The following is a summary of the Commission's activities and accomplishments.

1. Established in October 1994 for an 18-month term (i.e., through May 1996) by the APA Board of Directors with members appointed by APA President Ronald A. Fox, PhD. CEMRRAT's tenure was later extended through December 1996 by the APA Board of Directors.

2. Conducted four full Commission meetings (December 9-11, 1994; May 12-14, 1995; October 27-29, 1995; June 28-30, 1996) and one Executive Meeting (February 16-18, 1996) in Washington, DC. Copies of the agenda books for the meetings were widely disseminated, as were the minutes of the meetings.

3. Organized itself into three working groups: (a) Education and Training, chaired by Ena Vazquez-Nuttall, EdD; (b) Faculty Recruitment and Retention, chaired by Martha Bernal, PhD; (c) Student Recruitment and Retention, chaired by Hector Myers, PhD.

4. Developed formal statements of its goals and work plans, with short-term and long-term objectives, that served to guide the efforts and progress assessments of each working group.

5. Established mechanisms for ensuring broad-based participation, comment, and support, including a primary network of 18 liaisons, 8 monitors, 39-member panel of experts, and a 14-member Central Office work group.

6. Developed a corporate grantsmanship strategy and submitted pre-proposal letters to over 25 private and corporate foundations.

7. Established a grants subcommittee to develop a federal funding strategy. Under the leadership of the Science Directorate, initiated coordinated efforts with other behavioral and social sciences professional associations and societies for developing a multidisciplinary federal grant proposal on ethnic minority recruitment and retention.

8. Requested 1996 funding from the Center for Mental Health Services (CMHS) to help defray some of CEMRRAT's 1996 printing and dissemination costs.

9. Secured a $60,000 HBCU grant award to APA's Office of Ethnic Minority Affairs (OEMA) from CMHS "to strengthen the institutional capacities of Historically Black Colleges and Universities (HBCUs) to recruit, retain and graduate, and train students of color for careers in psychology." Other grant applications to expand this initiative have been submitted and await a funding decision. In June 1996, a first cohort of small grants totaling approximately $43,000 was awarded to:

• Morehouse College in Atlanta, GA, for implementing activities that will strengthen psychology research training opportunities for high school and undergraduate students (Principal Investigator: Jann Adams, PhD).

• Johnson C. Smith University in Charlotte, NC, for implementing activities that will strengthen the department's capacity to mentor students for research and professional development-beginning with their freshman year (Principal Investigators: Ruth Greene, PhD, and Michael Kidda, PhD).

• Fisk University in Nashville, TN for implementing a psychology honors program (Principal Investigator: Donna J. Rawls, PhD).

10. Assisted OEMA to successfully secure a 3-year grant (9/96-9/99) for $750,000 in direct costs from the National Institute of General Medical Sciences (NIGMS) on "Developing Ethnic Minority Talent in Psychology." Funds will be used to create five Regional Centers of Excellence in the Recruitment, Retention, and Training of Ethnic Minority Students. Each center will be composed of a major research institution and two predominantly minority institutions. Grants to the participating institutions will total over $500,000. It is anticipated the products derived from project efforts will be of national significance and appropriate for use by other biomedical disciplines.

11. Encouraged the APA Public Communications Office to develop a comprehensive three-phase Media Plan for the Commission, resulting to date in the publication of nearly two dozen articles on CEMRRAT in newspapers and newsletters across the nation and broad dissemination of information in psychology news and media outlets.

12. Established a collaborative relationship with APA's Committee on Accreditation (CoA) that involved CEMRRAT in conjunction with APA's Division 45 (Society for the Psychological Study of Ethnic Minority Issues) in designing a module on "ethnic diversity" for APA accreditation site visitor training. More recently, CoA has agreed to include in its Site Visitor Workbook the statement, "Suggested questions and factors site visitors should consider when assessing degree of compliance with Domain D: Cultural and individual differences and diversity," which was developed by CEMRRAT's Education and Training Work Group.

13. Reviewed accreditation standards and recommended to CoA ways for ensuring compliance with standards affecting multicultural practice including: expanding the pool of site visitors of color, requiring that one member of each accreditation team be knowledgeable in multicultural issues; and encouraging programs and intern sites to ensure that students obtain field work experience with multicultural clients and take at least one course in multicultural issues.

14. Conducted a mail survey of all APA accredited programs and internship sites (with the assistance of APA's Research Office) for the purpose of identifying those APA members with expertise in multicultural issues and interest in serving as an accreditation site visitor or program consultant on multicultural issues. Approximately 400 completed surveys were returned. Data from these surveys will be statistically analyzed.

15. Conducted a survey of programs to identify multicultural resource materials used in core graduate psychology courses.

16. Established collaborative relationships with the Council of Graduate Departments of Psychology (COGDOP) and the National Council of Schools and Programs of Professional Psychology (NCSPP), both of which sent liaisons to CEMRRAT's meetings. In 1995, CEMRRAT provided an invited presentation at COGDOP's annual meeting. In 1996, CEMRRAT provided invited presentations at the annual meetings of both COGDOP and NCSPP.

17. Participated in the 1995 annual meetings of those State Psychological Associations with the largest numbers of members and populations of color (i. e., CA, FL, TX) in order to describe CEMRRAT's goals and objectives and solicit state association involvement.

18. Participated in the 1995 Division Leadership Conference.

19. Provided articles on CEMRRAT's activities to all APA directorate newsletters.

20. Presented information on CEMRRAT at the American Council on Education's "Fifth Annual Educating One-Third of a Nation Conference" in 1995.

21. Developed or participated in six events at the 1995 APA Convention:

• Open Forum I: CEMRRAT Update

• Open Forum II: Ethnic Minority Faculty Recruitment

• Symposium: Multicultural Curriculum Development

• Conversation Hour: Links and Shoulders (with Division 45; about mentoring)

• Participated in the CEMA Breakfast for Presidents of State Associations and Chairpersons of State and Division Committees on Ethnic Minority Affairs at which CEMRRAT members were invited speakers on the topic of "How state associations and divisions can support ethnic minority recruitment, retention, and training efforts".

• Participated as mentors/speakers in the Psi Beta Diversity Project 2000 Summer Institute Project-a mentoring project for students of color in community colleges interested in pursuing careers in psychology.

22. Developed two events for the 1996 APA Convention:

• Symposium: Model Multicultural Training Programs in Psychology

• Symposium: Implementing Multicultural Issues: The Role of Accreditation and Licensing Boards

23. Provided diversity consultation/technical assistance to the University of Rhode Island.

24. Urged that APA's $1 million/year public education campaign include messages targeted to communities of color.

25. Reviewed and commented on the initial draft of the APA publication Careers in Psychology.

26. Developed a listing of postdoctoral opportunities for persons of color, which was forwarded to APA's Education Directorate.

27. Supported efforts by the APA Membership Services Office and Membership Committee to develop targeted strategies for recruiting and retaining members of color in APA.

28. Developed initial or final drafts of the following publications:⁷

• Commissioners' professional biographies. This 150+ page book was prepared by the Office of Ethnic Minority Affairs (OEMA) and issued in November 1994.

• Resource book on ethnic minority recruitment, retention, and training in psychology. This 500+ page book, which was issued in November 1994, includes: summaries of major reports and conferences on ethnic minority recruitment, retention, and training; vital national demographics and statistics on the status of ethnic minorities in psychology; key research papers on the topic, etc.

• How to recruit and hire ethnic minority faculty. This booklet is a nuts and bolts how-to booklet with self-study questions. It outlines strategies for recruiting ethnic minority faculty that psychology programs and search committees should consider and implement. It was prepared by CEMRRAT's Faculty Recruitment and Retention Work Group and was published in November 1996.

• Valuing diversity in faculty. This booklet, prepared by CEMRRAT's Faculty Recruitment and Retention Work Group and issued in September 1996, provides a conceptual background for understanding the value of diversity in academia and describes innovative ways for preparing the program and campus climate for successful recruitment and retention of ethnic minority faculty.

• Survival guide for ethnic minority and women faculty. This booklet suggests strategies for use when searching for faculty positions, dealing with the recruitment visit, negotiating hiring terms, and shaping one's academic career. The booklet is a collaborative effort of CEMRRAT's Faculty Recruitment and Retention Work Group and the APA Committee on Women in Psychology, with an expected publication date in 1997.

• Suggested questions and factors site visitors should consider when assessing degree of compliance with Domain D: Cultural and individual differences and diversity, which was developed by the Education and Training Work Group for inclusion in CoA's site visitor workbook.

• Suggested questions and actions directors of professional psychology programs should consider when assessing the degree to which their programs comply with Domain D: Cultural and individual differences and diversity, which was developed by the Education and Training Work Group as a companion to the preceding document for distribution to chairs of graduate departments and professional programs and directors of psychology internship sites; to be published in early 1997.

• How to implement a "Psychology Day Program." This pamphlet, for use by community colleges, is being prepared by CEMRRAT's Student Recruitment and Retention Work Group with an expected publication date in 1997.

• How to apply to graduate programs in psychology. This booklet has been prepared by the Student Recruitment and Retention Work Group with an expected publication date in early 1997.

• Ethnic minority student recruitment resource guide. A revised draft for use by graduate and professional programs in psychology is under preparation by the Student Recruitment and Retention Work Group with an expected publication date in early 1997.

• Annotated bibliography on ethnic minority recruitment, retention, and training. A third draft is under preparation by OEMA with an expected publication date in early 1997.

• Guidebook for students of color interested in education and careers in psychology: Tips for high school students. A third draft of this booklet is in progress in OEMA with an expected publication date in 1997.

• Directory of multicultural experts in professional psychology. The directory's listings are based on the approximately 400 responses to the CEMRRAT Education and Training Work Group's survey of multicultural experts. Publication is expected to occur in 1997, with expected dissemination to psychology programs, CoA, textbook publishers, and others.

⁷The commission on Ethnic Minority Recruitment, Retention, and Training in Psychology is committed to developing products that will be actively used by psychologists involved in teaching, research, and practice and by others throughout the nation's academic communities. Consequently, the Commission sought rigorous and broad comment on, and engaged in repeated revision of its draft products. This included conducting symposia of the annual meeting of the American Psychological Association, where Commission members described the rationale for various products and handed out hundreds of draft copies of products with comment sheets. Based on these comments, draft products were revised and placed on the meeting agendas of all APA governance boards and committees with a request for comment. At APA's semiannual consolidated governance meetings, conference committees were conducted at which representatives for interested governance groups provided comment from their various groups. Comments also were solicited conference committees were conducted at which representatives from interested governance groups provided comment from their various groups. Comments also were solicited from the Commission's monitors and panels of experts. Soliciting and receiving thoughtful comment is a cumbersome and time consuming process. The commission wishes to acknowledge the critical role that APA's staff liaisons to the various governance groups played in ensuring that this process proceeded in an efficient and timely manner.