Evaluation and Selection

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Candidates in all fields are evaluated by 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 Statement.)

  • Applicants who have the potential to contribute to higher education through their understanding of the barriers facing women, domestic minorities, 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;
    • ability to articulate the barriers facing women, racial minorities and other groups in fields where they are underrepresented;
    • participation in higher education pipeline programs such as Summer Research Opportunity Programs or McNair Scholars.
  • Applicants with a record of academic service to advance equitable access to higher education for women, racial minorities and other groups in fields where they are underrepresented;
  • 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.


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

  • 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 who, in addition to their primary field of interest in math, science, engineering and technology fields, have the potential to make research contributions to understanding the barriers facing members of groups who have been historically underrepresented in these fields in higher education. For example,
    • studying patterns of participation and advancement of women, racial minorities and other groups in academic fields where they are underrepresented;
    • evaluating research programs, curricula and teaching strategies designed to enhance participation of students from groups underserved by higher education.
  • 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. or currently hold postdoctoral appointments with their proposed mentor

Applicants in any of the three 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.


Successful applicants must present documents demonstrating that they are legally authorized to work in the United States without restrictions or limitations. The University will not sponsor employment visas for this fellowship. Please note that in compliance with federal law, all persons selected will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire. Information regarding citizenship, gender, race and ethnicity is requested for statistical purposes only and will not be provided to the Selection Committee.

    AY2019-2020 Critical Dates

    • Sunday, 09.01.2019
      On-line Application Opens

      Tuesday, 10.01.2019
      Kinesiology-specific applications must be submitted directly to the School of Kinesiology Interfolio site.

      Friday, 11.01.2019
      On-line Application Closes

      11:59pm Pacific Time

      Sunday, 12.01.2019
      Letters of Support Due

      from up to two U-M tenured/tenure-track faculty, two references, and from U-M department chair/director/dean

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      Friday, 09.29.2017
      Applicants sought for President's Postdoctoral Fellowship Program

      Office of the Provost

© 2015 ADVANCE Program at the University of Michigan