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RESEARCH DEVELOPMENT & EARLY-CAREER

FACULTY: CATALYSTS OF CHANGE FOR DIVERSITY,
EQUITY, AND INCLUSION IN STEM
Monica Castañeda-Kessel, Ed.D. early-career STEM faculty and research
Utah State University development professionals’ roles to facilitate
College of Engineering DEI linkages within research. Analyze: First,
Grant Development Manager descriptions of the recent federal definitions
of diversity, equity, and inclusion are provided
Idalis Villanueva Alarcón, Ph.D. in research development; This is intended to
University of Florida at Gainesville anchor the discussion and propel the ideation
Engineering Education for early-career faculty in federal funding
Associate Professor solicitations. Next, a few examples of how
early-career STEM faculty engaged in authentic
Ryan Berke, Ph.D. DEI activities with a research development
Utah State University professional are provided. Reflect and
Mechanical and Aerospace Engineering Recommend: Finally, five potential DEI
Associate Professor partners for collaboration and resources
for early-career STEM faculty are provided
to support brainstorming as faculty begin
ABSTRACT to develop their own DEI engagement for
research. Context drives design, and research
Problem Statement: Early-career science, development resources are mechanisms for
technology, engineering, and math (STEM) authentic engagement in DEI for faculty.
faculty members are often challenged
when identifying authentic diversity, equity, Keywords:
and inclusion (DEI) goals, objectives, and early-career, grant writing, professional
tasks for their research grant proposals. development, diversity, equity, inclusion, STEM
Advancing DEI has not been one person’s faculty
job but rather the responsibility of a highly
organized network within a system. Research
development professionals have been INTRODUCTION
and will continue to be critical resources
for developing DEI plans and broadening Diversity, equity, and inclusion (DEI) have
participation. Their value is partly due to been pervasive buzzwords in media, society,
relationship-oriented processes that research and legislation. However, these three words
professionals cultivate and shepherd as well have profoundly impacted faculty, students,
as the inherently cross-disciplinary nature and the workforce on a day-to-day basis. The
of the day-to-day work. Observation: In importance of each of these to innovation,
FY 19, 53% of the highest growth in R&D research, and our society as an integrated
was in biological, biomedical, and health whole cannot be discounted. This article
sciences followed closely by engineering. is intended to provide research staff and
While many complexities are involved in administrators with a new resource to address
advancing DEI within our universities, colleges, the grant requirements formatively emerging
and workplaces, this article is focused on in our competitive academic landscape.

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Importantly, it was developed as a key direct federal agencies’ implementation

resource for supporting authentic research and reporting. In conjunction with the new
engagement in faculty grant development. Congressional budget allotments for the
In addition, the authors acknowledge it is agencies, this could be a critical tipping point
a starting point for decision-makers and in academia and our society for DEI. This
other faculty mentors to successfully engage period may be among a handful of times in
with faculty without resorting to tokenism research development that multiple agencies
or deficit thinking. We anticipate this article will intentionally and synchronously address
will be utilized in workshops, online courses, DEI and underserved populations through
mentoring sessions and as a starting point for integrated policy and programming instead
some organizations for where to begin with of isolated funding mechanisms and deficit-
their faculty. Although this resource is relevant oriented programs and requirements.
to multiple fields, the purpose of specifically
creating a resource directed at STEM is As a baseline for the magnitude of the
intentional. The volume of new faculty attrition amount of funding in the system, in 2020,
in STEM fields when juxtaposed with the high the entire U.S. Research & Development (R
growth of the research dollars would seem to &D) Ecological System was a thriving $656
suggest that moving beyond “bootstrapping billion (Boroush, M.; NSF NCSES, 2021;
it” is the only sustainable solution. Many Gibbons, M.; NSF NCSES, 2021), and the
research staff, administrators, and faculty U.S. Academic Research & Development
are thoughtfully seeking to engage in DEI Ecological System (ARDES) was $86.3 billion
nationally, and collectively we have provided a (Figure 1). Nearly half of the funding was
steppingstone. awarded to higher education institutions
through federal agencies (Boroush, M.; NSF
Theoretically, people are often concerned NCSES, 2021; Gibbons, M.; NSF NCSES, 2021).
about their roles and the overall impact they With the projected increases, there will be
may have. Most faculty members’ contracts many opportunities across multiple federal
have defined how they allocate their day- agencies, particularly the top six agencies for
to-day effort: a) research, b) teaching, grant awards, for all faculty. According to the
and c) service (Carter et al., 2021; Jaschik, NCSES, in FY 19, 53% of the highest growth in
2020, September 23; Moore & Ward, 2010). R &D was in biological, biomedical, and health
President Biden has issued several parallel sciences followed closely by engineering (NSF
and capacity-building executive orders that NSB, NSF, 2020).

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Figure 1: Academic R&D Ecological System (ARDES) Expenditures

Note. Data from NSF NCSES HERD, 2021; Castañeda-Kessel, 2021.

The new Executive Orders have uniformly Conceptually, diversity, equity, and inclusion
defined diversity, equity, and inclusion (E.O. are not new in research development, but
13985, 2021). Diversity is defined as “the the progress has been incremental due
practice of including the many communities, to many factors. One of the Government
identities, races, ethnicities, backgrounds, Accountability Office (2018) observations
abilities, cultures, and beliefs of the American was that agencies and awardees had not
people, including underserved communities” counted participants uniformly. During the last
(Exec. Order No. 13985, 2021). Equity is twenty years, multiple funding mechanisms
defined as “meaning the consistent and and solicitations across the top six federal
systematic fair, just, and impartial treatment agencies in STEM have impacted many lives
of all individuals, including individuals who to create awareness, access, and develop
belong to underserved communities that career pathways in healthcare, engineering,
have been denied such treatment” (Exec. computer science, and others (Boroush,
Order No. 13985, 2021). Inclusion is defined M.; NSF NCSES, 2021). These projects have
as “the recognition, appreciation, and use met with mixed results depending on their
of the talents and skills of employees of all implementation, evaluation, and reporting. As
backgrounds” (Exec. Order No. 13985, 2021). with anything, getting the grant was half the
The importance of these intentional, unified journey. Implementing, evaluating, reporting
definitions was to propel and make diversity, project impact were unique processes
equity, and inclusion efforts for all people. It requiring much stewardship. However, some
created transparency by providing a defined believed these mechanisms had done little
standard for all agencies and awardees. to erode the systemic challenges of women,
‘people of color,’ those who have been

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underserved, marginalized, and adversely “seeks to support bold, ground-breaking, and

impacted by poverty or inequality (Exec. Order potentially transformative projects addressing
No. 13985, 2021). These critical gaps between systemic racism in STEM. Proposals should
project acquisition scope of work goals and advance racial equity in science, technology,
closure and policy on the ground were why engineering, and mathematics (STEM)
Executive Orders and legislation harnessing education and workforce development
the resources of these federal agencies were through research (both fundamental and
needed if an intentional systemic change was applied) and practice” (NSF, 2022). What this
to occur. looked like will vary from location to location
due to the context, although there are
persistent national trends. At the Department
GRANT DEVELOPMENT AND of Energy (DOE), “the Equity in Energy initiative
DIVERSITY, EQUITY, AND is designed to expand the inclusion and
INCLUSION IN THE NATIONAL participation of individuals in underserved
communities, such as minorities, women,
CONTEXT
veterans, and formerly incarcerated persons,
Grant development has provided in all the programs of the Department of
opportunities for collaboration to develop Energy and in the private energy sector” (DOE,
complementary partnerships and elements 2022, para. 1). As research development
that can build capacity, support students, and professionals, most of us have consistently
develop new knowledge. As a result, grant believed in, recognized the values, and
proposals have required some thoughtful enabled equitable and inclusive practices that
consideration to integrate research and benefit everyone with improved productivity,
teaching elements effectively. This can be innovation, and transparency.
enabled by successfully identifying and
narrowing targeted components, time On the other hand, many faculty members have
management, and reviewing previously believed in DEI but are not sure what behaviors
awarded projects in the portfolio. Searching or attitudes they personally can foster in their
through an award portfolio saved early-career classrooms or labs that demonstrate this
faculty time and helped them get a sense of support. One interesting study that provided
what has been funded and is fundable in a insight about DEI implementation was learned
particular agency program. from companies attempting to understand
innovation and gain market share. Research in
Within the top six federal agencies for academia has been all about innovation, and
STEM, many solicitations encouraged DEI we do not usually turn away market share.
environments through direct engagement According to Hewlett et al. (2013), two kinds of
with the target populations (National Science diversity were identified after surveying and
& Technology Council [NS&TC], Interagency engaging 1,800 professionals, 40 case studies,
Working Group on Inclusion in STEM [IWGIS], focus groups, and individual interviews: inherent
2021). However, it was essential to consider and acquired. “Inherent diversity involves traits
what made sense within the local context you are born with, such as gender, ethnicity, and
and research. Federal agencies have sought sexual orientation. Acquired diversity involves
the creation of sustainable, equitable traits you gain from experience” (Hewlett et al.,
opportunities for minority and underserved 2013, para. 3). Companies with at least three
populations. For example, at the National inherent and three acquired diversity traits were
Science Foundation we see new programs 45% more likely to report growth in market
like Racial Equity in STEM Education which share over the previous year and 70% more

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likely to capture new markets. RD has created included the mechanical characterization
opportunities to create win-win situations for the of solids and structures in challenging
entire campus and community. environments and high temperatures.

In other words, firms with more diversity “Of course!” said the first author. He
“out-innovated and out-performed others.” described how he had attended an Allies
Inherent diversity was not enough; there were Training on Campus. Allies on Campus is
six behaviors which “fostered innovation,” and two pieces of training for students, faculty,
these behaviors are replicable to classrooms staff, and community members to show
or lab settings: a) Creating opportunities their support and commitment to LGBTQIA+
for everyone to be heard, b) Making it people (USU Allies, 2021). He wanted to
safe to propose new or unusual ideas, c) participate in the training because he had
Giving team members decision-making various orientations and backgrounds in his
authority, d) Sharing credit for success, e) classes and lab. He wanted to let them, and
Providing actionable, clear feedback, and others know via the post-workshop sticker
e) Implementing and providing feedback that he had been trained and provided a
within the team (Hewlett et al., 2018, p. 47). safe and inclusive learning environment.
“These findings constituted a powerful new The workshop asked participants to sign
dimension of the business case for diversity.” a behavioral contract; a key premise is
These six behaviors provided helpful context that respect and support are for all people
for how a grant will build capacity and respect regardless of race, ethnicity, gender identity
for the inter- and intra-team interactions. or expression, age, disability, national origin,
Furthermore, it may set the stage before the religion, and sexual orientation.
grant to create an environment that will attract
people who are diverse. The seed of inspiration was planted for Dr.
Berke via the workshop, but he wanted to
Below are two observational case studies of personalize it, to make it his own. He began
how a research development professional, the to look for resources but found that there
first author, engaged with early career faculty was not even a national organization for
(second and third author) to create DEI-centered students who were LGBTQIA+ in engineering.
opportunities within their grants and the Disappointed, he had come to talk and ideate.
process that led to their success and impact in “I just want to help my students, let them
their initiatives. There is also a third observation know that they are safe and welcome.” We
describing when the research development both realized that organizationally, you have
professional, the first author, worked with to start with what you have in your context,
administrators to reposition a rejected proposal which may be directly tied to a specific college
for a more appropriate grant opportunity “fit” to or major.
achieve DEI-centered initiatives.

Observation 1: Have an Open Door & Create

Connections
“Got a minute?” Dr. Berke poked his head
around my door. He is an Assistant Professor
in Mechanical and Aerospace Engineering.
He is interested in the role that environments
play on a material’s ability to withstand
heterogeneous failure mechanisms. This

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Figure 2: USU Allies on Campus sticker used this would be fundamental research about
to designate safe spaces (top) and DIC plot an underserved population in engineering.
of the resonant bending mode of a vibrating This project problem statement was about
plate (bottom) which shares many visual defining basic questions about the target
elements the sticker from Dr. Berke’s Lab. population. Initially, the project’s purpose
was to explore career development and
professional identity trajectories of the
LGBTQIA+ to pursue careers in engineering.
The specific objectives were to (1) assess the
prevalence of engineering disciplines as a
career path for LGBTQ+ college students; (2)
explore in greater depth the professional and
personal identity development of LGBTQ+
students in engineering, with a specific
focus on perceptions of inclusiveness vs.
alienation/marginalization; and (3) identify the
barriers and support systems which promote
or discourage LGBTQ+ participation in
engineering. The approach is sequential mixed
methods. To date, the project has surveyed
412 students in different regions of the U.S. in
seven significant fields, including engineering,
to determine the similarities and differences
(i.e., General Measures, LGBTQ+ Climate
Inventory, Career measures, Discrimination &
Depression, Qualitative) among the students.

Drs. Berke and Galliher did not win on the

first submission; it did not stop us. We met
again and went through the reviews: they
wanted more detail about who the potential
participants were, what departments they
would come from potentially, and more
“How would you feel about collaborating? detail in the evaluation. We also talked to the
We leverage your engineering background, Program Officer for some insight. We revised
knowledge about the field, career pathways, and resubmitted. We waited. Then, we finally
lab and invite someone who has similar received the Recommend. “Investigating
strengths with a social science background.” the Career Development and Professional
Trajectories of Disadvantaged Students in
“Would it be possible to collaborate with Engineering” was funded by the National
someone who specializes in LGBTQIA+ Science Foundation (Proposal ID #1828227).
studies?” This nationwide survey of LGBTQ+ college
students from all majors determined no
“Sure. Let’s do a little research and talk to a statistically significant differences between
few people.” We found a fantastic collaborator, colleges/majors (Galliher et al., 2019, Galliher
Dr. Renee Galliher, and later we found the & Berke, 2021; Lea et al., 2019). In other
evaluator for our project. It was clear that words, everyone felt equally “discriminated

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against and depressed” based on survey collaborators have expanded his vision and
metrics (Berke et al., 2019; Cragun et al., 2019; ability to articulate the impact of work on an
2020). Although the data was preliminary, this at-risk student population. Dr. Berke and his
data was helpful information as the university students started the first Utah State University
and others began to scaffold supports and (USU) Out in Science, Technology, Engineering,
develop retention strategies for students. and Math (oSTEM) chapter too. Authentic
engagement has a positive ripple effect in the
Upon closer inspection, a statistical latent context.
profile analysis (Parmenter et al., 2021)
revealed that the survey respondents TIP: Authentic engagement and cross-
sorted relatively cleanly into four categories: disciplinary collaboration are a winning
Vocational Identity-Focused, Sexual Identity- combination for everyone.
Focused, Intersectional Achieved (i.e., focused
on both identities), and Intersectional Observation 2: Big Vision Requires Mapping
Diffused (i.e., struggling with both identities). and a Plan
Among these categories, respondents were Many early-career faculty have visions for
much more likely to belong to the sexual what they would like to see happen in their
identity-focused category (46%) as opposed careers or labs, but not all of them will create
to vocational identity-focused (8%) or the time and space to map a plan to move
intersectional achieved (21%), suggesting toward their goals. Dr. Villanueva exemplified
that sexual identity may form a “bottleneck” planning and diligence by making herself a
that LGBTQ+ populations must overcome vision and planning mini-goals to work toward
before establishing and addressing career those routinely. We both loved a good plan,
goals, which may discourage participation and this was where dialoguing with your
in fields like STEM where students must research development professional could
commit to a major early in order to complete bring a new perspective to your proposal.
course sequences with many prerequisites She created a writing schedule and set up
(Parmenter et al., 2021). a routine check-in to discuss progress. Dr.
Villanueva recognized that the complexity
The next survey will be a nationwide survey of
of her CAREER (Proposal ID #1653140
LGBTQ+ college students in engineering. They
and 2123036) project involving Primarily
will look for trends and conduct interviews.
White Institutions (PWIs), Hispanic Serving
It will open this fall for engineering students
Institutions (HSIs), and Historically Black
from all over the U.S. to participate. This has
Colleges and Universities (HBCUs). It included
not been an easy or predictable journey.
a national model to understand how hidden
COVID-19 impacted the dissemination of
curriculum (messages systemically transmitted
the second survey, and bots tried to get the
and structurally supported and sustained)
human incentives. These are all a part of
influence underserved minority groups in
working with students and technology, and for
their decisions and actions in engineering.
the following survey, we are ready for them.
To successfully navigate these levels of
input she felt she required an advisory
The P.I. speaks authentically in his broader
board and mentors to help her develop the
impacts in other projects now, having worked
necessary leadership and researcher skills she
in this project. It has given him fresh insight
envisioned in the grant. Her ability to engage
into the human factors and their impact on
strong advisory board members and dialogue
student lives. The feedback and engagement
with them about potentialities has become a
from working with non-engineering
hallmark of her collaborative style. She has

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created a new level of transparency for herself distinguish her research. We actively talked
and others by discussing her challenges with about an anchoring graphic that helped
her potential advisory members. She was also clarify the proposed work’s direction and
deeply committed to her participants at the purpose. It provided reviewers with a map
institutions and making sure that they were of the proposed research and narratively
both seen and heard. She wanted to ensure foreshadowed what would be elucidated in
that the participants had full contributions no the grant. She hand-drew the original graphics
matter their rank or position. Dr. Villanueva later finalized (Figure 3).
actively gathered the insight and wisdom to

Figure 3: Dr. Villanueva Alarcón’s NSF CAREER Map Example (Proposal ID#1653140 and
#2123016)

One of the benefits of drawing the critical the research. This was a shift and allowed her
points of the workplan early in the grant to move forward with detailing the objectives
process was that many STEM professionals, and tasks (Villanueva et al., 2018, 2019, 2020;
particularly engineers, are already trained Mejía et al., 2018). As a result of her work,
to draw. Mentally, as a trained engineer, Dr. she became the first person to ever receive
Villanueva was able to see her project with a Presidential award, PECASE, at the home
more clarity, and as an educator, she knew institution where she submitted this grant.
that her participants’ needs were paramount. She continues to map out her visions and
When she vetted the graphic and received expansions of this work, to this day.
feedback from her advisory board, their
questions became about the participants, not

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TIP: Create a map for your vision and work to FIVE POTENTIAL DEI PARTNERS
articulate the vision clearly.
FOR COLLABORATION
Observation 3: Don’t Be Afraid to There are at least five potential hubs in STEM
Reposition Your Work to build DEI capacity, engaging minority and
Several years ago, I worked as a grant writer underserved populations in a continuum
for a partnership between a large hospital of engaged scholarship and participation
system and a Dean of Health Sciences and in research development. These are not
Human Services. I routinely applied for and comprehensive but rather suggestions for
received healthcare funding. There was places to start. A primary mechanism for
a particular grant that the Dean wanted. fostering welcoming and diverse research
She wanted the Health Services Resources environments in science and engineering is
Administration grant. We applied for it and supporting underrepresented STEM groups
scored well, but it didn’t win; the Dean felt in your research grant project. This can be
something wasn’t quite right. She reached done in various ways. However, one of the
out to another former Dean and asked her most effective is knowing who the student
to look at our proposal. She did. I remember organizations’ advisors are for the target
being nervous because I had never seen a population you are interested in recruiting.
nursing CV as long and varied as hers. She By connecting with these advisors and the
didn’t find much; she suggested a few more student officers, you can learn about student
citations, and so she and our dean decided events and opportunities to recruit and
she would “have a listen.” I was surprised, but disseminate information. Another is to post
she came back and told us that they didn’t your recruitment publicly and electronically.
believe our rural Primarily White Institution For example, the recruitment and onboarding
(PWI) could implement a diversity grant of of diverse S&E undergraduate and graduate
$750,000 despite all our partnerships. We got personnel for the project might occur through
our reviews back, scoring well, but we didn’t the usual channels as well as professional
win. I knew what to do. I asked the Dean if organizations such as Society for Women
she minded if a different agency funded the in Engineering (SWE), Society for Hispanic
concept. She said, “No, we need to do this.” Professionals in Engineering (SHPE), National
Our region had a 25% nursing shortage, had Society of Black Engineers (NSBE), Success
many rural health provider shortage areas, of Chicanos/Hispanics and Native Americans
and had a large emerging Latino population. (SACNAS), and Out in Science, Technology,
I applied to another federal agency, added Engineering, and Mathematics (oSTEM). There
more partnerships, including more hospitals. are parallel professional organizations in other
Long-story-short, we won over $1,459,411 STEM fields.
(grant) and additional leveraged cash match
($680,000) (Proposal #CB-15163-06060) TIP: The recruitment and dissemination
because we didn’t give up. That project to underrepresented and underserved
served 2,200 participants with seven high populations are essential elements for faculty
school partners, five hospitals, and long-term to describe in the grant using narrative or
care centers. visual data.

TIP: Your context and problem are unique. A second partner, some often underutilized
Find the right fit to succeed, and don’t be stakeholders in STEM, are Minority Business
afraid to reposition. If you need to improve Enterprises, Minority-Owned Businesses,
your document, then do the work. and Women-Owned Businesses. Small

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business entrepreneurs often are innovators provides an excellent opportunity for students
in their fields. Some solicitations require to become familiar with laboratory work,
collaborations led by small businesses. In laboratory health and safety protocols,
8(a) programs, disadvantaged businesses research planning, execution, and information
can compete for set-aside and sole-source dissemination. In many cases, students have
contracts and other items (U.S. SBA, 2021). been hired after graduation.
This is something explored in advance to
develop relationships with people with similar TIP: The national laboratories have robust,
interests. Small business centers, Women’s inclusive programming and routine cycles
Business Centers, and other incubators for application. You need to collaborate to
can connect you to these innovators. Some effectively participate.
universities have engaged industry liaisons
who help faculty develop these relationships The fourth partner in DEI activities
since they are mutually beneficial. development and capacity building were
the MSIs, HBCUs, HSIs, and TCUs that serve
TIP: Start early and allow some time to provide thousands of students in STEM nationally.
support and explanation from your Business According to the U.S. Department of
Manager about the forms, particularly if the Education, approximately 20 years ago, an
small business does not have a federally Executive Order enacted MSIs. There are 102
negotiated indirect cost rate. HBCUs established primarily before 1964 to
educate African Americans in the U.S. (E.O.
The federal national laboratories are the 13532, 2017), which was Promoting Excellence,
third partners in STEM that support a diverse Innovation, and Sustainability at Historically
array of science and engineering. The national Black Colleges and Universities. There are
labs have an inclusive work environment 274 HSIs in the U.S. that enroll and educate
maximizing talents and innovation. As 40% of the Hispanic students (E.O. 13935,
leaders, they have three primary ways 2021). Tribal Colleges and Universities (TCUs)
of creating awareness, engagement, and include 35 public and private institutions to
sustaining support for diversity, equity, respond to the higher education needs of
and inclusion: a) Engage Minority Serving American Indians. (E.O. 14049, 2021) White
Institutions and Associations for STEM House Initiative on Advancing Educational
Training and Education; b) Provide employees Equity, Excellence, and Economic Opportunity
Diversity-focused Education Programs; and for Native Americans and Strengthening Tribal
c) Working with Minority-Owned Businesses Colleges and Universities was enacted TIP:
to ensure and promote diversity throughout Partner with MSIs, HBCUs, HSIs, and TCUs
operations (NREL, n.d.-a). In addition, DOE’s because they have excellent students and
substantial student internship programs for faculty and are located all over the U.S.
project participants focused on selecting
underrepresented groups nationwide. These The final mechanism was to partner with
programs place internships across the DOE land-grant university extension programs.
laboratory system and are often funded Their ability to engage special populations
through grants (NREL, n.d.-a). This can be was a part of their service delivery because
a long-term win for students determining they were county-based. These were generally
different career pathways. In a recent survey, statewide and served a continuum of learning
NREL found that 52% of its personnel had across the lifespan. “Cooperative Extension
completed internships at national labs provided county-based educators (most of
prior to employment (n.d.-b). This approach whom have graduate degrees) who work

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with local citizens and interest groups in sought pragmatic ways to integrate diversity,
a variety of program areas including 4-H equity, and inclusion into their STEM areas
Youth Development (4-H, 2022), Agriculture, of expertise. DEI is complex, and it can
Family & Consumer Sciences, Health and easily be overwhelming. However, authentic
Nutrition, Community Development, Water engagement has been made one act at a time.
and Natural Resources, Forestry, Emergency, One grant at a time. From the brief examples,
Climate Variability, Volunteerism, and some DEI concepts were conceptually powerful
Human Services” (APLU, n.d.-a). According when there was unity in the efforts, direction
to the Association of Public and Land-grant and purpose for the work, and clarity if the
Universities (APLU), “215 campuses and 26 research vision was reflected upon beforehand.
university systems, including 79 land-grant The purpose of this piece was to provide a
institutions including 19 HBCUs” are direct critical resource as a stepping-stone on the
access points (APLU, n.d.-b, para. 2, 4). journey to inform and support early-career
researchers a priori. This is not intended to
TIP: Extension programs may be a secret be a comprehensive list of examples but
weapon to successfully serving minority rather a starting place for early-career STEM
and underserved populations because the faculty members seeking potential ways to
infrastructure has existed statewide for years. authentically engage and integrate diverse
Extensions have programming for all ages and students and participants, support equity, and
are in all U.S. states. develop inclusive practices and environments.
It is also a description of ways that research
development professionals and administrators
CONCLUSION can imbue DEI principles as they support early-
Faculty are engaged in research, teaching, and career faculty and others.
service as they have always been but what has
Incorporating diversity, equity, and inclusion
changed are the opportunities to engage with
into research is possible and likely to lead
the environments, agencies, and participants.
to high levels of innovation by introducing
Research collaboration has occurred
new perspectives and insights. To support
throughout their careers, and it was a pivotal
this process, we have identified eight proven
time to make a professional difference by
recommendations to successfully integrate
creating space for those less well-represented.
these into research:
No one entered or stayed in academia by
accident. People generally sought some level 1. Authentic engagement and cross-
of mastery to be experts in their fields or at the disciplinary collaboration are a winning
least to contribute to something novel (Lewis, combination for everyone.
2014). If faculty are engaged in capacity building
2. Create a map for your vision and work to
at a microsystem level within an organization,
articulate the vision clearly.
why not provide the resources and best
practices for engaging within their fields with 3. Your context and problem are unique.
agencies and funding? Research development Find the right fit to succeed, and don’t be
professionals, administrators, and others can afraid to reposition. If you need to improve
actively work with faculty members to build your document, then do the work.
their research visions and helped them to 4. The recruitment and dissemination to
connect to groups and organizations. underrepresented and underserved
populations are essential elements for
Many early-career faculty members and faculty to describe in the grant using
research development professionals have narrative or visual data.

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5. Start early and allow some time to Monica Castañeda-Kessel, Ed.D.

provide support and explanation from Utah State University
your Business Manager about the forms, College of Engineering
particularly if the small business does not Grant Development Manager
have a federally negotiated indirect cost
Idalis Villanueva Alarcón, Ph.D.
rate.
University of Florida at Gainesville
6. The national laboratories have robust, Engineering Education
inclusive programming and routine cycles Associate Professor
for application. You need to collaborate to
effectively participate. Ryan Berke, Ph.D.
Utah State University
7. Partner with MSIs, HBCUs, HSIs, and TCUs
Mechanical and Aerospace Engineering
because they have excellent students and
Associate Professor
faculty and are located all over the U.S.
8. Extension programs may be a secret Correspondence concerning this article should
weapon to successfully serving minority be addressed to Monica Castañeda-Kessel,
and underserved populations because the Ed.D., Grant Development Manager, Utah
infrastructure has existed statewide for State University Logan, UT 84322, monica.
years. Extensions have programming for kessel@usu.edu
all ages and are in all U.S. states.

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