Florida Educational Equity Act Report July 2013 June 2014 (Your responses may include events that will happen through June of this year)

Transcription

1 Florida Educational Equity Act Report July 2013 June 2014 (Your responses may include events that will happen through June of this year) College of Public Health and Health Professions I. Equal Opportunity Compliance Describe internal and external polices that are followed to encourage non-discrimination practices. What were the results of any assessment, self-assessment, and monitoring of your program services? PHHP seeks to create and support a climate of respect for all individuals and all dimensions of diversity. Our appreciation of diversity includes an awareness of the many issues and challenges that confront underrepresented groups. PHHP is committed to creating a more welcoming and inclusive environment within which we learn and work. PHHP complies with the University of Florida s Non-Discrimination Policy UF Regulation 6C and is committed to non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, gender identity and expression, marital status, national origin, political opinions or affiliations, genetic information and veteran status as protected under the Vietnam Era Veterans' Readjustment Assistance Act. We adhere to Regulation 6C UF Affirmative Action Plan for Institutional Equity and Diversity, and Administrative Organization for the Affirmative Action Plan In addition, two other regulations support a climate for working and learning in a diverse environment: Regulation 6C Finance and Administration, University Grievance Procedures Regulation 6C Finance and Administration General Personnel Policy for University Support Personnel System Employees Further, PHHP has established a diversity mission and goals in support of a climate of inclusion (please see new initiatives). As part of the college s recent self study, each department completed an inventory identifying courses and service learning opportunities that pertain to diversity and cultural competence in their degree programs. This information provides a current overview of diversity and cultural competence learning opportunities in the College. Diversity and cultural competence are well integrated in the curricula of the College s degree programs. In every degree program, there is at least one course that has a diversity or cultural competence

2 component, and most degree programs require students to take several courses in which diversity and cultural competence are important aspects of the syllabi. Given the groups the college serves, the college has defined underrepresented populations as those racial and ethnic groups that are underrepresented among the College s students, faculty and staff as compared to criteria appropriate for each group. Students: The College has designated African Americans and Hispanic/Latinos to be underrepresented populations among our students. To make this determination, we compared our student population with the student population of the University of Florida as a whole and the student population in the Florida State University System. The first aim of the College is to ensure that the diversity of our student population is on par with the University. As Table 1.a.1 indicates, the 2013 percentage of African American students in the College was slightly higher than in the population at UF, while the percentage of Hispanic/Latino students in the same period was lower than at UF. The percentage of Asian students in the College is also slightly lower compared with the University. However, compared to the State University System (comprised of the twelve state universities in the state of Florida) PHHP s population of African American, and particularly Hispanic, students is significantly lower. We also compared our student population with the general population in the state of Florida. In 2011, 89% of the student body at the University of Florida was made up of Florida residents. As it is part of the University s mission to serve the state, the College aims to reflect the racial and ethnic make-up of the state in its student body as much as it is practical. The PHHP student populations of Asians, Pacific Islanders, and Native Americans are all above or the same as the percentage of the general population in the state of Florida, and for this reason are not considered underrepresented populations. Table 1.a 1 Racial/Ethnic Groups of PHHP, UF, and Florida University Students and the General Population of the State Racial / Ethnic Group PHHP Student Population, Fall 2013 N=1,355 UF Student Population, Florida State University System Florida State Population, Black / African American 8.0% 7.8% 13.3% 16.5% Hispanic / Latino 12.8% 16.8% 23.2% 22.9% Asian 6.9% 8.0% 4.9% 2.6% Native American 1.0% 0.4% 0.3% 0.5% Not reported / other 3.2% 3.5% 2.0% 1.8% Pacific Islander 0.1% 0.5% 0.2% 0.1% White 68.1% 63.0% 56.0% 78.5% 1 Source: University of Florida Registrar 2 Source: Board of Governors Interactive University Database 3 Source: US Census Bureau Florida QuickFacts Source U.S. Census Bureau: State and County QuickFacts. Data derived from Population Estimates, American Community Survey, Census of Population and Housing, State and County Housing Unit Estimates, County Business Patterns, Nonemployer Statistics, Economic Census, Survey of Business Owners, Building Permits Last Revised: Thursday, 23-May :17:23 EDT

3 It is important to note that the student data in Table 1.a.1 does not include foreign nationals, who add considerable diversity to our student body, particularly at the graduate level. In fall 2013, 7.3% of graduate students in PHHP were foreign nationals. Faculty: The College has designated African Americans and Hispanic/Latinos as underrepresented populations among our faculty. The College strives to have a faculty at least as diverse as the faculty at colleges and universities in the United States as a whole. As indicated in Table 1.a.2, the percent of African American faculty members in the College is lower than the national average. The percent of Hispanic faculty in the College is slightly higher than the national average. The Hispanic student population in the College is 14.5%. In order to best serve students, the College aims to increase the percent of African American and Hispanic/Latino faculty. Asians are not designated as an underrepresented population because the PHHP population is higher than the national average and greater than the student population in the College and the University. Table 1.a.2 Faculty by Racial/Ethnic Group, UF PHHP and US College and Universities Racial / Ethnic Group PHHP Primary Faculty, Fall 2013 N=141 US Colleges and Universities Faculty, African American / Black 4.3% 7.0% Hispanic / Latino 5.0% 4.2% Asian / Pacific Islander 9.9% 6.3% American Indian 0% 0.5% White 76.6% 79.0% Foreign national 3.5% 3.0% Other unknown 0.7% not reported 1 Source: U.S. Department of Education, National Center for Education Statistics. (2011). Digest of Education Statistics, 2010 (NCES ), Table 256. Staff: The College has also designated African American and Hispanic/Latino as underrepresented racial and ethnic groups for College staff. We compared the staff population to the racial and ethnic composition of Alachua County, Florida (where UF is located) and the eight surrounding counties. The College staff is recruited primarily from this local area, and the racial and ethnic composition of the local area varies considerably from that of the state as a whole. For these reasons, a comparison to the regional population was deemed more valid than a comparison to the state population as a whole. As indicated in Table 1.a.3, the percentage of African American staff is lower than that of the local population as a whole. Although the percentage of Hispanic/Latino staff is slightly higher than the local population, it is considerably lower than the percentage of Hispanic/Latino students in the College. For this reason, the College has designated African American and Hispanic/Latino staff as underrepresented. Table 1.a.3 Staff Members by Racial / Ethnic Group, UF PHHP and North Central Florida Population Racial / Ethnic Group PHHP Staff Fall 2013 N=230 African American / Black 10.9% 15.3% Hispanic/Latino 8.3% 7.2% American Indian 0.0% 0.5% North Central Florida Population,

4 Asian 2 4.3% 1.5% Hawaiian Native / Pacific Islander 0.4% 0.1% White (non-hispanic) 73.0% 74.6% Other/ Unknown 2.2% NA 1 Source: US Census Bureau Florida QuickFacts Source U.S. Census Bureau: State and County QuickFacts. Data derived from Population Estimates, American Community Survey, Census of Population and Housing, State and County Housing Unit Estimates, County Business Patterns, Nonemployer Statistics, Economic Census, Survey of Business Owners, Building Permits Last Revised: Thursday, 27-Jun :52:14 EDT II. Equity Accountabilities List or describe specific programs, visits, outreach activities and statements used to support diversity. In keeping with an overarching mission to broaden understanding and strengthen attention to diversity and cultural competence in the College of Public Health and Health Professions teaching, research and service, the College has established a Diversity Committee and three specific diversity and cultural competence goals as stated below. 1. Enhance recruitment and retention of a diverse student body and faculty. 2. Foster a culture that encourages an open and constructive dialog about cultural differences. 3. Assure cultural competence in the curricula across programs. These goals are consistent with the University of Florida mission statement, which places a strong emphasis on the importance of cultural competence as indicated in the extract below: The University of Florida must create the broadly diverse environment necessary to foster multi-cultural skills and perspectives in its teaching and research for its students to contribute and succeed in the world of the 21st century. The College goals are also consistent with the President s Council on Diversity s Diversity Statement and the University of Florida Diversity Action Plan (August 2011). The action plan details the University s objective of achieving a critical mass of individuals who are members of minority groups, are women, or are members of a low socio-economic or other under-served group. Critical mass is defined as adequate representation to breakdown stereotypes, prevent isolation and marginalization, create broadly diverse settings for learning, enhance multicultural competency, and to serve the needs of Florida with a wellqualified, diverse workforce and academic research community. As part of our ongoing activities, our individual departments are engaged in specific academic, research, and service activities that reflect our college s commitment to diversity. Our graduate programs participate in the programs offered by the University s Office of Graduate Minority Programs. For example, the Department of Clinical and Health Psychology (CHP) has been successful in recruiting applications from McKnight Fellowship candidates and from the McNair Scholars Program. The UF Office of Graduate Minority Programs has been very helpful in assisting with funding to bring minority applicants to on-site interviews

5 during our recruitment weekend. Public Health and Epidemiology have also worked directly with OGMP. For example, MPH participated in the OGMP College Visit Day where minority students interested in graduate school programs are hosted for a 2-day period to learn about available graduate programs at UF. Students interested in public health were brought to the college and scheduled to meet with professors in their area of interest as well as current students who are in the program. The CHP Program Director attends the Diversity Recruitment Event at the annual meetings of the Council of University Directors of Clinical Psychology Programs each year. This event brings prospective graduate students from underrepresented minority groups from across the United States and Directors of Clinical Training together to discuss clinical psychology training programs and opportunities at the University of Florida. In addition, a psychology faculty member participates in the American Psychological Association Division 40 (Clinical Neuropsychology) and American Academy of Clinical Neuropsychology (AACN; June 2014) Diversity Mentorship Workshops focusing on working with young minority faculty. Occupational Therapy spoke to student run groups Health Educated Asian Leaders (HEAL), Multicultural Association of Pre-Health Students (MAPS), Health Occupations Students of America (HOSA), Health Science Student Organization (HSSO) and Pre- Professional Service Organization (PSO) - regarding the profession and educational program. PT faculty members have participated in the University s Minority Mentor Program for undergraduate students. Environmental and Global Health revised their website to reflect its diverse ethnic and racial composition through photographic profiles. In conjunction with the University of Florida, the Bachelor of Health Science program works with the Machen Florida Opportunity Scholars Program and the University of Florida AIM Program to support students from low-income families who are the first in their family to attend college achieve their academic goals. Our undergraduate academic advisors closely monitor and regularly meet with these students to ensure they remain on track with their academic goals. Within the graduating class, 13 Florida Opportunity Scholars students earned their Bachelor of Health Science degree. Below is a sampling of other activities occurring at the departmental level that reflect the importance of diversity, beginning with outreach activities. Outreach and Student Training: In general, our activities at Health Street support reaching underserved populations. HealthStreet, founded by Dr. Linda Cottler, Chair of the Department of Epidemiology, is a community-based effort that works to reduce disparities in health care and research by linking medically underserved individuals to medical and social services and opportunities to participate in research. The program offers students an opportunity to interact with populations from diverse cultures and backgrounds and gain insight into cultural factors relevant to epidemiological research.

6 Psychology provides concussion screenings at Health Street to increase concussion awareness in the community. These screenings have drawn primarily from minority and low income populations. Similarly, undergraduate service-learning sites include the Center for Independent Living, a national organization providing various services to people with disabilities and HealthStreet. Pediatric Neuropsychology Undergraduate Outreach Program: Each year, a faculty member recruits and mentors approximately 10 UF undergraduate students for a year-long program intended to heighten awareness of neuropsychology as a career option for historically underrepresented racial/ethnic groups. The experience combines exposure to clinical and research skills, which serves to strengthen student applications to higher education programs in Psychology or Medicine. The program was comprised of a highly diverse group of undergraduate students, including African-American (1), Hispanic (3), Puerto- Rican (2), Indian (2), and Chinese (1). Psychology also supervises a clinic one day a week in Columbia County to provide services to rural children and families through the school district. This clinic is a training site for third year graduate practicum students to provide them experience treating underserved rural children and their families who typically experience multiple barriers to accessing evidencebased mental health services. Similarly, through the Care One Clinic, treatment is provided to patients with Sickle Cell Disease or other underserved populations, pain and emotional distress. The PT Department has been again successful in attaining 5 years of NIH T32 training grant resources to recruit and fund pre-doctoral students interested in a career in neuroplasticity research. Additionally, this training grant has been also been instrumental during the first 10 years of this funding in recruiting and sustaining underrepresented minorities and financially disadvantaged financial backgrounds. It is the goal to continue the efforts to successfully recruit and fund these students. Courses: All of our programs have incorporated diversity/cultural competence coursework as noted in Question One. For example, several courses within the BHS curriculum center on people with disabilities. The Survey of Diseases and Disabilities I and II courses review a variety of debilitating conditions whereby students not only learn about specific disabilities, but also gain an appreciation for living with a disability. Additionally, students within the pre-public health track are required to complete a three credit service-learning course where they work with a community agency to better understand and service a segment of the population. For example, during the summer of 2013, seven undergraduate students completed their servicelearning practicum with Girl s Place, an after school/ summer day camp for girls aged While Girl s Place serves all populations, over 50% of the girls are African American and 50% are from families reporting a household income of $30,000 per year or less. Grants/Projects: Faculty participate in research programs designed to address health issues in minority and other underserved populations. See the four examples below. Co-investigator on a multi-site NIH application (UF-University of Miami) that is examining dementia risk and progression to dementia in the Hispanic population.

7 Collaboration with the College of Nursing on projects related to social isolation and mental wellness for immigrant Latinos in rural areas. This work involves a Community Based Participatory Research approach, with a current focus on collecting data from children, mothers, and fathers to assess social isolation in order to inform the development of a culturally appropriate community intervention. Principal investigator on multiple NIH funded randomized controlled trials examining the efficacy of behavioral family intervention addressing obesity delivered through Cooperative Extension Service offices for children living in rural communities. Principal investigator on an R01 study on Pain Treatment Decisions: Influence of Sex, Race, and Age. III. Diversity in Services Provide data, population statistics, cost, awards, participants and staffing that reflects diversity in services. Please refer to question 1 for additional college data. Given our major undergraduate program in health science, we recently compared its composition with that of the university. Results are shown below in Table 2. The spring BHS graduating class consists of 203 students. The race/ethnicity make-up of our students is similar with the university s undergraduate population. Compared to UF s undergraduate population, the BHS program accepted a lower portion of White and Hispanic/ Latino students, and a higher portion of African American, Asian/ Asian American/ Pacific Islander, and Native American/ Alaskan Native students. Table 2: Race/Ethnicity Composition of BHS and UF students Race/ Ethnicity BHS UF White African American Hispanic/Latino Asian/ Asian American/ Pacific Islander Native American/ Alaskan Native 2.4 The College works closely with the campus to recruit a diverse student body. The Campus Visitation, BOE Summer Fellowship, and McNair Scholars programs have been of particular assistance in identifying and attracting students of diverse backgrounds. The College is eager to recruit and enroll minority students in all of our instructional programs. Table 1.a.4 shows that successful recruitment of underrepresented minority students varies across degree programs and across time. Table 1.a. 4 Percent Underrepresented Racial/Ethnic Groups by Instructional Program

8 Degree/Specialization Race/Ethnicity Bachelor s Degrees Bachelor of Health Science in Health Science - Health Science Bachelor of Health Science Communication Sciences and Disorders Master s Degrees Master of Public Health Master of Science - Biostatistics Master of Science - Epidemiology Master of Arts Communication Sciences and Disorders Master of Health Administration Master of Health Science in Environmental and Global Health: One Health Master of Occupational Therapy Doctoral Degrees Doctor of Audiology - Distance Learning Doctor of Audiology Doctor of Physical Therapy Doctor of Philosophy in Biostatistics Doctor of Philosophy in Communication Sciences and Disorders Doctor of Philosophy in Epidemiology Doctor of Philosophy in Health Services Research Doctor of Philosophy in Psychology Doctor of Philosophy in Public Health Doctor of Philosophy in Rehabilitation Science Black 10.1% 13.2% 11.6% Hispanic 13.6% 14.5% 16.9% Black 5.5% 1.1% 1.7% Hispanic 15.4% 17.2% 15.0% Black 16.0% 15.0% 12.9% Hispanic 10.3% 12.4% 10.1% Black 0% 0% 0% Hispanic 0% 0% 0% Black n/a n/a 0% Hispanic n/a n/a 0% Black 3.5% 4.5% 4.5% Hispanic 8.6% 6.0% 4.5% Black 14.0% 6.7% 2.4% Hispanic 7.0% 13.3% 14.6% Black n/a 33.3% 33.3% Hispanic n/a 0% 0% Black 5.8% 2.8% 2.7% Hispanic 11.5% 13.0% 17.7% Black 4.8% 1.9% 0% Hispanic 3.2% 5.8% 5.0% Black 8.0% 8.0% 7.8% Hispanic 12.0% 16.0% 19.6% Black 1.8% 0.6% 0.6% Hispanic 6.8% 10.4% 12.5% Black 25% 16.7% 25.0% Hispanic 0% 0% 0% Black 8.3% 13.3% 15.4% Hispanic 16.7% 20.0% 23.1% Black 0% 11.1% 14.3% Hispanic 8.3% 5.6% 7.1% Black 21.4% 17.7% 8.3% Hispanic 14.3% 11.8% 25.0% Black 7.5% 6.1% 8.6% Hispanic 8.8% 12.2% 12.3% Black 25.0% 22.7% 22.4% Hispanic 8.3% 0% 7.4% Black 9.5% 9.5% 12.5% Hispanic 23.8% 19.1% 12.5% Departmental examples of diversity awards are provided below.

9 A HRSA grant, acquired by CHP, enables CHP to provide training on services to underserved populations by focusing on inter-professional approaches. This grant funds three interns one in each area to focus on providing services to underserved populations. In Environmental and Global Health two minority students won EGH student awards, one was a public health service award and the other was an Outstanding Student Public Health Service Award. One student from China won a UF International Center Award in Fall 2013 Through HealthStreet, the Department of Epidemiology s community health outreach initiative, CHW ask community members to complete health assessments and provide community members with information on local resources and research opportunities at the University of Florida. To date the CHW s have had contact with 4,700 community members. The frequency and percentages of racial and gender categories for these community members is shown in table 3. Diversity data related to HealthStreet staff are shown in Table 4. Table 3. Diversity of HealthStreet Clients Male Female Transgender American Indian/Alaskan Native 15 (0.32%) 13 (0.28%) 0 (0%) Asian 27 (0.57%) 30 (0.64%) 0 (0%) Black/African American 1,344 (28.6%) 1,578 (33.6%) 3 (6%) Native Hawaiian/Pacific Islander 1 (0.02%) 5 (0.11%) 0 (0%) White 569 (12.1%) 791 (16.8%) 1 (2%) Other 136 (2.9%) 157 (3.3%) 0 (0%) Table 4. Diversity of HealthStreet Staff African American White Asian Position Title Male Female Male Female Male Female Community Health Worker Study Navigators Communications specialist Research Coordinator Data Entry Specialist

10 Interviewer Research Assistant Project Manager IV. New Initiatives What are your plans for to support equity and increased diversity? On March 19, 2014, the College hosted its first Diversity Day. The cornerstone of this event was a PHHP Distinguished Scholar Lecture by Dr. Donna Hubbard McCree, Associate Director for Health Equity, Division of HIV/AIDS Prevention (DHAP), National Center for HIV, Viral Hepatitis, STD and TB Prevention (NCHHSTP), Centers for Disease Control and Prevention (CDC) in Atlanta, Georgia. In addition to Dr. McCree s lecture and reception, the ad hoc Diversity Committee organized a series of events (e.g. posters, displays) for students and faculty focused on increasing awareness of diversity and inclusion initiatives in the College and at UF. The Diversity Committee recognizes that the composition of the pool of qualified applicants presents a potential obstacle to achieving the College s diversity goals. Encouraging interest in public health and our other health professions may expand the pools of potential applicants. The Diversity Committee plans to identify and document best recruitment and retention practices among the departments that have achieved a diverse student body. While recruitment strategies differ depending on the specific needs and applicant pool for each program, we believe that sharing best practices across departments will invigorate efforts to improve diversity in the instructional programs with relatively few underrepresented minorities. While the College has strategies in place to reach out to undergraduate students from underrepresented racial and ethnic groups, we believe that introducing high school students in underserved populations to the College and its academic programs is also important. The College of Medicine Office for Diversity and Health Equity runs the Health Care Summer Institute, a fourweek summer camp for minority high school rising juniors and seniors interested in health care professions. On July 8, 2013, faculty members from various departments in the College gave a twohour presentation on academic and career opportunities within the fields of public health and health professions to students from the Health Care Summer Institute. The College plans to expand our involvement with this program. In addition to offering a presentation to the students, the College plans to arrange shadowing opportunities in clinical and research settings. The College also plans to explore other opportunities to introduce high school students from underserved minorities to the academic and career opportunities in the College. The first step in this project will be to coordinate with existing programs within the College such as the Rural South Public Health Training Center and HealthStreet and regional AHEC organizations to explore possibilities for collaborations. Other program specific examples are provided below.

11 To support equity and increase diversity, the undergraduate health science program is rolling out two initiatives: the LEAP (Leadership, Educate, Advocate, Philanthropy) Mentorship Program and a required, 1-credit Professional Development course. Specifically, the LEAP program will match current BHS juniors and seniors with freshman and sophomores who are interested in a career in the health professions. Pairings, in part, will be based upon background, shared career goals, and common interests. Secondly, starting fall 2014, incoming juniors will be required to participate in a professional development course. Embedded within the course, students will be complete modules and assignments on disability, LGBTQ populations, and cultural competence. For the PhD and MS in Epidemiology program, faculty will continue to work to identify diverse new graduate and pre-doctoral applicants and ensure that their applications are complete on time to be considered for admission. They will also work to identify candidates who are qualified for external funding opportunities, such as the McKnight Fellowship, and to encourage those candidates to apply for those opportunities. They will also add an equity statement to our PhD in Epidemiology and MS in Epidemiology handbooks that describes departmental and program support of equity and diversity and formally outlines our procedures for addressing any issues, suggestions, or complaints related to equity and diversity. They will also continue to seek new predoctoral and post-doctoral slots through a new T-32 training program (Cottler, LB PI) that will allow them to continue to diversify our department. Occupational therapy is investigating the use of a centralized application system (OTCAS) purported to increase minority applicants and actively seeking minority candidates for an open assistant professor position. The PT Department will hold a two day strategic planning retreat in June 2014 where equity and diversity will be discussed in relation to the two academic programs (DPT and RSD) as well as how these issues affect the department as whole. The RSD Program will continue to work with Dr. David Mazyck and the University Office of Graduate Minority Affairs Graduate to increase funding opportunities for RSD new and continuing students and to increase our participation in minority outreach programs. They also plan to attend the UF School Information Day in the Fall of 2014 to increase awareness of our program. They hope to expand our participation in recruitment and graduate school informational fairs held outside the University of Florida. V. Accolades What events afforded you the best results in equity and diversity in this reporting year? We believe we have a broad and diversified plan to support equity, beginning with the formal establishment of a Diversity Mission and Goals. Over the past year, with the establishment of the Diversity Committee and participation in related events, such as Diversity Day, we have launched new initiatives supporting a positive, diverse culture. In addition, continued work with the Office of OMGP is invaluable, and our successful grant

12 activity and outreach efforts reflect a comprehensive effort to maintain a diverse environment. Other departmental examples are below. The Machen Florida Opportunity Scholars Program helped the BHS Program fulfill its commitment to equity and diversity. As previously stated, graduates were FOS students. Because of financial barriers, most if not all, FOS students would be unable to attend the University of Florida. Of the 13 scholars, nine are African American, two are Asian/ Asian American, one is Hispanic/ Latino, and one is White. Additionally, nine are female and four are male. The assistance of the Office of Graduate Minority Programs (OGMP) was particularly helpful in CHP graduate student recruitment efforts. The OGMP assisted with transportation and housing for our recruitment weekend and also assisted one of the minority applicants in obtaining funding for graduate studies through the McKnight Doctoral Fellowship Program. The EGH web site clearly documents numerous faculty, staff, and students of diverse ethnic and racial backgrounds. It is obvious that we greatly value diversity, especially global diversity. One of the highlights of Epidemiology s year was their students presentations at Diversity Day and student and faculty participation in the event. They had four posters and two more that involved collaboration from other department with HealthStreet. In addition, one of the PhD students served on a panel on teaching to honor diversity in the classroom. This event was well attended and brought positive attention to our commitment to the enriching diversity and equity we promote. Another high point was a presentation of the Fogarty International students on their research for department heads and other leaders in COM and PHHP. The NIH T32 Neuromuscular Plasticity Symposium which exposes students to research and research opportunities in the area of Neuromuscular Plasticity. This Symposium provides exposure to students interested in these areas of research and exposes both minority and non-minority students to apply for T32 Traineeship funding. The T32 NMPT grant program actively encourages applications from minority students.