Inclusive ExcellenceInclusive 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.
Our Mission Statement
The ICRE, an avowed anti-racist organization, seeks to improve health outcomes, practice, and policy by creating a just, equitable, diverse, and inclusive environment dedicated to educating the next generation of clinical and translational researchers and medical educators.
CEED – A career development program for post-doctoral fellows and faculty from underrepresented backgrounds.
CEED II – A career development program for medical students from underrepresented backgrounds.
The CEED Program was honored with the Chancellor’s Affirmative Action Award in 2014.
ENACT – This AHRQ-funded program trained investigators from Minority Serving Institutions (MSIs) in Patient Centered Outcomes Research (PCOR).
LEADS – A translational research training program for early career faculty and postdocs at partnering MSIs.
PROMISED – 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.
Building Up – The Building Up study is testing the effectiveness of CEED in a national cohort of 25 institutions.
TRANSFORM – A national leadership development program designed for faculty from underrepresented backgrounds.
(back to top)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. In July 2021, more than 90% of our courses received a rating of “agree or strongly agree” to questions 1 and 2. We use the responses to question 3 to guide faculty continuing education. Results will be reported in January and July of each year beginning in 2021. Track our progress.
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 for equitable and inclusive of all students?
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. Our plan is to track attendance at these opportunities and strive to increase attendance by 5 people or 5% annually, whichever is greater, and collect data from participants on how the presentations changed their perceptions or behaviors. Track our progress.
(back to top)Assessment
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. See the ICRE-scaled rubric and track our progress.
(back to top)Diversity Committee
ICRE Diversity Committee Chair Amber Johnson, MD, MS, MBA, FACC
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. Now chaired by Dr. Amber Johnson, the Diversity Committee informs all of the ICRE’s work and holds us accountable to our mission statement. Meet the committee and learn more about our work.
By the Numbers
- As of August 2020, 23% of our degree students and 40% of our career development trainees are from underrepresented backgrounds as defined by the NIH.
- In the TL1 program, 40% of all our current fellows are from underrepresented backgrounds and 60% are women.
- Across all ICRE programs, 87% of our trainees from underrepresented backgrounds remain in research or are currently enrolled in training.
- Among the 5 faculty/staff administering the TL1 program, 4 (80%) are women and 2 (40%) are from underrepresented backgrounds.
Director of the ICRE, Dr. Doris Rubio, received the 2021 Chancellor’s Distinguished Public Service Award for championing workplace diversity and supporting junior faculty.
- In the KL2 program, 44% of our current Scholars are Black, Indigenous, or People of Color or sexual minorities and 56% are women.
- X% (six) of ICRE’s leadership positions are held by Black, Indigenous, or People of Color.
- Across all ICRE staff, N (X%) are women and N (X%) are Black, Indigenous, or People of Color.
