This document summarizes a webinar on diversity in the biomedical research workforce. The webinar discussed findings from a recent report on this topic and highlighted holistic review as a process that considers broad applicant characteristics beyond just academics. Presenters provided definitions of holistic review, discussed a survey finding that graduate programs value academic metrics first but later consider more qualitative materials, and identified nine promising practices for implementing holistic admissions, such as using rubrics and aligning recruitment and admissions. The webinar also noted needs like more data linking admissions to student success and addressing time constraints for faculty.

1. Diversity in the Biomedical Research Workforce Webinar Series
Thursday, November 3, 12:00-1:00 p.m. ET

2.  If you cannot hear the audio,
check the “Audio” pane on
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using your telephone.
 You may ask questions at any
time using the chat box.
 Handouts

3.  Webinar series on Diversity
in the Biomedical Research
Workforce
 Share findings from the
USU/APLU/AAMC report
(July 2016)
 Upcoming webinars:
www.uuhealth.org/our-
work/upcoming-events

4.  One definition:
Holistic review is a flexible, individualized way
of assessing an applicant’s capabilities by
which balanced consideration is given to
experience, attributes, and academic metrics
(Source: AAMC, 2013)
 Robust evidence from undergraduate and
professional admissions, but less common
among doctoral programs.

5.  Holistic Admissions in the Health
Professions (September 2014)
 Schools using many holistic
admission practices reported
increased student body diversity
 Student success metrics (e.g.,
graduation rate, GPA) remained
the same or increased

6. Moderator:
Ambika Mathur, Ph.D.
Associate Provost for
Scientific Workforce Training,
Development and Diversity,
and Dean of the Graduate
School at Wayne State
University

7. Ambika Mathur, Ph.D.
Associate Provost for
Scientific Workforce Training,
Development and Diversity,
and Dean of the Graduate
School at Wayne State
University

8. Julia Kent, Ph.D., Assistant
Vice President for
Communications,
Advancement and Best
Practices at the Council of
Graduate Schools (CGS).

9. Julia Kent
Assistant Vice President
Communications, Advancement and Best Practices
Council of Graduate Schools (CGS)
Holistic Review:
Promising Practices and
Remaining Needs

10. Presentation Goals
• Highlight what we know about current state
of graduate admissions
• Share “Promising Practices” and
recommendations for graduate institutions
seeking to implement more holistic
admissions processes
• Identity pressing needs and priorities

11. A Working Definition
“A process by which programs consider a broad
range of characteristics, including noncognitive
and personal attributes, when reviewing
applications for admission.” (CGS, 2016)

12. Overview of CGS Project
• Sponsored by
• Activities: research, survey
of CGS members, workshop
with deans & other experts
• Final Report now online
• Session on project at 2016
NAGAP meeting (April 14)

13. CGS Student Life Cycle Survey:
Topics Covered
• Who holds authority for making admissions decisions
• Relative importance of different types of admissions
materials
• Applicant qualities deserving greater attention
• Availability and use of rubrics
• Barriers to holistic review and needed information
• Practices associated with holistic review

14. Academic Credentials are
Considered First
Most graduate programs value quantifiable metrics
(such as GPA and standardized test scores) in early
stages of the admissions process.
They shift to considering more qualitative materials
(such as letters of recommendations and personal or
research statements) in later stages.
Source: CGS Student Life Cycle Survey

15. Qualities Deserving More
Attention – Master’s Admissions
Source: CGS Student Life Cycle Survey
0%
10%
20%
30%
40%
50%
60%
70%
Past
academics
Critical
thinking
ability
Fit with
program
Writing
Ability
Grad school staff
Faculty and Staff outside
the graduate school

16. Qualities Deserving More
Attention – Doctoral Admissions
Source: CGS Student Life Cycle
Survey
0%
10%
20%
30%
40%
50%
60%
70%
Critical
thinking
Research,
Work
Experience
Fit with
program
Writing
ability
Graduate School Staff
Faculty and Staff outside
the Graduate School

17. Promising Practices
1. Demonstrate a clear commitment to excellence through
diversity throughout the graduate education system.
2. Gather and analyze department-specific data on graduate
admissions.
3. Provide faculty members who make admissions decisions
with the context needed to evaluate students appropriately.
4. Provide faculty with information on the appropriate use of
the Graduate Record Exam (GRE).

18. Promising Practices (continued)
5. Offer guidance on the optimal sequence for reviewing
application materials.
6. Support communication and alliances between faculty and
recruitment officers to ensure that admissions and
recruitment efforts are well-aligned.
7. Provide faculty with rubrics for evaluating applicants so that
admissions criteria are more transparent and consistently
applied.
8. Consider alternative funding models (especially in doctoral
programs) that might enable new thinking about
admissions.

19. Pressing Needs & Concerns
• More data are needed that demonstrate the
link between admissions criteria and student
success.
• Limited staff and faculty time is considered
the greatest barrier to performing more
holistic admissions processes for graduate
programs.

20. Further Information
Contact:
Julia Kent, jkent@cgs.nche.edu
Maureen McCarthy, mmccarthy@cgs.nche.edu
Download the free electronic report at
www.cgsnet.org and order additional print copies.

21. Keivan G. Stassun, Ph.D.,
Stevenson Endowed Professor
of Physics & Astronomy and
Senior Associate Dean for
Graduate Education and
Research at Vanderbilt
University.

22. Nature (2014, 510, 303)

23. How GRE suppresses diversity
Miller & Stassun (2014, Nature)
23%
44%
8%

24. GRE does have some residual
correlation with long-term success
Note: These are “in-group”
correlations, i.e. after
adjusting for the dominant
correlations with gender,
ethnicity, and socio-economic
status.
Kuncel & Hezlett (2010)

25. Identifying Students With the Right Stuff
What roles are we
looking for?
 Commitment and academic
potential
 Productive, creative,
entrepreneurial researchers
 Effective teachers and
mentors
 Transformational leadership
What qualities
predict success?
 Passion, “fire in the belly”
 Ability to succeed in relevant
courses
 Ability in the laboratory
 Persistence in the face of
hardship (the “P” in PhD)
 Entrepreneurial spirit
Two most important elements in admissions:
(1) basic academic preparation, (2) grit
“performance character”, “successful intelligence”

26. Stassun et al (2011, Am. Journ. Phys.)
fisk-vanderbilt-bridge.org
Measuring grit and growth mindset

27. Stassun et al (2011, Am. Journ. Phys.)

28. Fisk-Vanderbilt Bridge Program “Firsts”
 First Black woman to receive PhD in physics from
Yale; NSF postdoc fellow.
 First Black woman to publish first-author astronomy
paper in Nature; faculty at Penn State.
 First Sioux woman to earn advanced physics degree;
postdoc at DOE national lab.
 First Native Hawaiian woman to receive NSF graduate
fellowship; postdoc at Caltech.
 85% PhD completion rate, 100% placement post-PhD.

29. fisk-vanderbilt-bridge.org

30. Courtney Ferrell Aklin,
Ph.D., Chief of Staff,
National Institute on
Minority Health and
Health Disparities,
National Institutes of
Health

31.  Please submit questions through the chatbox

32.  Recording will be emailed to you (feel free to
share)
 Contact info:
◦ Julia Michaels, Project Manager
◦ jmichaels@aplu.org (202) 478-6071
◦ http://www.uuhealth.org
 Next webinar…
Addressing Unconscious Bias in Higher Education
Friday, January 13, 12:00-1:00 p.m. Eastern Time