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Abstract This study examines the diversity of institutional human capital at Historically Black Colleges and Universities (HBCUs) by analyzing faculty educational backgrounds using a large data set on faculty hiring and placement. The analysis includes approximately four thousand faculty members employed at 10 research-intensive R2 HBCUs between 2011 and 2020. The results reveal that the 10 R2 HBCUs primarily hired tenure-track faculty from predominantly White R1 institutions. In contrast, HBCUs hired approximately 20% of their own graduates, while less than 10% of hires came from other HBCUs. Regarding placement, about 60% of HBCU graduates sought employment at HBCUs, while only a small number found employment at R1 institutions. Notably, Howard University placed 30 graduates at R1 institutions. This downward placement pattern underscores a significant trend: most HBCU hires are from R1 institutions, while HBCU graduates primarily find employment at institutions with lower research intensity. Understanding these patterns is crucial for addressing disparities in faculty representation and supporting the growth of Black professionals in academia. 

ABSTRACT Academic mobility has accelerated in part due to recent civil rights movements and higher levels of social mobility. This trend increases the threat of brain drain from Historically Black Colleges and Universities (HBCUs), which already face significant logistical challenges despite broad success in the advancement of Black professionals. We aim to examine this threat from a Science of Science perspective by collecting diachronic data for a large‐scale longitudinal analysis of HBCU faculty’s academic mobility. Our study uses Memento, manual collection, and web scraping to aggregate historical identifiers (URI‐Ms) of webpages from 35 HBCUs across multiple web archives. We are thus able to extend the use of “canonicalization” to associate past versions of webpages that resided at different URIs with their current URI allowing for a more accurate view of the pages over time. In this paper we define and execute a novel data collection method which is essential for our examination of HBCU human capital changes and supports a movement towards a more equitable academic workforce. 

ABSTRACT This paper reports on a demonstration of YAMZ (Yet Another Metadata Zoo) as a mechanism for building community consensus around metadata terms. The demonstration is motivated by the complexity of the metadata standards environment and the need for more user-friendly approaches for researchers to achieve vocabulary consensus. The paper reviews a series of metadata standardization challenges, explores crowdsourcing factors that offer possible solutions, and introduces the YAMZ system. A YAMZ demonstration is presented with members of the Toberer materials science laboratory at the Colorado School of Mines, where there is a need to confirm and maintain a shared understanding for the vocabulary supporting research documentation, data management, and their larger metadata infrastructure. The demonstration involves three key steps: 1) Sampling terms for the demonstration, 2) Engaging graduate student researchers in the demonstration, and 3) Reflecting on the demonstration. The results of these steps, including examples of the dialog provenance among lab members and voting, show the ease with YAMZ can facilitate building metadata vocabulary consensus. The conclusion discusses implications and highlights next steps.