Hallmarks of Success

After identifying key elements at each stage of the biomedical research career trajectory that lead to the development of a successful biomedical research career and ultimately, success as an NIH-funded investigator, the Diversity Program Consortium (DPC) developed the “Hallmarks of Success.” These hallmarks guide the DPC consortium-wide evaluation, and span the individual student, faculty/mentor and institutional levels, matching the three levels of DPC program impact. At the discretion of the DPC Executive Steering Committee (ESC), these hallmarks may be altered or revised over time. The hallmarks listed here will be used for the consortium-wide evaluation during the second phase of the DPC.

The hallmarks assume there is baseline data on program participants and a similar group not in the program (comparator group). Progress towards hallmarks means that those in the program do better over time than those in the comparator group. The hallmarks are “goals” to achieve or move towards over the course of the program. If the hallmark is already at a high level, then the goal should be maintenance.

In all hallmarks, the term "Biomedical" is defined as "Behavioral and biomedical health-related."

Hallmark ID
Student/ Trainee Hallmarks of Success for DPC Phase II
STU-1
High academic self-efficacy
STU-2
High self-efficacy as a researcher
STU-3
High science identity
STU-4
Satisfaction with quality of mentorship
STU-5
Perceived sense of belonging within the university
STU-6
Perceived sense of belonging within the research community
STU-7
Intent to pursue a career in biomedical research
STU-8
Entry into an undergraduate biomedical degree program
STU-9
Persistence in biomedical degree or other formal research training program
STU-10
Frequent receipt of mentoring to enhance success in the biomedical pathway
STU-11
Participation in mentored or supervised biomedical research
STU-12
Evidence of competitiveness for transitioning into the next phase in the biomedical career pathway
STU-13
Participation in academic or professional organizations related to biomedical disciplines
STU-14
Evidence of excelling in biomedical research and scholarship
STU-15
Strong academic and professional networks
STU-16
Completion of biomedical degree or other formal training program
STU-17
Application and acceptance to a subsequent research training program in a biomedical discipline
STU-18
Entrance into a subsequent research training program in a biomedical discipline
Hallmark ID
Faculty/ Mentor Hallmarks of Success for DPC Phase II
FAC-1
High self-efficacy as an instructor in a biomedical field
FAC-2
High self-efficacy as an instructor to a diverse group of biomedical students
FAC-3
High self-efficacy as a mentor to biomedical research trainees
FAC-4
High self-efficacy as a mentor to a diverse group of biomedical research trainees
FAC-5
Frequently mentors students, post-docs, and/or more junior faculty on biomedical-related issues
FAC-6
High self-efficacy as an independent biomedical researcher
FAC-7
High self-efficacy in the ability to secure external funding
FAC-8
Engaged in activities to secure research or research training funding
FAC-9
Securing research or research training funding
FAC-10
Evidence of scholarly productivity
FAC-11
Evidence of professional recognition and service
FAC-12
Strong academic and professional networks
FAC-13
Advancement to next career stage
FAC-14
Advancement to leadership positions in biomedical research and research training
FAC-15
Evidence of receiving training in areas to foster inclusive research training environments
FAC-16
Strong self-efficacy to act as a change agent to enhance diversity in biomedical research and research training environments
FAC-17
Uses evidence-based practices in teaching and mentoring
Hallmark ID
Institutional Hallmarks of Success for DPC Phase II
INST-1
Commitment to efforts that create, enhance, and/or maintain diversity and inclusion at all levels of the institution
INST-2
Evidence of creating, enhancing, and/or maintaining diverse, inclusive, and culturally appropriate research and research training environments
INST-3
Demonstrated institutional commitment to creating, enhancing, and/or maintaining the diversity of the biomedical faculty on campus by recruiting a diverse pool of potential applicants
INST-4
Implementation of sustainable, institutionally supported intra-institutional activities to achieve positive outcomes related to biomedical research capacity building and faculty development
INST-5
Enhanced inter-institutional collaborations to achieve positive outcomes related to biomedical research, research training, and faculty development
INST-6
Implementation of sustainable, institutionally supported activities to achieve positive outcomes related to biomedical research training
INST-7
Enhancing or maintaining the diversity of students, e.g. those from nationally underrepresented groups, who pursue degrees in biomedical fields
INST-8
Demonstrated institutional commitment to efforts that sustain the interest of trainees from all backgrounds pursuing degrees in biomedical fields that increase persistence
INST-9
Employs evidence-based approaches to establish and attain goals for graduation rates, time-to-degree, and the ability to transition to biomedical graduate and professional degree programs for students from all backgrounds
INST-10
Demonstrated institutional commitment to implementing and sustaining mentoring practices that promote the development of research-oriented students from all backgrounds
INST-11
Institutional infrastructure to track regular reporting of student demographics and outcomes with respect to biomedical fields

Approved by the DPC Executive Steering Committee in March 2019

Hallmarks of Success from Phase I of the Diversity Program Consortium (archived)

Demographic Variables

Source: Diversity Program Consortium Data Sharing Agreement
Approved by the Executive Steering Committee on March 16, 2016

Demographic/Background Variables: Student

  • School/Institution
  • Geographic Location
  • Gender
  • Ethnicity
  • Disability Status
  • Socioeconomic Status
  • High School GPA
  • Standardized Test Scores

Demographic/Background Variables: Faculty/Mentor

  • Institution
  • Gender
  • Race/Ethnicity
  • Disability Status
  • Socioeconomic Status
  • Field of Study
  • Years Since Degree
  • Prior NIH Support
  • Prior Research Experience
  • Prior Mentoring Experience

Demographic/Background Variables: Institution

  • Institution Type
  • Minority-serving Institution (MSI) Status
  • Geographic Location
  • Public/Private Sponsorship
  • Faculty/Staff Diversity
  • Student/Client Diversity
  • Collaborations with Institutions
  • Research Intensiveness
  • Mission