Evaluation and Selection

Candidates should identify a potential primary mentor and contact this mentor prior to applying to the program to ensure alignment between their research interests and goals and those of the mentor. At least one mentor, whether primary or secondary, must hold a tenured position.  

Candidates are evaluated by a panel of faculty reviewers in their own fields and in related fields. Faculty reviewers will evaluate candidates according to their academic accomplishments, the strength of their research proposal, and their potential for faculty careers that will contribute to diversity and equal opportunity through their teaching, research and service. Faculty reviewers also may consider the mentor's potential to work productively with the candidate and commitment to equity and diversity in higher education. Faculty reviewers will submit their recommendations to the Office of the Provost, where the final selections will be determined.

In evaluating the candidates' potential to contribute to diversity and equal opportunity through their academic careers, faculty review committees may consider the following criteria:

Teaching and Service

(Applicants are encouraged to address these points in their Education Background Statements.)

• Applicants who have the potential to contribute to higher education through their understanding of women, domestic minorities, LGBTQ individuals, students with disabilities, and other members of groups underrepresented in higher education careers, as evidenced by life experiences and educational background. Examples include but are not limited to:
  • attendance at a minority serving institution;
  • participation in higher education pipeline programs such as Summer Research Opportunity Programs or McNair Scholars.
• Applicants with a record of leadership or significant experience teaching and mentoring students from groups that have been historically underrepresented in higher education;
• Applicants who have demonstrated significant academic achievement by overcoming barriers such as economic, social or educational disadvantage;
• Applicants with a record of leadership or significant experience performing public service addressing the needs of our increasingly diverse society.

Research

(Applicants are encouraged to address these points in their Research Proposals.)

• Applicants with the potential to bring to their academic research the critical perspective that comes from their understanding of the experiences of groups historically underrepresented in higher education or underserved by academic research generally;
• Applicants in science, technology, engineering and math fields who can articulate how their research has the potential to serve the needs of groups that have been historically underserved by academic research;
• Applicants in any field who have research interests focusing on underserved populations and understanding issues of racial or gender inequalities. For example,
  • research that addresses issues such as race, gender, diversity and inclusion;
  • research that addresses topics such as health disparities, educational access and achievement, political engagement, economic justice, social mobility, civil and human rights and other questions of interest to historically underrepresented groups;
  • artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in the arts and humanities.

Other Factors that may be Considered

Faculty review committees may give less consideration to applicants who:

• Currently hold tenure-track faculty appointments or have received faculty offers
• Have had significant postdoctoral experience
• Propose to work in the department where they received their Ph.D.
• Currently hold a postdoctoral appointment at the University

Applicants in any of the four situations above should address their circumstances in their application. For example, an applicant who is staying in the same department due to family needs would be given full consideration.