Faculty Research Research Articles

An ecosystem approach to mentoring research faculty in schools of nursing: The pacific northwest interdependence mentoring model

BackgroundMentoring can facilitate faculty career development and retention. Given ongoing challenges in academic nursing (e.g., shrinking number of experienced mentors), it is necessary to revisit and improve upon existing mentoring models and practices to support current and future nurse researchers. PurposeTo describe the development of a new faculty-to-faculty research mentoring model. MethodsConstruction of a model describing mentoring needed by research-focused nurse faculty based on analysis of the literature alongside the authors’ personal experiences. FindingsThe Pacific Northwest Interdependence Mentoring Model (PIMM) describes academic nursing as an ecosystem that fosters caring, trust, solidarity, equity, openness, and interdependent relationships among research faculty, administration, institutions, and funding sources. DiscussionAlthough mentoring environments differ in unique strengths, weaknesses, mission, culture, and values, the PIMM’s approach could be applicable for many schools of nursing and beyond to support the growth of the nursing discipline.

Assessing the Use of Scholarly Communication Platforms in Zambia

Abstract This study examines the use of scholarly communication platforms in Zambia, exploring the perceptions, usage patterns and factors influencing the adoption and utilisation of these platforms among Zambian researchers and academics. Employing a cross-sectional survey design, the study gathered data from a sample of faculty members and researchers at selected universities in Zambia. The survey instrument consisted of three sections, collecting information on demographic background, scholarly communication practices in Zambia and the scholarly communication platforms used by the academic community. The findings reveal insights into the perceptions of scholarly communication services, the challenges faced by Zambian researchers in accessing and utilising scholarly resources and potential strategies to enhance scholarly communication in the country. Additionally, the study identifies the scholarly communication platforms most widely used by the Zambian academic community and the factors influencing their adoption and usage. This research contributes to the limited literature on scholarly communication in Zambia, providing valuable insights for stakeholders involved in promoting and enhancing scholarly communication practices within the country.

Learning to Order for Inventory Systems with Lost Sales and Uncertain Supplies

We consider a stochastic lost-sales inventory control system with lead time L over a planning horizon T. Supply is uncertain, and it is a function of the order quantity (because of random yield/capacity, etc.). We aim to minimize the T-period cost, a problem that is known to be computationally intractable even under known distributions of demand and supply. In this paper, we assume that both the demand and supply distributions are unknown and develop a computationally efficient online learning algorithm. We show that our algorithm achieves a regret (i.e., the performance gap between the cost of our algorithm and that of an optimal policy over T periods) of [Formula: see text] when [Formula: see text]. We do so by (1) showing that our algorithm’s cost is higher by at most [Formula: see text] for any [Formula: see text] compared with an optimal constant-order policy under complete information (a widely used algorithm) and (2) leveraging the latter’s known performance guarantee from the existing literature. To the best of our knowledge, a finite sample [Formula: see text] (and polynomial in L) regret bound when benchmarked against an optimal policy is not known before in the online inventory control literature. A key challenge in this learning problem is that both demand and supply data can be censored; hence, only truncated values are observable. We circumvent this challenge by showing that the data generated under an order quantity q2 allow us to simulate the performance of not only q2 but also, q1 for all [Formula: see text], a key observation to obtain sufficient information even under data censoring. By establishing a high-probability coupling argument, we are able to evaluate and compare the performance of different order policies at their steady state within a finite time horizon. Because the problem lacks convexity, commonly used learning algorithms, such as stochastic gradient decent and bisection, cannot be applied, and instead, we develop an active elimination method that adaptively rules out suboptimal solutions. This paper was accepted by Victor Martínez-de-Albéniz, operations management. Funding: This work is supported by the National Science Foundation [Grant CCF-2312205]. Z. Zhou also acknowledges the New York University’s 2024 Center for Global Economy and Business [Faculty Research Grant] and New York University [Research Catalyst Prize]. Supplemental Material: The online appendix is available at https://doi.org/10.1287/mnsc.2022.02476 .

Experiences of Engineering Education Research Faculty Members in Canada: A Collaborative Autoethnography

As Engineering Education Research (EER) capacity has grown in Canada, tensions have emerged including negotiating legitimacy and the struggle to find space in institutions. In Canada, these tensions have been examined through the perspectives of graduate students studying EER, however, the experiences of new faculty members in EER-specific roles in our region are under-researched. In this paper, we examine our experiences as pre-tenure faculty members in EER-specific roles using collaborative authoethnography. Through a series of reflective prompts and iterative discussions, we address the question of how early-career EER faculty negotiate building an academic “home.” Our findings highlight how our senses of belonging in our academic unit, our engineering faculty, and the wider EER national community are mediated by our abilities to take on engineering identities. This research can help other individuals and faculties understand what supports can help us survive and thrive in Canadian academic contexts.

34 A survey of the Oklahoma State University Cowculator user preferences

Abstract The Oklahoma State University Cowculator is a free, easy to use model designed to assist cattle producers in making informed decisions regarding the nutrition of their herd. The Cowculator operates as a spreadsheet-based model, which collects information from the 2016 National Academy of Science, Engineering, and Medicine’s Nutrient Requirements for Beef Cattle, previous editions of the book, and previous research data. Producers have the option to adjust animal characteristics, feed and forage values, and diet composition to fit certain production objectives. In 2022, a Qualtrics survey was developed to determine perception of users of the program and their likes and dislikes. When users download the program, they are required to enter their name, email address, and zip code. A link to the survey was emailed to each address registered within the Cowculator database, with an email reminder sent out 30 days later. The survey yielded 233 responses. According to user download data, in 2022 the Cowculator was downloaded 2,090 times from 41 states and 53 countries. Based on email addresses ending in “.edu” the program was downloaded by faculty or students from 135 different universities, colleges, or other technical institutions. Of the respondents, 60% identified as beef cattle producers, 16% as industry professionals (e.g., consultants, veterinarians), 11% as extension personnel, 7% as research or teaching faculty, and 6% as students. Regarding the type of enterprise which the program was used for, 52% responded with cow/calf, 33% growing or stocker cattle, and 15% finishing cattle. The survey indicated that 88% of respondents were able to utilize the program effectively to evaluate or modify their nutrition program, while 16% indicated they were not successful in using the program. The survey asked respondents to give their opinion on the accuracy of the program. 69% indicated that it yielded “mostly accurate” projections, 23% responded with “very accurate”, and 5% perceived the program to be inaccurate or marginally accurate. Users of the program estimated the average annual benefit of the program to be $1,500. The respondents were asked to select what they liked about the program and what they felt needed improvement. It was indicated that the most liked features were that the program was free and that it was easy to use. The features that were indicated as needing improvement where the limited pre-added list of feedstuffs and the lack of availability of a simplified app version of the program. The results of this survey provide valuable insights regarding user demographics, as well as what can further be adjusted within the Cowculator to best fit the needs of the users.

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging.

Discipline-based education research (DBER) has experienced dramatic growth over recent years, but with growth comes concerns about whether DBER efforts accurately represent the education landscape. By many measures, DBER does not feature a representative range of institutional contexts or a diverse array of voices. Numerous professional development efforts have sought to broaden DBER participation. However, few studies investigate factors that increase engagement by individuals from underrepresented contexts. Drawing on theory related to belonging, self-efficacy, and social learning communities, we investigated persistence in an affinity group aimed at engaging community college faculty (CCF) in biology education research (BER). CCF and CC contexts are dramatically underrepresented in BER in comparison to their central positioning in higher education. We conducted a 4-y study of CCF participants' sense of belonging, self-efficacy, and network connectivity. Our results suggest a relationship between social connectivity, belonging, and persistence in the community, indicating an increase of either of these factors may increase persistence. Self-efficacy increased alongside belonging within the affinity group, which correlated with belonging in BER broadly. These results might inform efforts to engage underrepresented groups of DBER scholars and suggest that such efforts go beyond provision of resources and skills, to focus on building social connections.

Promoting Digital Literacy: The Uptake of OER by Members of Faculty in Teaching and Research for a Technological Transition in Institutions of Higher Learning

In this era of technology, Open Education Resources (OER) are seen as opportunities to give access to high-quality educational and informative materials internationally. The sharing of knowledge and information resources is the primary goal of higher education institutions. Thus, the ladder of education as a means of achieving social and economic mobility is removed using OER. Libraries across the world are rethinking their programs and operations to better fit the needs of the modern world. Successful library services in Africa depend on providing everyone with information and knowledge. The majority of OER initiatives centre on the formal education sector, which includes polytechnics, universities, and colleges. In Kenya’s higher education institutions, not much is being done to promote OER. Understanding and keeping up with the changing nature of the knowledge landscape is essential for effective change management in the library profession. Despite the severe financial situations faced by many institutions, there is a growing need for teaching resources and support systems. Through a review of faculty members’ uptake of OER in teaching and research, this study aims to advance digital literacy in Kenyan higher education institutions. The survey design was used, and data was collected using questionnaires. The population was 655 members of faculty. The findings have implications for universities and libraries on curriculum development and updating the existing one. The observation will influence universities, stakeholders and other regulatory bodies to establish policies supporting the adoption of OER and create effective frameworks for OER uptake for teaching and research by faculty members at universities in Kenya.

The Graduate Program in Acoustics at Penn State

The Graduate Program in Acoustics at Penn State offers graduate degrees (M.Eng., M.S., Ph.D.) in Acoustics, with courses and research opportunities in a wide variety of subfields. Our 820 alumni are employed around the world in military and government labs, academic institutions, consulting firms, and consumer audio and related industries. Our 40 + faculty from several disciplines conduct research and teach courses in structural acoustics, nonlinear acoustics, architectural acoustics, signal processing, aeroacoustics, biomedical ultrasound, transducers, computational acoustics, noise and vibration control, acoustic metamaterials, psychoacoustics, and underwater acoustics. Course offerings include fundamentals of acoustics and vibration, electroacoustic transducers, signal processing, acoustics in fluid media, sound and structure interaction, digital signal processing, experimental techniques, acoustic measurements and data analysis, ocean acoustics, architectural acoustics, noise control engineering, nonlinear acoustics, outdoor sound propagation, computational acoustics, biomedical ultrasound, flow induced noise, spatial sound and three-dimensional audio, and the acoustics of musical instruments. Distance education students pursuing the M.Eng. degree join resident students in a hybrid classroom environment. This poster highlights faculty research areas, laboratory facilities, student demographics, successful graduates, and recent enrollment and employment trends.

Construction of a first-class digital undergraduate course on “Decorative Patterns”

This article is a phased result of the first batch of the Ministry of Education’s industry-university collaborative education project in 2023, “Construction of a Digital First-Class Undergraduate Course on ‘Decorative Patterns’” (Project Number: 230803144265723). This article introduces in detail how to build a first-class undergraduate course in "Decorative Patterns" in the context of digital transformation, and emphasizes the necessity of improving the digital capabilities of professional education in the context of rapid technological development. The course aims to combine traditional craftsmanship with digital innovation, focusing on the art and design of decorative patterns. The unique characteristics of the course are highlighted, including industry integration, cultural inheritance, strengthening of skill base, and its role in intangible cultural heritage protection and innovation. The goal of this project is to connect education with industry needs, improve teaching quality, and cultivate high-quality, innovative, and technically proficient talents. The implementation path includes curriculum standard development, content modernization, resource digitization, teaching method innovation and comprehensive evaluation system. Finally, the article reviews the project's achievements in curriculum development, student employment, faculty research, and technological innovation in partnership with industry, demonstrating the project's broad impact on education and industry.

An Evidence-Based Framework for Medical Student Research Training.

As research becomes an increasingly important component of medical education, there is greater emphasis on incorporating programmatic enhancements to the research experience. This study builds a logic model to summarize research program inputs, outputs, and outcomes from research-oriented medical schools across the country, providing a framework that institutions can use to design and improve their medical student research training programs. Between November 2021 and February 2022, we administered a survey assessing institutional characteristics, research offerings, curriculum, funding, and student scholarly products to the medical schools ranked 1-50 in research in 2021 by US News and World Report. Results were compiled in the form of a logic model. Thirty-seven institutions (72.5%) responded. Common program inputs included personnel such as at least one funded program director (97.3%), while funding for medical student research activities was highly variable (8-72%). There was much less funding for faculty research mentors (2.7%), advisors (18.9%), and teaching faculty (29.7%). Common outputs included a medical student research office or program (97.3%), formal research curricula (83.8%), and services and programs such as research day (91.9%). The most common outcomes tracked were publications (48.6%), presentations/posters (43.2%), student participation (29.7%), and completion of a research requirement(29.7%). Common themes in medical student research training programs may be conceptualized with a logic model that schools can use to develop, evaluate, and iteratively improve their programs. Institutions should consider their desired program outcomes prior to designing inputs (e.g., funding, personnel) and outputs (e.g., curriculum, training). The online version contains supplementary material available at 10.1007/s40670-024-02001-3.

Effects of Inorganic Phosphorus and Organic Fertilizer on Growth and Yield of Common Bean (Phaseolus Vulgaris L.) under Kabul Conditions

In Afghanistan, the main reasons for low crop yields are low soil fertility. Growing human populations has resulted in shrinking land areas and decreased soil fertility. Also, the overuse of chemical fertilizers is considered to be the main cause of soil characteristics deterioration, such as soil fertility, soil biology, and soil physical properties. On the other hand, no research has been done to find the ideal phosphorus and organic (ORGOFERT) fertilizer rate for improving common bean production in Afghanistan. Thus, it is pertinent to determine the optimum phosphorus and organic fertilizer dose for common bean cultivation in Afghanistan, where this crop is grown expensively. In 2020, a field trial took place at the agriculture faculty research farm of Kabul University during the growing season. The trial utilized a randomized complete block design (RCBD) with three replications. Each plot measured 200cm x 300cm, with plants spaced 40 cm apart in rows and 20 cm apart within rows. Different amounts of phosphorus and organic fertilizer were applied in the experiment. The results indicated that employing 50 kg of ORGOFERT and 80 kg of P2O5 fertilizers per hectare led to enhanced growth parameters such as plant height, number of branches per plant, and number of green leaves per plant, as well as improved yield attributes including the number of pods per plant, number of grains per pod, 100-grain weight, and total grain yield per hectare. The ideal amount of phosphorous and ORGOFERT fertilizer to improve the growth and production of common beans under field conditions might be the rate of 80kg P2O5 + 50 kg ORGOFERT fertilizer ha-1 under Kabul's agro-ecological conditions.

Key informants perspectives on creating a high impact research department in family and community medicine: a qualitative project.

Primary care is integral to the health system and population health. Primary care research is still in development and most academic departments lack effective research investments. High impact primary care research programs are needed to advance the field to ensure a robust primary care system for the future. The project objective was to understand key informants' views of structures, functions, and processes required to create a high impact research program in an academic primary care department. A descriptive qualitative project with key informants from research programs in primary care. Participants included international research leaders in primary care (n = 10), department of family and community researchers (n = 37) and staff (n = 9) in an academic primary care department, other university leaders (n = 3) and members of the departmental executive leadership team (1 department; 25 members). Semi-structured interviews (n = 27), and focus groups (n = 6) were audio recorded, transcribed, and analyzed using thematic analysis. We used a socioecological framework which described micro, meso, macro levels of influence. At the micro level despite barriers with respect to funding, protected time and lack of formal mentorship, personal motivation was a key factor. At the meso level, the organizational structure that promoted collaboration and a sense of connection emerged as a key factor. Specifically research leaders identified a research faculty development pipeline based on equity, diversity, inclusion, indigeneity, and accessibility principles with thematic areas of focus as key enablers. Lastly, at the macro level, an overarching culture and policies that promoted funding and primary care research was associated with high impact programs. The alignment/complementarity of micro, meso, and macro level factors influenced the creation of a high impact research department in primary care. High impact research in primary care is facilitated by the development of researchers through formalized and structured mentorship/sponsorship and a department culture that promote primary care research.

Examining campus support systems for LGBQ+ college students’ mental health and well-being

In this study, we explore LGBQ+ college students’ experiences related to mental health and wellbeing, using the Proud & Thriving Framework. Our research utilizes a large-scale, multi-institutional, quantitative and qualitative data set that includes a variety of institutional types and geographic locations across the United States. We use a series of OLS regression analyses and descriptive analyses to explore LGBQ+ students’ difficulties, support networks, knowledge about institution-provided supports, and student-suggested ways that their institution has supported their mental health and well-being. We find that large portions of LGBQ+ students do not know how to get help with various difficulties and that students within the LGBQ+ community had differing relationships with risks and supports depending on their specific LGBQ+ identity such as asexual students struggling less with workload-related issues and pansexual students struggling more with health-related issues than their LGBQ+ peers. We conclude with suggestions for campus staff, faculty, and higher education researchers on tangible ways that they can work to improve campus environments and experiences for LGBQ+ college students.

Effect of Probiotic Fermented Cabbage Waste on Broiler Chicken Performance to Increase Production

Cabbage waste fermented liquid (Brassica oleracea) is a type of fermented liquid that contains lots of vitamins and other important nutrients that are beneficial for broilers. This study aims to determine the effect of adding fermented cabbage waste to the percentage of weight and length of the digestive organs of broilers including the weight of the proventriculus and ventriculus. This research was carried out from March to May 2021 at the Laboratory of UIN Agriculture Research and Development Station (UARDS) Faculty of Agriculture and Animal Husbandry, Sultan Syarif Kasim State Islamic University, Riau. The research material used 80 DOC broilers (CP 707). The research method was an experiment using a completely randomized design (CRD) with 4 treatments and 5 replications. The treatments consisted of P0 (control drinking water), P1 (2 ml of fermented cabbage waste/liter of drinking water), P2 (3 ml of fermented cabbage waste/liter of drinking water), and P3 (4 ml of fermented cabbage waste/liter of water). drinking water). The parameters measured were the percentage of weight of the proventriculus and ventriculus. The results of the analysis of variance showed that the administration of fermented cabbage waste in drinking water to broilers did not have a significant effect (P>0.05) on the percentage of weight and length of the digestive organs of broilers. The conclusion of this study is that the administration of fermented cabbage waste liquid to a level of 4 ml/liter of drinking water in broilers has not been able to increase the weight and length of the digestive organs of broilers

ESG ratings and stock performance in the internet industry

Amidst the escalating emphasis on sustainable development, numerous corporations and organizations have intensified their environmental, social, and governance (ESG) efforts. The internet sector, intrinsically linked to the ESG domain, has consequently garnered amplified scrutiny. This study delves into the correlation between ESG ratings and the stock performance of publicly listed Chinese companies in the internet sector from 2016 to 2020. The findings reveal that initiatives in the ESG sphere significantly and negatively influence stock performance in these firms, assessed through raw stock returns, stock excess returns relative to the market index, Jensen’s one-factor alpha, and the Fama-French three-factor alpha. This inverse correlation between ESG ratings and stock performance is nonlinear and convex, indicating a lessening negative impact at elevated ESG levels. Moreover, this adverse effect is more pronounced in value stocks compared to growth stocks. Predominantly manifesting before 2018, this negative trend diminishes amidst the COVID-19 period. The reverse causality analysis employing lagged ESG ratings suggests that higher ESG ratings precipitate reduced stock performance, as opposed to vice versa. This study bridges a gap in the existing literature concerning ESG and stock performance specific to the Chinese internet industry and proposes recommendations for its sustainable evolution. AcknowledgmentThis research was supported by the Department of Education of Zhejiang Province General Program (Y202249981, Y202353438), the Wenzhou Association for Science and Technology – Service and Technology Innovation Program (jczc0254), the Wenzhou-Kean University Student Partnering with Faculty Research Program (WKUSPF2023004), the Wenzhou-Kean University International Collaborative Research Program (ICRP2023002, ICRP2023004), and the Wenzhou-Kean University Internal Research Support Program (IRSPG202205, IRSPG202206).

Opinion: Do universities help or hurt innovation?

Opinion: Do universities help or hurt innovation? Do Universities help or hurt innovation? Find out in this 25-year academic entrepreneur’s anecdotal perspective of starting companies and developing implants. Thomas J. Webster shares his opinion here. Top research U.S. Universities and others worldwide, sometimes along with respective government funding agencies (like the NSF and the NIH in the U.S.), have spent billions of dollars trying to translate their faculty’s research to industry to develop real commercial products. Whether establishing University technology transfer offices (whose objective is to foster faculty research translation), paying IP lawyer fees for patents, establishing incubator spaces for University faculty spin-out companies, or issuing grants aimed at research primed for industry adoption, it is clear that U.S. Universities are in the high stakes and high funding game of entrepreneurship, and have been so for the last several decades.

Programmatic instruction for systematic reviews: Developing an interdisciplinary framework for instruction and assessment

Systematic reviews are a growing area of faculty and graduate student research. Academic libraries can anticipate more questions from their research communities regarding this advanced research methodology. This article details a framework for developing interdisciplinary programmatic instruction for systematic reviews. Scaffolded workshop series are identified as an effective method for providing this type of research assistance. The use of bibliometric data is identified as an assessment practice librarians can implement to inform programmatic direction and growth. Included within this framework are discussions on building a community of practice to ensure program development is both comprehensive and sustainable. The proposed framework will guide librarians as they develop an instruction program to assist researchers with systematic reviews across disciplines.

A scoping review to identify barriers and facilitators of research participation among chiropractic faculty.

To describe peer-reviewed literature on chiropractic faculty participation in research and identify important barriers and facilitators. We conducted a scoping review using comprehensive searches of relevant databases from inception through November 2022. English language publications of any design were included, with search terms consisting of subject headings specific to each database and free text words related to chiropractic, faculty, and research. Primary and secondary reviewer teams performed article screening and data abstraction using Covidence software, with primary reviewers responsible for consensus. Data were entered into evidence tables and analyzed descriptively. A total of 330 articles were screened, with 14 deemed eligible including 8 cross-sectional/correlational studies and 6 narrative reviews/editorials. Article publication dates ranged from 1987 to 2017. No intervention studies were identified. Facilitators of chiropractic faculty research included research assignment as primary role, institutional culture promoting research, and dedicated release time. Barriers included teaching/clinic assignments, lack of incentives and mentorship, and teaching load. Qualitative results identified 5 domains impacting faculty research: demographics/professional roles; personal empowerment; research culture; institutional setting/policies; and research training. Our scoping review found a paucity of recently published articles on chiropractic faculty participation in research. Educational institutions building research capacity among chiropractic faculty must establish cultural environments where scholarship is expected, rewarded, and valued. Tangible support, such as research policies, resources, and space, advanced training, funding, and release time, must be available. Faculty are encouraged to build upon key facilitators, evaluate interventions to address barriers to chiropractic faculty research, and publish their results.

Waving through a window: Agricultural research faculty perspectives on science communication challenges.

This qualitative study explores agriculture research faculty's challenges with participating in Science Communication. To explore the challenges shared by faculty, we utilized the proposed Faculty Science Communication Engagement Framework, which identifies three dimensions that may cause challenges for faculty Science Communication work: personal, professional, and institutional. During interviews with 11 research faculty, we identified Science Communication challenges within these dimensions. Participant challenges within the personal dimension include allocation of time, the learning curve, audience familiarity, and mass-media concern. Professional dimension challenges were "it's not my job" and disciplinary norms, while challenges within the institutional dimension included a lack of support and resources. Across these dimensions, faculty challenges revolved around the time required to invest in Science Communication activities, the needed resources (personnel, technology, and financial), the value placed on efforts by their academic institution, and the lack of knowledge regarding Science Communication techniques and audience. These findings are described through rich data, and practical recommendations are provided for fostering future Science Communication engagement and interest among faculty. These include Science Communication training focused on specific content areas, hands-on training and support with Science Communication technologies, including Extension and non-Extension faculty in training sessions, creating structured and strategically implemented shared Science Communication resources at the institutional level, including Science Communication efforts in university strategic planning, and awarding and recognizing faculty who utilize Science Communication successfully.

Diversity supplements: An underutilized opportunity to improve the diversity of the health sciences research workforce.

This paper describes the process developed at the University of Pittsburgh to increase the number of NIH-funded Diversity Supplements. The authors formed a Diversity in Academia Workgroup where we created the infrastructure and process to increase the number of Diversity Supplements. Each year, the Office of Sponsored Programs provided a list of grants that would be eligible to submit a Diversity Supplement. We surveyed the Principal Investigators inquiring about their interest in working with a trainee on a Diversity Supplement. If yes, we included their information in a database we built so that trainees could search for eligible research studies. The Diversity Deans then identified underrepresented faculty and postdoctoral researchers. We invited Program Officers from NIH to participate in a panel presentation for trainees, which was well attended. The number of Diversity Supplements awarded to Pitt researchers has significantly increased from 7 in 2020 to 10 in 2021 and to 15 in 2022. Six more have been awarded in the first half of 2023. We created the Diversity in Academia Workgroup with the goal to increase the number of Diversity Supplements at the University of Pittsburgh and in so doing, increase the diversity in the biomedical research workforce. While challenging, we know the critical importance and benefits of increased diversity at the University, and we have made significant strides toward this goal.