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Improving Campus Climate for Diversity and Inclusion: What Can Leaders Do?

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This webinar will explore how leaders at campuses that have made significant progress toward diversity succeeded in doing so – through their actions, words, policies, and practices. We will learn about the AAMC’s ongoing pilot of a Diversity & Inclusion Culture and Climate Toolkit at eight institutions in California. Finally, we will hear from CSU Fullerton, one of the pilot sites for AAMC’s D&I toolkit, about how they used the tool and implemented the results on their campus. The webinar will conclude with an audience Q&A and discussion around how to monitor and improve campus climate.

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Improving Campus Climate for Diversity and Inclusion: What Can Leaders Do?

  1. 1. Improving Campus Climate for Diversity and Inclusion: What Can Leaders Do? Wednesday, May 17, 1:00-2:00pm Eastern Time Coalition of Urban-Serving Universities Association of Public and Land-grant Universities Association of American Medical Colleges
  2. 2. Diversity in the Biomedical Research Workforce Webinar Series Wednesday, May 17, 1:00-2:00 p.m. ET
  3. 3.  If you cannot hear the audio, check the “Audio” pane on the control panel. You can use your speakers or dial-in using your telephone.  You may ask questions at any time using the chat box.  Handouts
  4. 4. Jennifer C. Danek, M.D. Senior Director, Urban Universities for HEALTH
  5. 5.  Webinar series on Diversity in the Biomedical Research Workforce  Share findings from the USU/APLU/AAMC report (July 2016)  Upcoming webinars: www.uuhealth.org/our- work/upcoming-events
  6. 6.  Collaborative effort of APLU/USU and AAMC, supported by NIH  70 experts from 28 universities/academic medical centers  Identify research actions for improving evidence  Examined four areas:  Diverse Faculty Hiring and Advancement  Leadership, Organizational Change, and Climate;  Diverse Student Success;  Recruitment and Admissions
  7. 7. How can we create a campus climate where diverse faculty and students thrive? Problem: Many universities conduct climate surveys, but it’s not always clear how to use results
  8. 8.  Inclusive climate increases UR student retention and success1  Improves the learning environment for all students2  Discrimination, lack of support, lack of collegiality, and other climate-related factors were found to have a negative impact on faculty retention3 1. Hernandez, Nguyen, Saetermoe, & Suarez-Orozco, 2013 2. Association of American Medical Colleges [AAMC], 2013a; Piercy et al., 2005 3. O’Meara, Lounder, & Campbell, 2014
  9. 9. For more detailed information, see http://www.thedemands.org
  10. 10.  Climate Assessment Study: conduct a national survey to determine how universities are measuring climate and using results to achieve organizational change  Develop validated tools or sets of metrics for measuring climate across a range of contexts to facilitate change and support greater climate improvements.  Top 10 Leadership Actions: Develop a Top 10 list of the most effective actions presidents and chancellors can take to achieve diversity goals.
  11. 11. Laura Castillo-Page, Ph.D. Senior Director, Diversity Policy and Programs & Organizational Capacity Building, Association of American Medical Colleges
  12. 12. Diversity and Inclusion Culture and Climate Toolkit Laura Castillo-Page, Ph.D. Senior Director, Diversity Policy&Programs
  13. 13. © 2015 AAMC. May not be reproduced without permission. What is Needed for the Field? Before launching a culture and climate assessment institutions need a systematic mechanism to gauge their diversity and inclusion landscape. Diversity and Inclusion Culture and Climate Toolkit
  14. 14. © 2015 AAMC. May not be reproduced without permission. Project Leadership Funding provided by The California Wellness Foundation
  15. 15. © 2015 AAMC. May not be reproduced without permission. Pilot Sites Cohort One Cohort Two Cal State-Fullerton Cal State-Fresno Cal State-Northridge UC-Irvine* UC-Davis* UCLA* UCSF* University of Southern California* *academic health centers/campuses Pilot Site Requirements • Located in California • AAMC, USU, or APLU Member • Top leadership support diversity culture and climate projects • Capacity to implement the pilot project, including designated Senior Diversity Leadership
  16. 16. © 2015 AAMC. May not be reproduced without permission. Rubric & Scorecard Development Reviewed 11 academic & private sector DI Scorecard (Fall 2015) Revised by Expert Panel (Spring 2016) Cohort 1 Draft: Synthesis of Expert Panel & AAMC/APLU Team feedback Cohort 2 Draft: Synthesis of Cohort 1 & AAMC/APLU Team feedback
  17. 17. © 2015 AAMC. May not be reproduced without permission. Next Steps Source: Association of American Medical Colleges. Assessing Institutional Culture and Climate – Webcast Supplemental Guide. Washington, DC, 2013.
  18. 18. © 2015 AAMC. May not be reproduced without permission. DI Toolkit Components Rubric Questions Scorecard Action Plan User Guide
  19. 19. © 2015 AAMC. May not be reproduced without permission. Cohort One Toolkit High-Level Findings Value of the scorecard is in generating leadership support and buy-in The process of gathering rubric question responses led to useful cross-campus conversations Difficult to come up with one answer for multiple health profession schools, as each does things a little bit differently Need for prepared campus launch materials – how do we “sell” this score in a way that highlights our accomplishments but also drives further change? Engaging top leadership first helped ensure a strong response from those completing the rubric on campus Action steps, transparency, and accountability are benefits of the tool
  20. 20. © 2015 AAMC. May not be reproduced without permission. Thank You!
  21. 21. Mariam B. Lam, Ph.D., Associate Vice Chancellor for Diversity and Inclusion, University of California, Riverside
  22. 22. David Forgues, Ph.D., Interim Vice President of Human Resources, Diversity and Inclusion, California State University, Fullerton Danielle García, Deputy Chief of Staff, Office of the President, California State University, Fullerton
  23. 23. Why did CSUF Participate? • Cal State Fullerton strives to be a model comprehensive university. • Aligns with the Strategic Plan • 2014 created a Campus Climate Evaluation Team (CCET) to review Campus Climate Survey data and interpret themes to identify opportunities to improve faculty, staff and student success. – Two-overarching themes identified. • Transparency and a welcoming environment. • Campus Action Plan: – President’s Commission on Equity and Inclusion (PCEI). – Toolkit provided an opportunity to inventory the results of campus strategies thus far
  24. 24. Process to collect information Met with Senior Leadership Stakeholders Met with subject matter experts on campus for input on issues of equity and diversity President announced creation of President’s Commission on Equity & Inclusion (PCEI) PCEI Steering Committee and Senior Leadership will meet to put together an action plan to help shape next strategic plan and 2019 climate survey
  25. 25. Outcomes • Key findings from scorecard – Opportunities • Lack of infrastructure and questions around infrastructure that doesn’t apply. • Change to/new policies and processes – Strategic Plan Achievements • Programs in place to support faculty and staff retention and professional development • Programs in place to support diverse student retention and success
  26. 26.  Please submit questions through the chatbox
  27. 27.  Contact info: ◦ Julia Michaels, Project Manager ◦ jmichaels@aplu.org (202) 478-6071 ◦ http://www.uuhealth.org

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