Enhance Diversity Study Faculty Survey, Los Angeles, California, 2017-2022 (ICPSR 39443)

Version Date: Dec 4, 2025

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Principal Investigator(s):
Keith Norris, University of California-Los Angeles; Teresa Seeman, University of California-Los Angeles; Steven Wallace, University of California-Los Angeles; Christina Christie, University of California-Los Angeles

https://doi.org/10.3886/ICPSR39443.v1

Version V1

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Alternate Title

EDS Faculty Survey

Summary

The Enhance Diversity Study (EDS) was part of the longitudinal evaluation of the training and mentoring interventions implemented by institutions receiving grants through the National Institutes of Health (NIH) initiative, BUilding Infrastructure Leading to Diversity (BUILD). Interventions, launched in 2015, were designed to understand effective approaches to mentoring, faculty development, student engagement, research capacity building, and infrastructure development at undergraduate institutions.

Study participants were faculty at one of the institutions with a BUILD program, with focus on those in departments broadly related to biomedical research. The cohort was initially created from those who completed the survey in academic year 2016-2017. As faculty participated in BUILD programs, they were added to the study if they had not been in the initial cohort. The sample was refreshed in 2020-2021 to include recently hired faculty. Once participants were enrolled in the study, they were surveyed annually each Spring through 2022.

Surveys focused on elements of academic career trajectories that are relevant to the BUILD interventions. Related to Hallmarks of Success, these reflected psychosocial predictors such as mentor competency and science identity; short and medium-term outcomes included mentoring, research engagement, publications, and pedagogy presentations; and longer-term outcomes such as participation in professional organizations and grant submissions/awards. In 2017 and 2020, EDS used the Faculty Survey administered by the Higher Education Research Institute at the University of California, Los Angeles (UCLA). For other time points, surveys were developed specifically for the study to include measures important for the evaluation.

In addition to surveys, the data available in this study include information about BUILD program participation by academic term. The BUILD programs were wide-reaching, including professional skill development (mentoring, pedagogy, and research), mentoring opportunities, and pilot and lab grant funding. These data can be used to determine whether survey respondents participated in any BUILD programs and the type and date of such participation.

Finally, summary demographics are provided. Using demographic information across surveys and from institution records, researchers created standardized indicators based on NIH classification of under-represented groups for faculty racial and ethnic, gender, and sexual minority identities.

Citation

Norris, Keith, Seeman, Teresa, Wallace, Steven, and Christie, Christina. Enhance Diversity Study Faculty Survey, Los Angeles, California, 2017-2022. Inter-university Consortium for Political and Social Research [distributor], 2025-12-04. https://doi.org/10.3886/ICPSR39443.v1

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Funding

United States Department of Health and Human Services. National Institutes of Health (U54GMI 19024)

Subject Terms

Geographic Coverage

Distributor(s)

Inter-university Consortium for Political and Social Research
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Time Period(s)

2017 -- 2022

Date of Collection

2016 -- 2022
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Study Purpose

The overarching goal of the study was developing, implementing, assessing, and disseminating innovative, effective approaches to engage, train, and mentor students; enhance faculty development; and strengthen institutional research and research training infrastructure.

Study Design

Surveys compose the primary data for The Enhance Diversity Study (EDS), generally presented annually online from 2015-2023. Investigators leveraged existing national surveys conducted by the Higher Education Research Institute (HERI). The focus was on those in departments broadly related to biomedical research. Once participants were enrolled in the study, they were surveyed annually each Spring through 2022 with the Faculty Annual Follow-up Survey (FAFS), except for 2020, when the triennial Higher Education Research Institute (HERI) Faculty survey was used.

Sample

The original cohort was created from those who completed the Higher Education Research Institute (HERI) Faculty survey in academic year 2016-2017. As faculty participated in BUilding Infrastructure Leading to Diversity (BUILD) programs, they were added to the study if they had not been in the initial cohort. The sample was refreshed in 2020-2021 to include recently hired faculty.

Time Method

Longitudinal

Universe

Faculty of higher education institutions

Unit(s) of Observation

Individuals

Data Type(s)

Mode of Data Collection

Description of Variables

Surveys focused on elements of academic career trajectories that were relevant to the BUilding Infrastructure Leading to Diversity (BUILD) interventions. These reflected psychosocial predictors such as mentor competency and science identity; short and medium-term outcomes including mentoring, research engagement, publications, and pedagogy presentations; and longer-term outcomes such as participation in professional organizations and grant submissions/awards.

Presence of Common Scales

Mentoring Competency Assessment

Cultural Diversity Awareness

Clinical Research Appraisal Inventory

Self Efficacy as Faculty Change Agent for Diversity

Teacher Self-Efficacy

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Original Release Date

2025-12-04

Version History

2025-12-04 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:

  • Performed recodes and/or calculated derived variables.
  • Checked for undocumented or out-of-range codes.

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Notes

  • The public-use data files in this collection are available for access by the general public. Access does not require affiliation with an ICPSR member institution.

  • ICPSR usually offers files in multiple formats for researchers to be able to access data and documentation in formats that work well within their needs. If you have questions about the accessibility of materials distributed by ICPSR or require further assistance, please visit ICPSR’s Accessibility Center.