Diversity: The definition of diversity at Samuel Merritt includes, but is not limited to, individual differences, such as personality, learning styles and life experiences, and
group/social differences such as race and ethnicity, gender, gender identity and sexual orientation, veteran status, socioeconomic status, language, nationality, physical and mental
abilities, political viewpoint, and religion (Adapted from ACC&U, 2009).
Inclusion: The active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural,
geographical) with which individuals might connect—in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the
complex ways individuals interact within systems and institutions. (ACC&U, 2005).
AREA OF FOCUS: LEADERSHIP
Goal
I.
II.
Strategies
Action Steps*
A demonstrated
capacity to foster a
diverse, equitable,
and inclusive
environment
through modeling
inclusive behaviors,
developing political
skills for advocating
a diversity agenda,
and holding one’s
self and others
accountable.
1.
Implement a program that develops culturally
competent SMU leadership through cultivating
awareness of one’s own racial and cultural heritage
and developing understanding about how
oppression, privilege and stereotyping affect leaders
personally and professionally.
2.
Place standard narrative on equity, inclusion and
diversity in every print message to the campus.
3.
Examine institutional policies and practices for
exclusionary impacts.
Increase
demographic
diversity of
university’s
leadership, including
Board of Regents.
1.
Build succession planning that includes the
development of middle managers from
underrepresented groups.
2.
Conduct national searches for all key administrative
positions unless exempted by waiver.
3.
Maintain database of potential board members from
AVP to issue
annually a
statement of
commitment on
behalf of the
division to diversity
including reference
to equity and
inclusion.
Measures
Timeline
FALL START
ANNUALLY
*Action Steps will describe how to achieve the strategies. Each discipline, department, and administrative division, i.e. “units” will generate short and long-term
action steps.
Note: Under-represented refers to African American, Hispanic/Latino (URM)
1
diverse groups.
4.
Build relationships and networking opportunities;
specifically with leadership of minority communities.
AREA OF FOCUS: CAMPUS CLIMATE
Goal
I.
II.
A campus culture that
is welcoming,
equitable, and
inclusive for all faculty,
staff & students.
An institutional
infrastructure that
effectively monitors
and evaluates progress
in achieving a
Strategies
Action Steps
1.
Implement professional development programs for
faculty, staff, and students focused on cultural
competency, equitable practices, inclusive behaviors
and diversity engagement.
2.
Include accountability for cultural competency,
inclusive behaviors, diversity engagement, and
equitable practices on performance evaluations for
faculty, administrators, and staff and on student
faculty evaluations.
3.
Develop reporting process for bias-motivated
incidents1; ensure that the institution is prompt and
proactive in addressing bias incidents involving
students, faculty, and staff.
4.
Ensure faculty, staff, and students are aware of,
support, and demonstrate adherence to the
University’s policies and complaint procedures on
equity, non-discrimination, and anti-harassment.
Develop a baseline for a snap shot of where SMU is
relative to diversity and inclusion efforts across all
units as of Dec. 2011.
1.
2.
Sponsor 1-2 annual
faculty development
events to improve
teaching cultural
competence and
health disparities
Faculty evaluation
items on CC to be
added to faculty
evaluation templates
(conducted annually).
Measures
Timeline
JULY, 2103
Items written
and ready for
incorporation,
fall 2013
Develop a nationally benchmarked diversity climate
survey to shape development of appropriate
1
Bias motivated behavior includes intentionally or unintentionally directing any harmful or hurtful word or action toward an individual or group based upon
actual or perceived identity characteristics including: race, religion, national origin, sexual orientation, ethnicity, culture, social economic status, gender identity,
cognitive, physical, or developmental ability, immigration status, military or veteran status, age, size, and/or shape.
2
welcoming, equitable,
and inclusive working
and learning
environment.
programmatic and policy development.
3.
Identify diversity metrics for SMU’s dashboard.
AREA OF FOCUS: ATTRACTING AND THRIVING OF STUDENTS
FROM UNDER-REPRESENTED COMMUNITIES
Goal
I.
Increase enrollment
for underrepresented
students to a target
of 20% of the total
enrollment by 2015
through effective
and innovative
recruitment
strategies
Strategies
Action Steps
1.
Determine formula for determining each academic
program’s contribution to increasing student diversity.
2.
Develop, in collaboration with community agencies,
innovative “pipeline” strategies that motivate individuals
from underserved populations to study science and health
professions and serve in MUCs.
3.
Partner with local schools and community colleges to
develop programs for underrepresented students that
promote higher education preparedness, with a specific
focus on developing healthcare professionals who serve in
MUCs.
4.
Reexamine prevailing assumptions about the competencies
necessary for future healthcare professionals; and integrate
non-cognitive variables, such as personal experiences and
attributes, into the existing metrics used to evaluate
applicants.
5.
Develop an integrated marketing plan and communication
and outreach efforts, including web presence that speaks
directly to potential students (and their families) from
underrepresented communities and cultures.
3
Wrote and
received $5.2
HRSA grant for
scholarship
support of UR
students
All programs
must implement
admissions
processes that
incorporate noncognitive
variables to
expand diverse
applicant pool
and subsequent
admissions.
Establish a
Student /
Graduate
Ambassador
program to
promote SMU’s
diversity focus
Measures
Timeline
DONE
Two programs
have completed
this work
DONE
II.
Increase retention
and satisfaction of
under-represented
students.
1.
Institute a Multicultural Center.
2.
Increase capacity to support both graduate and
undergraduate students, through creative approaches to
financial aid, endowed scholarships, and external grants.
3.
Minimize barriers to academic progress for
underrepresented students through expanded support
services.
SoN has
received 250K
in grants from
CA Wellness
and RWJ for
support of UR
students
Academic
programs are
starting an
intradisciplinary
mentoring
program for UR
students
IR conducting a
comprehensive
evaluation of
the Scholars in
Service
program to
determine
feasibility of
expansion to
other
4
DONE
Starting in
spring 2013
Program
evaluation is
currently
underway
programs.
AREA OF FOCUS: ATTRACTING AND THRIVING OF FACULTY FROM UNDER-REPRESENTED COMMUNITIES
Goal
I.
II.
Increase the number
of faculty from
underrepresented
groups across all
schools,
departments, and
programs.
Enhanced retention
and satisfaction of
faculty from underrepresented
communities.
Strategies
Action Steps
1.
Develop innovative & effective
recruitment strategies, outreach
initiatives, and search committee practices
that will increase the number of faculty
from underrepresented groups in the
applicant pool.
2.
Develop faculty pipeline by making
diversity a priority.
3.
Develop Opportunity Hire Policy (Hire for
Excellence)
1.
Educate academic leadership and faculty
on effective retention strategies for faculty
from underrepresented groups.
2.
Develop a Diversity Scholar-in-Residence
program.
3.
Develop faculty-mentoring program.
5
Expand faculty search
policies to broaden
faculty applicant pool and
develop systems of
accountability.
Measures
Timeline
DONE
SMU SoN to serve as
doctoral residency site
(nursing education) for
external institutions
which in turn provides a
recruitment opportunity
for faculty of color.
Institute exit interviews
with all faculty of color.
Grant contracting now
available for all faculty
contemplating NIH
submission.
Mentoring program
on hold. Faculty not
in support of
options available
and/or don’t see
need for the
program.
AREA OF FOCUS: TEACHING & LEARNING
Goal
I.
II.
Faculty and students
will develop,
demonstrate, and
promote professional
practices that
recognize, respect
and are responsive to
the diverse needs of
our communities.
Faculty and students
will share
responsibility for a
learning2
environment that
prepares graduates
to be culturally
responsive3 to the
needs of our diverse
world.
Strategies
Action Steps
1.
Widely distribute to faculty and students expected codes
of behavior in dealing with their colleagues and peers as it
relates to equitable practices, diversity engagement, and
cultural competency.
2.
Educate faculty and students to be able to challenge
behavior that is detrimental or contrary to the values of
the University, as expressed in the Diversity Plan and
Principles of Community.
3.
Establish mechanisms for resolving conflict effectively.
4.
Establish faculty accountability in annual evaluations
related to equitable practices, diversity engagement, and
cultural competency.
1.
Integrate course content into current curricula that
addresses student learning outcomes related to health
disparities in medically underserved communities
(MUCs), including a critical analysis of systems of power
and privilege that affect health disparities.
2.
Integrate course content into current curricula that
addresses student learning outcomes related to
becoming a culturally competent care provider.
2
Measures
Timeline
REPEAT ITEM
ELIMINATE
Develop and
standardize
foundational
content as stated
in strategy 1, into
all program
curricula
AC
presentations
and content
analysis
Develop and
standardize
foundational
AC
presentations
and content
Ongoing
The term “learning environment” includes classroom, clinical, co-curricular, and other professional spaces.
Culturally responsive care provides care centered on the client’s cultural perspectives, integrates the client’s values and beliefs into the plan of care, and
develops a partnership with the client in a caring and respectful relationship that honors the client’s differences and perspectives.
http://minorityhealth.hhs.gov
3
6
NOTE: Content should be meaningful and substantive, reflecting
best practices in each identified area. Emphasis on IPE
approaches, desired.
content as state d
in strategy 2, into
all program
curricula
analysis
AREA OF FOCUS: TEACHING & LEARNING cont.
Goal
III.
Faculty will cultivate
inclusive, equitable,
supportive and
challenging learning
environments.
Strategies
Action Steps
1.
Develop the capacity for faculty to address difficult
conversations related to diversity, equity and inclusion in
classroom/clinical settings.
2.
Set standards and identify best practices for what
constitutes culturally competent teaching.
3.
Aggregate and make available exemplars of effective
teaching that models an inclusive and equitable learning
environment.
Via faculty
development (this
is a repeat)
Faculty Org’s
Faculty Affairs
Committee will
adopt CC standards
to assist faculty in
course
development in CC
and HD.
Secure funds for
peer to peer
programming in CC
pedagogy.
7
Measures
Models /
standards are
currently under
review
Timeline
Ongoing
2014 budget
8
9