INCLUSIVE EXCELLENCE
The Institute for Clinical Research Education (ICRE) has always maintained the strongest commitment to equitable and inclusive education. In our terminology, we follow the definitions in the DEI Glossary from the Office for Equity, Diversity, and Inclusion, University of Pittsburgh.
By the Numbers
INCLUSIVITY MATRICS WE'RE PROUD OF
The ICRE will continue to be intentional in weaving our commitment to fostering justice, equity, diversity, and inclusion throughout our leadership, workforce, curriculum, and all our programs.
Underrepresented Minorities (URM) as Defined by the NIH
18%
Degree Students
34%
Career Development Trainees
Current Fellows in the TL1 Program
40%
Current Fellows are from URM
47%
Current Fellows are Women
Across All ICRE Programs
87%
of trainees from URM remain in research or are currently enrolled in training
Faculty and Staff Administering the TL1 Program
80%
5 are Women
40%
5 are from URM
KL2 Program Scholars
33%
Current Scholars are Black, Indigenous, People of Color or Sexual Minorities
89%
Current Scholars are Women
ICRE Leadership Positions
46%
ICRE Leadership are Black, Indigenous, People of Color or Sexual Minorities
Across All ICRE Staff
93%
Current Staff are Women
29%
Current Staff are Black, Indigenous, People of Color or LBGTQIA+
Programs
Inclusive excellence is at the core of the ICRE’s mission. Beginning in 2007 with CEED, we have created programs for clinical and translational researchers from groups historically underrepresented in the health sciences
A career development program for post-doctoral fellows and faculty from underrepresented backgrounds
"The CEED Program was honored with the Chancellor’s Affirmative Action Award in 2014"
A translational research training program for early career faculty and postdocs at partnering MSIs.
This NRMN-funded program provided online leadership training for mentors committed to mentoring those from diverse backgrounds.
Clinical and Translational Science (TL1) Fellowships
Pre- and postdoctoral fellowships, which are offered to participants from 18 MSIs.
The Building Up study is testing the effectiveness of CEED in a national cohort of 25 institutions.
A national leadership development program designed for faculty from underrepresented backgrounds.
This AHRQ-funded program trained investigators from Minority Serving Institutions (MSIs) in Patient Centered Outcomes Research (PCOR).
Curriculum
Our curriculum fosters equity, inclusion, and justice, and promotes inclusion of voices historically underrepresented in the health sciences.
The ICRE is committed to ensuring that our curriculum fosters equity, inclusion, and justice, and promotes inclusion of voices historically underrepresented in the health sciences, specifically Black or African Americans, American Indians or Alaska Natives, Hispanics or Latinos, Native Hawaiians or other Pacific Islanders; individuals with disabilities; sexual minorities; and individuals from disadvantaged backgrounds. As a way to ensure transparency and accountability, we will state our intentions for improvement or change, provide information about the actions we are taking, and publish the results of those actions.
Course Evaluation Metrics
In Fall 2020, the ICRE added three questions to our course evaluations (see sidebar) to explore students’ perspectives of the level of diversity and inclusion in our courses. Our goal is for at least 95% of our courses to receive a rating of "agree" or "strongly agree" to questions 1 and 2.
Continuing Education for Faculty
The ICRE is committed to providing continuing education opportunities on issues that impact diversity, equity, inclusivity, and justice. Our benchmark year is AY 2021.
Course Evaluation Questions
- The instructor of this course showed respect for cultural and personal differences across all students.
- The instructor worked to incorporate learning materials that are inclusive of racial, gender, ethnic and/or other differences. Please consider all aspects of the course, for example: readings, images, examples, cases.
- How might the class be made more equitable and inclusive of all students?
Questions 1 and 2 are measured using the Likert Scale and question 3 is free response.
Assessment
We actively seek evidence to measure our progress. ICRE assessment indicators range from formal indicators such as climate surveys, and rubrics, to informal indicators such as anecdotal evidence and ad hoc focus groups.
The ICRE is undertaking a self-assessment to gauge its current position as a diverse, equitable, inclusive, and just institute and to create a plan to guide improvements. We will use a rubric with six dimensions: 1. Philosophy and Mission; 2. Faculty Support; 3. Curriculum; 4. Staff Support; 5. Student Support; and 6. Administrative Leadership. We anticipate our review will be a multi-year process that will promote continuous improvement.
ICRE Diversity Committee Chair
Doris Rubio, PhD
Diversity Committee
Since its founding in 2006, the ICRE has placed a strategic emphasis on diversity, equity, inclusion, and justice. Our Diversity Committee informs our work and holds the ICRE accountable to our Mission Statement.
The ICRE recognized the value of a Diversity Committee over a decade ago. Our committee is made up of administrators, faculty, and staff from multiple schools and departments at the University of Pittsburgh, all of whom have significant experience and leadership roles within the University. The committee's main charge is to help in the recruitment, support, and mentorship of trainees from diverse backgrounds, with a focus on transitioning them through academic careers. The Diversity Committee informs all of the ICRE’s work and holds us accountable to our mission statement.
