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2.  Consistency in programs over time: long-term effort. For more than 20 years, in every medical school class more than 20 percent of students have been under-represented minorities.

3.  Collaboration across institutions. The office works in partnership with the Biomedical Bioscience Career Program (, which collaborates with the biotechnology, pharmaceutical, and device industries, as well as colleges and universities, and has served more than 9000 students across the country. The Biomedical Bioscience Career Program offers scholarships and mentoring to students about a wide range of career opportunities.

4.  Creativity: doing things differently.

5.  Communication customized for different audiences.

6.  Commitment of the institutional leadership:

o   Diversity inclusion is now in the mission statement of the medical school.

o   Diversity inclusion has been incorporated by the leadership as a cornerstone for excellence in teaching, research, and service.

o   Diversity inclusion is in their promotion guidelines.

The Office for Diversity Inclusion and Community Partnership is working to embed diversity and inclusion into the institution’s operations. Reede noted how, too often, an institution’s goals of excellence in teaching, research, and service take center stage while diversity programs stand to one side. In addition, success for diversity programs is often spoken of through numbers (specifically, percentages), when in fact an increase in diversity of 100 percent may mean the addition of two people. The office is working to change both practices, creating a new paradigm in which diversity inclusion is part of what the institution does—increasing its capacity to capture all human capital and make maximum use of the contributions of all community members to the teaching, research, and service missions of the institution, and its intellectual, social, and financial capital. They are currently examining metrics for productivity, advancement, and retention.

In terms of representation of minorities on the faculty of the Medical School, as a result of the efforts of the Office for Diversity Inclusion and Community Partnership and the Minority Faculty Development Program, and their collaborations with the Harvard Medical Teaching Hospitals, she noted that the number of underrepresented minority faculty has risen from 185 in 1990, when the office was established, to 630 today.

Data and research. The office is now looking at the productivity of faculty, assessing their advancement with regard to academic progression and leadership/awards, and looking at retention. (See Chapter 7 for more discussion of needs for data.) Reede emphasized the importance of considering the individual in the context of the institution, the department, and the discipline. She described two major studies that are currently in process. As part of the NIH’s Causal Factors program (Research on Causal Factors and Interventions that Promote and Support the Careers of Women in Biomedical and Behavioral Science and Engineering), they are carrying out a study on women and inclusion that looks at individual, institution, and socio-cultural factors that influence the entry, progression, and retention of women in academic medicine. She noted that diversity goes beyond gender and race to include disability, sexual orientation, and socioeconomic factors. Second, she discussed their American Recovery and Reinvestment Act Pathfinder Award, with which they are creating a repository of analytic tools for use by research community as it asks different questions and develops new analytical tools to

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