offerings
on a campus,” Pascarella & Terenzini
Pascarella, E. & Terenzini, P. (2005). How college affects students (Vol. 2):
A third decade of research. San Francisco: Jossey-Bass.

33. • Academic Advising Programs
• Alcohol & Other Drug Programs
• Campus Activities Programs
• Campus Religious and Spiritual Programs
• Career Services
• Civic Engagement & Service-Learning
Programs
• Clinical Health Services
• Commuter and Off-Campus Living Programs
• Counseling Services
• Disability Resources and Services
• Education Abroad Programs & Services
• Financial Aid Programs
• Fraternity and Sorority Advising Programs
• Health Promotion Services
• Housing and Residential Life Programs
• International Student Programs and Services
• Internship Programs
• Learning Assistance Programs
• Lesbian, Gay, Bisexual and Transgender
Programs and Services
• Multicultural Student Programs & Services
• Orientation Programs
• Parent and Family Programs
• Recreational Sports Programs
• Sexual Violence-Related Programs & Services
• Student Conduct Programs
• Student Leadership Programs
• Transfer Student Programs and Services
• TRIO & Other Educational Opportunity
Programs
• Undergraduate Research Programs
• Veterans and Military Programs & Services
CAS Categories (Council for the Advancement of Standards in Higher Education)

35. High Impact Practices – Key Elements
• High performance expectations, clearly communicated
• Significant investment of student time and effort, over extended period
• Interactions with faculty and peers on substantive matters
• Experiences with diversity, people and circumstances not familiar
• Frequent, timely, constructive feedback
• Periodic, structured opportunities for reflection on learning
• Real-world application of learning
• Public demonstration of competence
Kuh, G. & O’Donnell, K. (2013) Ensuring Quality & Taking High Impact Practices to Scale, AAC&U.

37. Beyond The Classroom Matters
Comprehensive Student Record
Student records are
- defined in catalog entry
- created by sponsoring department
-collected in Student Records Repository
-interfaced with Banner records
-managed in data warehouse
COGNOS
BANNER
SRR
EDC

38. Beyond The Classroom Matters

39. Core Principles of Improvement
Carnegie Foundation Improvement Research
1. Make the work problem-specific and user-centered.
2. Variation in performance is the core problem to address.
3. See the system that produces the current outcomes.
4. We cannot improve at scale what we cannot measure.
5. Anchor practice improvement in disciplined inquiry.
6. Accelerate improvements through networked communities.
http://www.carnegiefoundation.org/improvement-research/approach

40. Student View of Records
• Records are sortable by term or category
• Each entry is linked to catalog description
• Advisor has access to student records

41. Student can select activities (left) to
create a personalized
Experiential Learning Record
and can store multiple documents
(below)

42. Experiential Learning Record
• Each entry linked to catalog description
• Two ELR format options

43. Lessons Learned
• It’s not a technology project, primarily
• Requires defining educational purpose, intentional program structure
• Requires calibration of language across multiple departments
• It is a technology project
Non-Credit Records Systems
- Symplicity
- Handshake
- Maxient
- Tutor-Trac
- Advisor-Trac
- SARS
- Odyssey
- CollegiateLink
- Excel, Access, Google-Docs
Academic Records System
- Banner

44. Student
Academic
Support
Programs
Learning
Community
Student
Leadership
Roles
Internship
Community
Service
Career
Development
Undergraduate
Research
Student
Degree
Program
Course 1
Course 2
Course 3Course 4
Course
changes
Major
changes
Comprehensive
Student Record
Links records of
educational
activities for each
student,
within and beyond
the classroom.
Beyond The Classroom Matters

45. P. Kay Lund, Ph.D.
Director of the Division of
Biomedical Research
Workforce, National
Institutes of Health

46. Division of Biomedical Research Workforce (DBRW)
Office of Extramural Programs
Office of Extramural Research
Office of the Director
NIH Perspective
P. Kay Lund PhD

47. The NIH is committed to improving the diversity of the
biomedical & physician scientist research workforce
• Workforce composition affects the quality and impact of biomedical
research, health and health disparities.
• Universities play a key role in recruiting and retaining scholars into these
fields.
• Multiple factors impact success of students from under-represented
groups at multiple career levels
• A multi-faceted strategy is needed to maximize their success.
• Diversity is a top priority for the Division of Biomedical Research
Workforce.
• Our division has launched a new extramural diversity website
• We also have an interagency working group on graduate education and
interacting with the interagency group re broadening participation in
STEM and the biomedical sciences.

48. NIH Extramural Diversity Website
https://extramural-diversity.nih.gov/
New!
48
Lisa Evans and TAC

49. Programs to Enhance
Diversity
• By Career Stage:
• F31, Predoctoral Fellowship to Promote Diversity in Health-Related Research (note due dates April 8th,
August 8th, December 8th)
• T32, Training Program for Institutions That Promote Diversity
• T34, Maximizing Access to Undergraduate Research Careers (MARC)
• K01, Mentored Career Award for Faculty at Institutions That Promote Diversity (some IC)
• G12, Research Centers in Minority Institutions Program
• SC1, Support of Competitive Research (SCORE) Research Advancement Award
• R25, Multiple Research Education Programs (Research Initiative for Scientific Enhancement (RISE); Multiple
NCI Cancer Education Programs)
• Other programs
• Small Business Innovation Research & Small Business Technology Transfer (SBIR/STTR) Programs
• NIH Loan Repayment Programs (LRP)
49

50. Research Supplements to Promote
Diversity in Health-Related Research
Administrative supplement to an existing research grant,
designed to:
• Support candidates from underrepresented groups who “wish to
develop research capabilities... participate in… career development
experiences”
• Support many career stages from undergraduate to faculty
• Diversify the biomedical research workforce
PA-16-288: https://grants.nih.gov/grants/guide/pa-files/PA-16-
288.html
• Administratively reviewed by the Institute or Center (IC) funding the
original grant
– Note: different ICs have different deadlines and policies
50

51. Diversity supplements at all career stages
51
Average Award Size FY2014Distribution of
Awards FY2014

52. Rigorous evidence on outcomes of diversity strategies
will inform policy and programs
• Outcomes analyses of Diversity supplements
• Evaluation of existing programs: R25 Education programs, F31
Pre-doctoral, F32 Postdoctoral, Career Development (K-
Awards)
• Partnerships between Research Intensive Universities &
Institutions serving historically under-represented groups
– Institutional Research and Academic Career Development Awards
(positive outcomes: https://www.nigms.nih.gov/News/reports/Documents/IRACDA-outcomes-report.pdf

53. https://researchtraining.nih.gov
NIH Research Training Website
Launched in 2015, one stop for funding opportunities
Useful resource for trainees and early stage faculty
Modifications and integration with new DBRW website in progress

54. 54

55. For Program
Leaders
Building Participation
55

56. For Trainee
Applicants
Career Pathways
56

57. Example: NIH R25 Programs at College-Stage
57

58. THANK YOU
QUESTIONS/DISCUSSION ?

59.  Please submit questions through the chatbox

60.  Contact info:
◦ Julia Michaels, Project Manager
◦ jmichaels@aplu.org (202) 478-6071
◦ http://www.uuhealth.org
 Next webinar…
Supporting Minority Postdocs
Tuesday, April 18, 1:00-2:00 p.m. Eastern Time