The Office for Faculty Development and Diversity dedicates its time to finding ways in which faculty and staff can strive toward a more inclusive and diverse educational atmosphere. With this Diversity Strategic Action Plan, our goals are made tangible and we are given a clear route to success. Read our goals below and learn how we can continuously work toward building a more welcoming community within the School of Medicine.
Download the School of Medicine Diversity Strategic Action Plan 2015-2019.
Download the School of Medicine Diversity Strategic Action Plan 2020-2024.
School of Medicine Diversity Strategic Action Plan 2020-2024
Vision: To increase knowledge, understanding, presence, and celebration of diversity at all levels of the School of Medicine
Goal 1: Enhance the overall climate to reflect, promote, and welcome diversity
Strategy/Expected Outcome | Action Steps (with Timeline) | Metrics/Targets | Responsible Party |
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Develop and sustain a multiple speaker series that focuses on diversity- and inclusion-related issues |
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Support student affinity groups financially and through connection |
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Conduct a biannual diversity needs assessment to monitor progress |
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Increase diversity-related events and celebrations at the SOM |
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Conduct a systematic evaluation of all policies and procedures to ascertain the extent to which they reflect unintentional bias |
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Improve faculty, staff, and student awareness and adherence relating to university reporting requirements for harassment |
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Produce an annual report that focuses on diversity issues and accomplishments |
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Increase diversity of faculty and staff |
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Maintain and expand pipeline programs and foster coordination between programs to maximize efforts |
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Expand efforts to identify and implement diversity-related best practices and programming |
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Goal 2: Enhance the curriculum and associated training opportunities to increase inclusiveness and decrease adverse experiences
Strategy/Expected Outcome | Action Steps (with Timeline) | Metrics/Targets | Responsible Party |
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Revise medical school curriculum to be more inclusive, more representative of population demographics, and less othering |
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Improve IQ facilitator training for diversity |
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Improve oversight of medical school training sites to reduce harassment and improve reporting of problematic incidents and encounters |
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Encourage clinical affiliates to sponsor faculty-student networking events |
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Integrate diversity-related issues into SOM graduate degree programs |
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Develop formal mentor-mentee match program for SOM professional and graduate students and postdocs who self-identify as URM#, first generation college, and/or of lower SES |
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Restructure diversity-related offices in the SOM so that there can be better integration of programs and functions |
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Continue to provide established diversity-related programs |
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Provide mental health resources and supports for SOM professional and graduate students within the SOM |
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Goal 3: Improve and expand content and format of diversity training for faculty, staff, and students in the context of professionalism
Strategy/Expected Outcome | Action Steps (with Timeline) | Metrics/Targets | Responsible Party |
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Foster diversity of thought |
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Create a longitudinal core curriculum for faculty and staff that encourages awareness of unconscious bias, privilege, and self-reflection and includes information relating to relationship of diversity to ancestry, pharmacogenetics, access, and local environment |
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Develop a trained SOM-based core facilitator group to lead sessions and modules using individual's own stories |
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Create, disseminate, and utilize mechanisms to foster narrative and discussion |
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Integrate faculty participation in leading diversity training into salary and promotion and tenure metrics |
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Train faculty and staff to better manage conflict situations |
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Goal 4: Enhance SOM diversity and diversity-related functions through the development of adequate financial resources
Strategy/Expected Outcome | Action Steps (with Timeline) | Metrics/Targets | Responsible Party |
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Increase scholarships to increase local diversity pool of medical and SOM graduate students |
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Create opportunities and programs to develop a more diverse pipeline pool |
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*For the purposes of this strategic action plan, diversity is to be defined broadly including, but not limited to race, ethnicity, sex, sexual identity, sexual orientation, gender, gender identity, gender orientation, religion, spirituality, veteran status, disability, political opinion, thought, socioeconomic status, first generation college, primary language, nationality/citizenship, and country of origin.
+Nothing in this document is intending to supersede or circumvent existing approval processes for effectuating changes in a specified domain, e.g., faculty reporting, curriculum development/revision or to supersede or circumvent accreditation requirements for any program.
#For the purpose of this document and plan, URM signifies "underrepresented minority," which is intended to include individuals who self-identify as a member of any group that is recognized as a minority for the purposes of federal, state, or university reporting requirements. This includes, but may not be limited to, identification in any of the following groups or any subgroup thereof: African American, Black, Afro Caribbean, Latino, Latina Latinx, Hispanic, Native American, American Indian, Alaskan Native, Hawaiian Native, Asian, or Pacific Islander. This is a broader category than URIM (underrepresented in medicine), which does not include individuals who self-identify as Asian or as a member of an Asian subgroup, and does not include most Pacific Islander groups. The term does not include individuals who identify based on veteran status, first generation college, disability, socioeconomic status, language, religion, spirituality, primary language, nationality/citizenship, or country of origin The use of the term "minority" is in no way meant to disregard the diversity that exists within and across minoritized groups.