Diverse Faculty Research Articles

Forging Futures, Building a Pipeline: Testimonios From a Collective of Diverse MFP Alums in the Southwest

ABSTRACT For 50 years, the Minority Fellowship Program (MFP) has supported social workers in serving diverse communities at risk of mental health issues and substance misuse, training over 1,000 masters and doctoral-level fellows, and preparing them for meaningful community engagement. Through testimonios, we explore the career paths, collaborations, and community involvement of five doctoral-level MFP alums working at a large public R1 university in the Southwest. Reflecting as MFP alums and diverse faculty of color, our testimonios bear witness to MFP’s influence on our antiracist, antioppressive, and decolonial work, our mentorship and recruitment of graduate students of color, and our efforts to build a diverse student pipeline to address mental health and substance misuse within marginalized racial and ethnic communities.

Inclusive Faculty Hiring: Promising Practices for Increasing Higher Education Faculty Diversity

This paper reviews and synthesizes the extant work on promising practices in recruiting and hiring diverse college faculty in an equitable, inclusive process. First, I discuss the substantial demographic mismatch between faculty, the general working-age population, and undergraduate students. I then discuss the evidence that representational faculty diversity benefits students. I then integrate the literature on promising practices in inclusive faculty recruitment to recommend four strategies: better position advertisements, ongoing, proactive recruitment, thoughtful committee assignment and training, and a more deliberate, deliberative process. I offer multiple tactics within each strategy and urge institutions to adopt and prioritize whatever mix of these and other strategies/tactics makes the most sense for them.

Avicenna on the Faculties of the Soul: A Critical Analysis with an Examination of Faḫr al-Dīn al-Rāzī’s Criticisms

Abstract This article examines Avicenna’s responses to three questions regarding the soul: (1) Why does the soul require faculties? (2) Why are the soul’s faculties multiple? (3) What is the criterion for their multiplicity? Avicenna uses the rule of one and the soul’s simplicity to explain these questions, introducing multiple faculties to resolve the paradox of the soul performing various actions. He argues that the diversity of faculties is due to the generic difference between actions. Faḫr al-Dīn al-Rāzī raises four objections to Avicenna’s explanation. This paper also scrutinizes al-Rāzī’s objections to understand Avicenna’s theory better.

Barriers to Change: A Collective Case Study of Four Universities’ Efforts to Advance Faculty Diversity and Inclusion

Barriers to Change: A Collective Case Study of Four Universities’ Efforts to Advance Faculty Diversity and Inclusion

A Critical Systematic Review of Cultural and Community Practices in Integrated Reading and Writing Courses in Two-Year Colleges

ABSTRACT This study aimed to synthesize and critically analyze 24 empirical studies that focused on Students of Color (SOC) in Integrated Reading and Writing (IRW) classrooms in U.S. community colleges. Our review, through the cultural and community practices framing, examined IRW studies and how SOC, curriculum/institutional reform, and wise pedagogical practices for culturally diverse learning communities were portrayed. Our cultural and community practices framework was informed by culturally sustaining pedagogy and community cultural wealth framework in literacy. Through narratively reviewing studies, we generated the following six themes using our framework of cultural and community practices in classroom settings: ways to culturally diversify reading and writing text, strengthening students’ identity through curriculum, fostering community in the postsecondary classroom, supporting students’ mother tongue in the classroom, the need for diverse faculty representation, and the need for asset-based narratives in developmental education. Implications for asset-focused research and practice are discussed in postsecondary literacy spaces.

Explaining heterogeneity in student diversity across economics departments

While the field of economics lacks diversity, there is little consensus on the underlying causes of or most effective solutions to this problem. The authors of this article combine data from the Integrated Postsecondary Education Data System (IPEDS) with data from their own survey of U.S. economics departments to identify institution and department characteristics associated with observed variation in gender and racial diversity of undergraduate students across departments. They focus their attention on student support, role modeling, course content, and the use of active learning pedagogy. While they find no significant associations between course content or student support with student diversity, they find that gender diversity in departmental faculty is a strong predictor and that active learning is positively associated with gender diversity.

Beyond the bedside: A scoping review of the experiences of non-practising health care professionals in Health Professions Education.

The shortage of educators within Health Professions Education (HPE) threatens the optimal training of the future health care workforce. Furthermore, without recruitment of diverse and skilled faculty, targets to expand the workforce will not be possible. Non-practising health care professionals offer extensive knowledge and qualifications within health care, without the competing clinical commitments of their clinical academic colleagues, and therefore are ideally positioned to support education and training initiatives. However, the limited available evidence suggests that these individuals face significant challenges transitioning from clinical to academic roles. The purpose of this scoping review is to address the research question 'What is known about the career experiences of non-practicing healthcare professionals (defined as individuals with clinical backgrounds who no longer engage in direct patient care) across various professions and internationally, within the field of health professions education?'. To do so, we aim to map the global experiences of non-practising health care professionals from different specialties and disciplines transitioning to HPE, with a view to both current support strategies that aim to recruit and retain these individuals and fuel future research in this area. Following Arksey and O'Malley's scoping review guidelines, a research question was formulated focussing on exploring the career experiences of non-practising health care professionals now working in HPE. Searching seven literature databases and grey literature identified 51 articles for analysis. Both quantitative and qualitative methods were utilised to chart and thematically analyse data to identify key themes. There has been a rise in publications on this topic, with most studies originating from the United States and focusing on nursing. Transition to academia is marked by significant challenges, including identity shifts, renumeration and professional progression tensions, licencing issues and financial concerns. Support systems are crucial to navigating new roles alongside personal/professional development but often lacking. This scoping review highlights challenges and opportunities for non-practising health care professionals in HPE. Additional support for making the transition to education, including structured onboarding processes and long-term mentoring relationships, would be beneficial. Recognising the liminal space these professionals occupy might also facilitate more effective integration into academic roles, contributing to a more dynamic and inclusive HPE environment. Future research should explore these experiences from broader professional and geographical perspectives and employ an intersectional approach to fully understand and support this growing demographic in our field.

Diversity trends among faculty in STEM and non-STEM fields at selective public universities in the U.S. from 2016 to 2023

During the 2015–2016 academic year, racial protests swept across college campuses in the U.S. These protests were followed by large university investments in initiatives to promote diversity, which combined with existing diversity dynamics, have helped to shape recent faculty diversity trends. We document diversity trends among faculty in STEM and non-STEM fields since the protests in 2015–2016. We find that recent diversity trends are narrowing the gender gap among faculty in STEM and non-STEM fields, but widening racial-ethnic gaps, especially among Black faculty. A large body of prior research suggests these trends will affect students’ college experiences and how they choose majors.

Mentorship Matters: Exploring Experiences With, and Perceptions of, Mentorship in an Undergraduate Sample

Mentorship is crucial for undergraduate students’ success, yet its definition varies widely. Understanding the nuances of mentorship experiences and perceptions is vital for optimizing mentorship programs and promoting student success. This study investigated undergraduate students’ experiences with, and perceptions of, mentorship, examining its relationship with GPA and demographic variables. A sample of 137 undergraduate students from a private Christian university participated in the study. Data were collected through an online questionnaire containing both qualitative and quantitative measures. While no significant overall relationship between mentorship and GPA was found, complex differences emerged across demographic variables. Significant differences were observed between genders in perceptions of professors and overall mentorship scale. Ethnicity was associated with experiences with mentorship and GPA, highlighting potential biases in mentor-mentee selection. Findings underscore the importance of addressing biases in mentorship selection processes and increasing faculty diversity to meet the needs of diverse student populations. Further research should explore mentorship in community colleges and vocational institutions, prioritizing access to mentorship resources for fostering a supportive learning environment.

"I do think that accessibility is a really major thing that has come [out] of [the] pandemic": The lived experiences of resilience and health-related quality of life among a diverse sample of graduate students during the COVID-19 pandemic.

The COVID-19 pandemic has negatively impacted the mental health and wellbeing of post-secondary students. Resilience has been found to serve as a protective factor against mental distress among students during the pandemic. Despite the plethora of research that exists on post-secondary students during this crisis, most studies exploring students' health and resilience are quantitative and lack diversity. To date, the lived experiences of health-related quality of life (HRQOL) and resilience among graduate students representing diversity in age, gender, ethnicity, parental status, university, degree, and faculty during the COVID-19 pandemic remain unknown. As a part of a larger study, the purpose of this qualitative paper was to understand the lived experiences of resilience and HRQOL among a diverse sample of graduate students approximately 18 months into the COVID-19 pandemic in Ontario, Canada. A total of 14 students participated in semi-structured interviews exploring HRQOL domains, factors that supported/undermined participants' resilience, challenges/barriers to being resilient, and participants' inner strength. Thematic analysis revealed 5 themes: (1) cultural influences on resilience; (2) the role of privilege/power in shaping resilience; (3) how life stage and past experiences support resilience; (4) how the COVID-19 pandemic has undermined the resilience of equity-deserving groups; and (5) the role of disability/chronic pain. This work presents a unique dichotomy between how the COVID-19 pandemic has disrupted the lives of some graduate students, while simultaneously creating opportunities for others to thrive. Findings from this work underscore the importance of creating inclusive and accessible educational spaces to support graduate students' resilience and HRQOL currently, and in times of crisis.

Faculty Diversity, Equity and Inclusion: A Systematic Literature Review and Conceptual Framework

Faculty Diversity, Equity and Inclusion: A Systematic Literature Review and Conceptual Framework

Where are the women in spine surgery? A demographic study of the range of gender disparity in academic spine hospitals in the United States

BACKGROUND CONTEXTThere is a paucity of women in the field of academic spine surgery. In 2022, 20% of orthopedic surgery residents and 24% of neurosurgery residents were women, the lowest and third lowest of all medical specialties respectively. There exists a significant discrepancy in the number of women employed as adult spine surgeons at academic hospitals. PURPOSETo quantify the number of female attending spine surgeons at academic hospitals and identify institutions that based on faculty diversity are demonstrating inequity. STUDY DESIGNDescriptive. METHODSDemographic data was collected utilizing the 2023 to 2024 NASS Fellowship Directory in combination with publicly available information on faculty profiles from January 1, 2024 to January 30, 2024. Data collected included gender and training institutions (medical school, residency, and fellowship). Adult spine fellowship-trained orthopedic surgeons and neurosurgeons who perform adult spine surgery were included. RESULTSThere are 943 neurosurgical and orthopedic adult spine surgeons employed at 73 academic hospitals. The breakdown of orthopedic spine surgeons versus neurosurgeons is roughly equivalent, at 453 and 490, respectively. Among orthopedic spine surgeons, 19 out of 453 (4%) are female. Among neurosurgeons, 44 out of 490 (9%) are female. The number of female academic spine surgeons who are neurosurgeons is more than double that of orthopedic surgeons. Twelve out of the 19 (63%) female orthopedic spine surgeons, and 16 out of the 44 (36%) female neurosurgeons are employed at the program where they trained. Out of 45 larger academic spine hospitals with >10 faculty members, there were 15 without any female faculty. There is 1 academic hospital with ≥ 20 spine faculty, and zero women. CONCLUSIONThe number of women pursuing academic spine careers continues to lag behind present day demographics of training programs. These continued trends should prompt both individuals and institutions to support progress in gender disparity research.

Diversifying the Physical Therapist Workforce Through Holistic Hiring, Admissions, and Retention Processes.

Developing and sustaining a physical therapist workforce that reflects the communities it serves necessitates purposeful, mission-driven, and equitable strategies. These strategies aim to broaden the diversity of both faculty and student populations. Through such initiatives, we aim to foster an inclusive environment that reflects our society's richness, enabling us to better understand society's complex needs and mitigate health disparities.

Burnout, Exhaustion, Experiences of Discrimination, and Stress Among Underrepresented and First-Generation College Students in Graduate Health Profession Education.

Mental health disorders are increasing among health profession students. Compounding this, students from underrepresented backgrounds may face additional stressors and challenges. The aims of this study were to: (1) assess the extent to which burnout, exhaustion, experiences of discrimination, and stress exist among students in dentistry, nursing, occupational therapy, pharmacy, and physical therapist professional education programs; (2) determine if there are significant differences by key demographic characteristics (those who are first-generation college students [FGCSs], a member of an underrepresented minority [URM] group, or both); and (3) highlight strategies and solutions to alleviate these challenges identified by students. Cross-sectional survey using a mix of question types of a sample of graduate students from dentistry, nursing, occupational therapy, pharmacy, and physical therapy programs from February to June 2020. Utilizing the Maslach Burnout Inventory Student Survey and campus climate and stress survey, mean subscale scores were calculated for the following outcomes of interest: MBI-SS burnout, dimensions of stress, and observed racism. Logistic regressions examined student factors that may help explain these outcomes. Content analysis examined participants' responses to open-ended questions. There were 611 individuals who completed all survey questions. FGCSs were significantly more likely than non-FGCSs to report exhaustion (adjusted odds ratio [aOR]: 1.50; 95% CI = 1.04-2.16), family stress (aOR: 3.11; 95% CI = 2.13-4.55), and financial stress (aOR: 1.74; 95% CI = 1.21-2.50). URM students reported not feeling supported in their program and mentioned needing additional support, particularly for well-being, from staff and faculty. Findings from this study are consistent with literature that FGCSs experience additional stressors that may lead to burnout and exhaustion. URM students reported not feeling supported in their programs. This study's findings point to the need for leadership and faculty of health professional schools to implement or strengthen current policies, practices, and strategies that support URM students and FGCSs. Research demonstrates that a diverse student body and faculty enhances the educational experience for health professional students, and that diversity strengthens the learning environment and improves learning outcomes, preparing students to care for an increasingly diverse population. However, this study finds that students from underrepresented backgrounds may still experience more burnout, exhaustion, discrimination, and stress than their peers. Programs and policies to support URM students and FGCSs throughout their academic careers can help improve graduation and retention rates, leading to improved workforce diversity.

A Modern Curriculum for Training Scientists in Model-Informed Drug Development: Progress Report on FDA Grant to Train Regulatory Scientists.

Under US Food and Drug Administration (FDA) grant (2U18FD005320-06), the Critical Path Institute (C-Path) and experienced private sector partners collaborated with global health organizations to create didactic video materials in an e-learning format on model-informed drug development (MIDD) topics relevant to a non-modeling audience. Several multinational pharmaceutical companies contributed case studies illustrating the application of the MIDD approach in practice. Training videos were created and divided into several modules: introducing the MIDD landscape for drug development and regulatory science, a review of various model types used for MIDD, discussions of how models inform drug development and regulatory decisions, future goals of MIDD, and discussions on the interconnectedness of models used for MIDD. Examples and vignettes from stakeholders and thought leaders were included. These educational materials fill a gap between academic and "on the job training" for regulators, academic, and industry scientists, delivering insights and value for those performing modeling and non-modelers reviewing the output of modeling and simulation work. A total of 13 hours of video content is currently available. A small panel of FDA reviewers is currently beta-testing the learning management system (LMS). Future efforts for this MIDD training initiative will include expansion of the content via an expanded and diverse faculty, 1:1 online mentorship sessions, and eventually broader access to this resource consistent with an open science approach and curriculum. The MIDD training LMS can accommodate a diverse learning ecosystem; further development may also accommodate different audiences in the future.

Expanding faculty development through capacity-building: An institutional case study

The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.

Never Felt at Home: A Qualitative Study of the Experiences of Faculty From Underrepresented Groups in Family Medicine and Strategies for Empowerment.

Increasing diversity among medical educators is a vital step toward diversifying the physician workforce. This study examined how gender, race, and other attributes affect family medicine department chairs' experiences with sponsoring, mentoring, and coaching (SMC). We identified strategies at multiple levels to enhance SMC for faculty from underrepresented groups (URGs). Our qualitative study employed semistructured interviews with the chairs of departments of family medicine in the United States. We used inductive and deductive thematic analysis approaches to describe the experience and name usable strategies organized along the social-ecological model. We interviewed 20 family medicine department chairs between December 2020 and May 2021. Many participants continued to be alarmed that leaders and role models from URGs have been rare. Participants described incidents of aggression in White- and male-dominated atmospheres. Such experiences left some feeling not at home. Some White male leaders appeared oblivious to the experiences of URG faculty, many of whom were burdened with a minority tax. For some URGs, surviving meant moving to a more supportive institution. Building spaces for resiliency and connecting with others to combat discrimination gave meaning to some participants. Participant responses helped identify multilevel strategies for empowerment and support for URG faculty. Understanding the experiences of URG faculty is paramount to improving the environment in academic medicine-paving the way to enhancing diversity in the health care sector. Institutions and individuals need to develop multilevel strategies for empowerment and support to actively make diverse faculty feel at home.

Designing Prefaculty Competencies for Diverse Learners Through a Modified Delphi Process

Faculty diversity in academic medicine may better prepare the next generation of equity-minded health care practitioners and leaders. Prefaculty development is an emerging concept to support trainees in achieving key knowledge, skills, and experiences to become successful faculty. To outline competencies, with corresponding milestones, to support the academic career development of learners, inclusive of racial, ethnic, sexual, and gender identities minoritized in medicine. Using a modified Delphi process, a national working group consisting of 13 members was established. The group used the published literature and listening sessions with diverse stakeholders to draft a set of competencies and milestones in July 2022. Diverse expert panelists reviewed the draft set over 2 rounds between September 2022 and January 2023. The group considered qualitative data to further refine the draft set between rounds. Consensus was reached when competencies and milestones were rated as agree or strongly agree on importance or appropriateness by 75% or greater of expert panelists after the second round. A final set of competencies and milestones was generated in February 2023. Data from round 1 were analyzed in October 2022 and data from round 2 were analyzed in January 2023. The development of prefaculty competencies with corresponding milestones by expert panel rankings and comments. The national working group consisted of 13 members who represented diversity across racial, ethnic, and gender identities and academic and career tracks. The working group developed an initial set of 36 competencies and corresponding milestones across 12 domains. After 2 rounds, consensus among 46 expert panelists generated a final list of 32 competencies with corresponding milestones across 11 domains. A total of 26 panelists (56.5%) were women, 11 (23.9%) were Black or African American, 17 (37.0%) were Latina/o/x/e, Hispanic, or of Spanish origin, and 10 (21.7%) were White. Competency domains were divided into 2 groups: foundational (academic career choice and professional identity, mentorship, networking, financial skills, diversity and inclusion, personal effectiveness and self-efficacy, and leadership) and focused (education, community engagement, research, and clinical medicine). Consensus for inclusion or elimination of items was greater than 90% between the 2 rounds. There was consensus among the working group and expert panelists regarding the importance and appropriateness of the competencies and milestones for diverse trainees to successfully obtain faculty positions. Institutions and national organizations can use these competencies as a framework to develop curricula that support diverse learners' career development toward academia.

Professorial intentions of engineering PhDs from historically excluded groups: The influence of graduate school experiences

AbstractBackgroundIn addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure‐track faculty have not increased, and the percentage of women remains low.PurposeThe purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career.MethodWe conducted 20 semi‐structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation.ResultsThree key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work–life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school.ConclusionsThe findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work–life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers.

Disparities Across the CREOG Districts: Annual Variations of Wellness and Inclusivity Efforts in Obstetrics & Gynecology Residency Websites

Over the past few years, CREOG has emphasized improving resident well-being, decreasing physician burnout, and supporting efforts toward inclusivity. This focus has also been shared by various medical specialties and their training programs. The recent emphasis on wellness and inclusivity partly stems from the concern for burnout and higher attrition rates among Underrepresented In Medicine (URIM) learners. However, limited assessment exists of how residency programs have addressed this focus nationally. As virtual interviews have become the ‘current’ standard, timely updates have become critical as websites are an essential resource for residency applicants. As the perceived value of some updates differs by program, an assessment of the inclusivity and wellness variations over the years has been limited, especially across Obstetrics and Gynecology (ObGyn) residency program websites. This study aimed to identify the annual variations in website depictions of wellness and inclusivity across CREOG districts in the past two years, while suggesting optimized platforms to convey the commitment to such efforts. Methods: This study is a cross-sectional analysis of the websites of ACGME-accredited ObGyn residency programs across the United States in April 2022 and again in April 2023. The assessment was based on a compilation of 22 attributes devised by a nine-person focus group and piloted and tested on a 40-person focus group. Six medical students and two residents at Louisiana State University in Shreveport and the University of Toledo conducted the website benchmarking comparison. All cohorts were racially, ethnically, and gender diverse to ensure representative benchmarking. Racial diversity in this study was defined by visual representation as identified by the medical student researcher’s self-perceived report of at least one African-American/Black, Hispanic/Latino, American Indian/Alaska Native, or Native Hawaiian/Pacific Islander faculty member and resident among their colleagues based on publicly-accessible website photographic representation. Gender diversity was defined similarly by visual representation as identified by the medical student researcher’s photo-based self-perceived report of at least one member of a differing gender compared to the majority (a minimum of female and/or one male) within the faculty members and resident class. Percentages were used to compare the data due to the program count discrepancy across both years, as a result of an increase in accredited programs and website accessibility. Results: A total of 560 websites were analyzed. Minimal change in inclusivity sections of websites was noted across the two years, but a reduction in leadership referencing inclusivity (by 30%) and wellness (by 22%) occurred in 2023. Wellness efforts remained unchanged in both years from the standpoint of website investment, dedicated support personnel, and group activities. Wellness support was persistently the highest in District 5, with overall wellness efforts appearing unchanged between the two years across all districts. Similarly, District 5 had the highest DEI referencing with dedicated staff and webpage support across both years. References to holistic reviews were less identified in 2023 (by 7%), while curricula referenced DEI less frequently in their mission statement (by 15%). Similarly, a 14% reduction in DEI-focused research was noted on the websites, with an 8% reduction in resident testimonies to such efforts. District I showed the highest incorporation (32%) and increase (7%) in inclusive pronoun usage between the two years, whereas District 5 had the highest increase in supplementary LGBTQI verbiage (8%) on their website. A 17% increase in the use of inclusive pronouns was noted, whereas a reduction in gender diversity was identified in 9% of faculty and 5% of residents. Similarly, a 6-7% reduction in URIM faculty and residents was noted. Regarding racial representation, District 4 had the highest loss of resident body diversity (21%), whereas District 3 had the highest loss of faculty diversity (22%). Regarding gender diversity, District 1 was impacted by a 30% decline in gender diversity, while District 3 by 23%. Conclusion: This study demonstrates the variations in support across the country and the past two years. With some components of inclusivity being adopted more readily, the hope is that websites ultimately provide an accurate reflection of the investment in resident wellness and equity efforts across all districts.