The Howard Hughes Medical Institute (HHMI), a prominent private funder of biomedical research in the United States, recently made waves with its unexpected decision to terminate a $60 million program known as Inclusive Excellence, or IE3. This move came as a shock to the 104 institutions that were recipients of funding through the program, given HHMI’s previous vocal support for initiatives aimed at enhancing diversity in science and engineering fields.
HHMI had been at the forefront of efforts to promote inclusivity and equity in academic science, as evidenced by its commitment in 2021 to allocate $2 billion over a decade for this purpose. The sudden discontinuation of the IE3 program dashed hopes that philanthropic organizations like HHMI might step in to fill the void left by federal restrictions on diversity, equity, and inclusion (DEI) programs. Following President Trump’s executive orders barring federal support for such initiatives, agencies like the National Institutes of Health and National Science Foundation began reevaluating and halting projects focusing on diversity.
The decision to end the IE3 program elicited a range of reactions, with developmental biologist Mark Peifer expressing his surprise at the move. Peifer, who had advocated for diversifying grant recipients at the University of North Carolina, lauded HHMI’s past efforts in this regard, acknowledging the significant investments made by the institute over the years. The abrupt termination of the program left many program participants disheartened, with one principal investigator lamenting that HHMI, known for funding projects that other agencies might not support, was seemingly turning away from its commitment to promoting diversity in science.
While a spokesperson for HHMI confirmed the discontinuation of the program, details regarding the rationale behind this decision were not provided. Speculation arose about whether political considerations or concerns about potential repercussions influenced the institute’s choice. Notably, all references to the IE3 program were swiftly removed from HHMI’s website, signaling a definitive end to the initiative.
The impact of HHMI’s decision extended beyond the IE3 program, affecting other diversity initiatives like the Freeman Hrabowski Scholars, Hanna Gray Fellows, and Gilliam Fellows programs. While these programs were expected to continue, changes to their online descriptions were noted, reflecting a broader shift away from explicit mentions of diversity, equity, and inclusion.
The IE3 program, launched in 2019, was hailed as an innovative approach to fostering diversity in STEM education. Unlike traditional grant programs, IE3 focused on collaborative efforts among institutions to enhance the retention of undergraduate STEM students from diverse backgrounds. The seven learning community clusters established under the program worked collectively to address key challenges in science education, such as inclusivity in introductory courses, effective teaching evaluation, and partnerships between different types of academic institutions.
Participants in the IE3 program shared stories of collaboration and dedication, with many investing years in developing proposals and programs to support underrepresented students in STEM fields. The program’s funding supported a variety of activities, including focus groups, lab experiences for students, and resources for instructors. However, with the program cut short, concerns arose about the potential impact on staffing and ongoing initiatives at participating institutions.
As investigators grappled with the implications of losing HHMI’s support, questions loomed about the future of diversity-focused research and teaching efforts. The symbolic significance of grants from prestigious institutions like HHMI was underscored, as researchers feared losing opportunities for recognition and advancement in the absence of dedicated funding for diversity initiatives.
Despite the challenges posed by the program’s termination, former HHMI senior director David Asai expressed hope that the work initiated by IE3 grantees would continue to make a positive impact in science education. As researchers navigated uncertain funding landscapes and shifting priorities, the resilience and dedication of those committed to diversity and inclusion in academia remained evident.
Looking ahead, the learning community clusters forged under the IE3 program sought ways to maximize remaining resources and sustain their collaborative efforts. While the road ahead appeared challenging, the resolve of educators like Pamela Cheek at the University of New Mexico underscored a commitment to advancing diversity efforts, even in the face of funding limitations. As academic communities grappled with uncertainties, the long-term implications of HHMI’s decision on diversity initiatives in science and engineering remained a topic of concern and reflection.
