Cell Biol Educ 4(1): 0- 2005
DOI: 10.1187/cbe.04-11-0054
© 2005 American Society for Cell Biology
Meeting Report: Building Bridges for Diverse Professors of Tomorrow
Christian Dimaano*, and
Ken Pepion
* Department of Biology, University of Utah, 257
South 1400 East, Salt Lake City, UT 84112
Western Interstate Commission for Higher
Education, P.O. Box 9752, Boulder, CO 80301
How can you inspire young minority scholars to pursue an academic career in
the professoriate? How do these scholars acquire the necessary skills to be an
effective educator and mentor? The Institute on Teaching and Mentoring
provides a unique forum for minority scholars to interact with role models
across disciplines and learn about key issues young scholars are likely to
face in their future academic
careers.1 This
four-day conference was the country's largest gathering of underrepresented
doctoral students and made a lasting impression on its attendees
(Figure 1). The 2004 meeting,
organized by the Compact for Faculty Diversity, was held in Atlanta, GA
(October 21-24). Topics in plenary presentations and minisymposia focused on
diversity issues, teaching and mentoring workshops, and preparation for future
academic careers. This report will focus on the structure of this meeting, its
content, impact on those in attendance, and the efforts of a program funded by
the National Institutes of Health (NIH) aimed at bridging the gap between
young minority scientists and their future academic research careers.
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Figure 1. Bridges to the Professoriate scholars at the 2004 Institute on Teaching and
Mentoring held in Atlanta, GA, October 21-24.
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THE COMPACT FOR FACULTY DIVERSITY
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Despite significant gains in the number of underrepresented faculty
employed in higher education since the mid-1980s, African-Americans, Native
Americans, and Chicanos/Latinos remain dramatically underrepresented in the
faculty ranks. Combined, the three groups comprise only 8% of the full-time
faculty in our nation's colleges and universities, with most occupying the
lower faculty ranks. At the rank of full professor, African-Americans comprise
3% of the population; Chicanos/Latinos, 1.8%; and Native Americans, 0.3%
(Harvey, 2003). In the health
science disciplines, the percentage of full professors from these groups is
equally underrepresented: Chicanos/Latinos, 2%; Native Americans, 0.2%; and
African-Americans 3.2% (National Research
Council, 1998).
In 1994, three regional higher education associations—the New England
Board of Higher Education (NEBHE), the Southern Regional Education Board
(SREB), and the Western Interstate Commission for Higher Education
(WICHE)—created the Compact for Faculty Diversity (referred to in this
report as the Compact) to address the serious and chronic problem of minority
faculty underrepresentation. In each of the respective geographical regions,
the Compact provides financial and academic support, mentoring, and
professional development to minority doctoral students who aspire to careers
in the professoriate. Additional partners in the Compact now include the
National Institutes of Health-National Institute of General Medical Sciences
(NIH-NIGMS), the National Science Foundation (NSF), the Ronald E. McNair
Postbaccalaureate Achievement Program, and the Alfred P. Sloan Foundation's
Minority Ph.D. Program. In addition to financial and academic support, the
Compact annually sponsors the Institute on Teaching and Mentoring that brings
together graduate students, postdoctoral fellows, and faculty mentors from
colleges and universities through-out the nation to discuss strategies for
success in graduate school and preparation for academic careers. In its 11th
year, the annual Institute on Teaching and Mentoring (referred to here simply
as the Institute) draws doctoral students of color from a wide range of
academic disciplines, including humanities, arts, and sciences.
Using the Institute as a forum for educating and expanding the skill set of
potential academics, the Compact seeks to increase the likelihood of success
among minority faculty members who have participated in both the Institute and
their respective individual programs. In this way, well-rounded candidates can
face the academic job market trained in their "hard" skills by
their Ph.D. program, supplemented with additional "soft" skills
garnered by their supporting programs and "insider perspectives"
learned at the Institute.
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A RECORD OF ACCOMPLISHMENT
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The three geographical regions of the Compact enrolled their first students
in 1994; established a comprehensive program of academic, social, and
financial support; and developed models of ongoing funding support by states
and institutions. Since its inception, the Compact has become a nationally
recognized entity for producing minority faculty. The following achievements
are noteworthy:
- Through the Institute, the Compact is bringing information to university
departments that have had little—often zero—experience with
minority graduate students.
- The Compact has posted a remarkable record in retaining students.
Persistence is a serious problem in graduate education—some studies have
found that less than half of all doctoral students ever complete the Ph.D.
(Bowen and Rudenstine, 1992).
Well into its 11th year, the Compact has enabled 80% of the scholars enrolled
in the program to either complete the Ph.D. or remain on track to do so.
- The Institute has a powerful impact on participating scholars, faculty, and
departments. The community building that takes place is invaluable. Faculty
participants have reported that the experience has caused them to introduce
improved practices into their own departments.
- Departments in participating universities are adopting practices that not
only benefit minority students, but also help all doctoral students in their
department. For example, the Institute encourages sharing information learned
during the Institute at home institutions. In this way, lessons
learned—such as awareness of minority issues and emphasis on
professional development and networking—benefit not only the faculty and
students who are part of the Compact, but also any graduate program that
contains Compact members.
- The Compact has become recognized as an exemplary program with effective
practices in graduate education and establishing minority doctoral students in
faculty positions. In 2000, the Compact received the Presidential Award for
Excellence in Science, Mathematics, and Engineering Mentoring from President
Clinton; and in 2004 it was named one of only two exemplary programs building
the faculty of the future by the Building Engineering and Science Talent
(BEST) organization.
- A comprehensive external review of the Compact conducted in 2000 stated:
"The Compact is positioned to add significantly to the diversity of
the faculty of the future, effect change in departments and institutions, and
to serve as a national resource to programs, departments, and
individuals" (italics added;
Smith and Parker, 2000).
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THE 11TH ANNUAL INSTITUTE ON TEACHING AND MENTORING
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The Institute disseminates information to graduate students and postdocs
(collectively referred to here as scholars) and fosters a sense of community
through discussion and networking. One major goal of the Institute is to
provide scholars with the skills needed to succeed in their respective fields
of graduate study. Minority faculty members presented minisymposia emphasizing
strategies for success to assist graduate students and postdocs in becoming
efficient, organized, and assertive (Table
1). A common theme among these talks was that scholars needed to
take their education into their own hands and become proactive participants in
their training. Faculty from many fields delivered discipline-independent
lessons and advice during the minisymposia and became focal points for
networking and mentoring.
Another major goal of the Institute is to prepare senior students and
postdoctoral fellows for the academic job hunt. One advantage given to
scholars of the Institute is the availability of information presented by more
experienced faculty with an established academic career
(Table 1). In addition, several
talks specifically addressed postdoctoral fellows in the sciences in order to
increase awareness of issues pertaining to their positions and to emphasize
how to maximize their postdoctoral experiences
(Table 1). Information provided
in these candid sessions gave a realistic view of life as new faculty
members—lessons often overlooked in the everyday shuffle of
research.
One unique aspect of the Institute is that the faculty advisors of scholars
are invited to attend as well. In order to encourage open communication
between graduate students and postdocs without the pressure of having faculty
advisors present, faculty in attendance participate in an independent set of
sessions. While the scholars attend the minisymposia described above, faculty
members discuss what can be done to pave the way for faculty diversity,
recruiting and retaining graduate students of color, and mentoring graduate
students of color. In most cases, faculty advisors do not have formal training
in mentoring. These mentoring sessions provided tips and strategies for being
an effective mentor and introduced the often unseen reality that minority
students face novel issues not experienced by majority students.
To bring together the entire community of scholars and advisors at the
Institute, speakers presented more global topics at plenary sessions, such as:
barriers to overcome in the professoriate, mentoring and teaching, and
diversifying faculty. Presenters often shared personal experiences from their
own careers, leaving the audience truly inspired. The ability of young,
underrepresented scholars to see other people of color in role model positions
proved to be some of the most empowering moments of the conference.
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THE IMPACT OF THE INSTITUTE ON MINORITY SCHOLARS
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The air of excitement at the Institute is intense. People meet for the
first time and returning scholars get reacquainted with old friends. Students,
postdocs, and faculty develop a camaraderie throughout the meeting that
fosters a positive outlook on careers in academia to combat the potential of
becoming disheartened from the everyday grind of graduate school. The
Institute also provides a place where students can get advice from individual
mentors regarding specific, uncomfortable situations, and students often
discover that they are not the only ones facing such problems.
The Institute also projects a very powerful message: start researching your
future career now! Talks at the Institute emphasized understanding what a
career in academia is really like and how scholars can prepare for these
careers as graduate students and postdocs. Importantly, scholars learn that
although there are particular issues facing people of color in academia, it is
important for them to be good and active members of their academic
communities, regardless of race or ethnicity.
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BRIDGES TO THE PROFESSORIATE
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Current data show that 59% of NIH postdoctoral fellows, as well as the
majority of those receiving Ph.D.s in the biomedical sciences, choose careers
in academia (National Institute of General Medical Sciences [NIGMS],
2000). In 2000, the Compact
received funding from the NIGMS to include Minority Access to Research Careers
(MARC) Predoctoral Fellows and Ruth Kirschstein National Research Service
Awardees in its annual Institute. The Compact's Bridges to the Professoriate
program provides a unique opportunity for NIH trainees to acquire the skills
and knowledge needed to make a smooth and successful transition from graduate
student to postdoc and eventually to faculty.
Increasing the number of minorities entering biomedical faculty careers,
however, depends on bolstering the number obtaining a Ph.D. The number of
minority doctoral recipients available to fill vacancies in the faculty
remains dishearteningly small, especially in the sciences
(Table 2). Current debates
about the overproduction of Ph.D.s in the life sciences, combined with lengthy
time-to-degree and postdoctoral training, may discourage talented young
minority scholars from pursuing faculty careers, in spite of the glaring need
for a more diverse professoriate. In its 1998 report, Trends in the Early
Careers of Life Scientists, the National Research Council echoed the need
to maintain diversity in graduate school and faculty ranks by continuing to
support programs that encourage minorities to pursue careers in the life
sciences. That same report recommended a shift in graduate student support
from research grants to training grants as a mechanism for increasing the
quality and oversight of graduate education.
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SIGNIFICANCE OF THE BRIDGES PROGRAM
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Why do we need the Bridges to the Professoriate program? Although the 64%
completion rate of NIH-sponsored minority fellows is better than the national
average of 50%, the fact that one-third of these talented, NIH-sponsored
graduate students fail to complete their Ph.D. signifies the loss of a
precious national resource. NIH-supported minority Ph.D. candidates contribute
to an ethnically and intellectually diverse climate on campus that enriches
the experience of all students. As practicing researchers, NIH minority
fellows who join academic faculty can provide significant benefits to society.
As mentors and role models to under-graduate students in the biomedical
sciences, these minority scholars who enter the professoriate reinforce the
possibility of success in academic areas and careers that historically have
been unwelcoming to minorities. As classroom instructors, former NIH fellows
can ensure an inclusive curriculum that reflects the importance of biomedical
sciences in an increasingly diverse society. And as community leaders, these
scholars can serve on civic boards and in professional societies whose
influence extends far beyond the boundaries of their campuses.
Retaining minority NIH trainees in doctoral degree programs and preparing
them for success in faculty careers significantly affects the lives of all
students (and potential minority biomedical researchers) with whom they come
into contact. Although the NIH offers several programs that bridge critical
junctures in the educational pipeline of biomedical scientists (such as the
Bridges to the Baccalaureate Degree and the Bridges to the Doctoral Degree
programs), the Bridges to the Professoriate program is the only project that
bridges the critical gap between completion of the Ph.D. and launching an
academic career.
Through participation in the Bridges to the Professoriate program, NIH
predoctoral fellows are able to tap into a national network of
underrepresented scholars who share similar goals and aspirations: to become
productive members in the scientific enterprise. The Institute provides a
unique opportunity for educating minority scientists about the aspects of a
research career that are seldom learned in the lab. The Institute also exposes
Bridges faculty mentors to issues that they may encounter while training
students of color and affords them the tools they need to build personal
bridges between themselves and their students. In this regard, the Bridges
program serves as an important support system for NIH trainees and their
faculty advisors, allowing them to engage in a truly synergistic meeting of
minds, providing a support network that extends well beyond the bounds of
their academic department and university.
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ACKNOWLEDGMENTS
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We would like to thank Meda Higa and Malcolm Campbell for comments on the
manuscript and helpful discussion. C.D. was supported by a Ruth L. Kirschstein
National Research Service Award and is an NIH-Bridges to the Professoriate
Scholar. K.P. is the Director of the NIH-Bridges to the Professoriate program
(Grant# GM08784).
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FOOTNOTES
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1 Information about the Institute on Teaching and Mentoring, the Compact for
Faculty Diversity, and the Bridges to the Professoriate program can be found
at the following Web site:
http://www.instituteonteachingandmentoring.org. 
Address correspondence to: Christian Dimanno
(dimaano{at}biology.utah.edu)
or Ken Pepion
(kpepion{at}wiche.edu).
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REFERENCES
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Bowen, W., and Rudenstine, N. (1992). InPursuit of the Ph.D
. Princeton, NJ: Princeton University
Press.Harvey, W.B. (2003). Minorities in Higher Education: Annual Status
Report 2002-2003. Washington, DC: American Council on Education.
http://www.acenet.edu/bookstore/pubInfo.cfm?pubID=234
(accessed 19 November 2004).
National Institute of General Medical Sciences. (2000). The Careers
and Professional Activities of Former NIGMS MARC Predoctoral Fellows.
Bethesda, MD: NIGMS.
http://www.nigms.nih.gov/news/reports/marcstudy.html
(accessed 19 November 2004).
National Research Council. (1998). Trends in the Early Careers of
Life Scientists. Washington, DC: National Academy Press.
http://books/nap.edu/html/trends/
(accessed 19 November 2004).
Smith, D.G., and Parker, S. (2000). Progress and Promise: An
Evaluation of the Compact for Faculty Diversity.
http://www.aypf.org/rmaa/pdfs/Compact.pdf
(accessed 19 November 2004).
University of Chicago. (2003). Survey of Earned Doctorates.
Doctorate data project. National Opinion Research Center.
http://www.nsf.gov/sbe/srs/ssdr/start.htm (accessed 19 November 2004).
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THE COMPACT FOR FACULTY...
A RECORD OF ACCOMPLISHMENT