|Submission Date||May 15, 2017|
University of Miami
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
Environmental Health and Safety
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
The Standing Committee on Diversity, Equity, and Inclusion is entrusted with the researching, recommending, and promoting educational and programmatic efforts that are consistent with UM’s unwavering dedication to diversity and inclusion.
The University of Miami has created a Task Force charged with evaluating and assessing programs, resources, and the climate for Black students, faculty, and staff on campus late in the Fall 2014 semester. Since then, President Frenk created a Task Force for Addressing Black Students’ Concerns on February 17, 2015. Committees were formed and tasked with Mid‐term Recommendations and Actionable Recommendations
The Office of Diversity and Multicultural Affairs used an assessment report to establish the following objectives related to workforce development in the medical sciences:
[...] "II. To assess and monitor measurable outcomes that can serve as markers of progress regarding the hiring, promotion and retention of a diverse faculty and work force.[...]
IV. To support the continued promotion and professional development of members of the academic community during times of life transition such as childbirth, eldercare and other personal responsibilities and professional transitions such as retirement.
V. To support community outreach programs to encourage and mentor middle school and high school, college, medical students and medical residents to enter academics, especially in fields in which diversity is lacking (e.g. women and underrepresented minorities in science and engineering).
The Office of Diversity and Multicultural Affairs has put together a committee to foster a climate respecting diverse, local, and international communities. The committee along with the stakeholders prepared and reviewed an assessment to promote a more inclusive culture for the students at the medical campus. The assessment cycle process included defining outcomes and metrics, and collecting data, analyze findings and develop improvement strategies, and implementation changes.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
Workplace Equity and Performance is responsible for implementing diversity initiatives to increase diversity awareness throughout the University of Miami community. Our diversity pages are primarily intended as a resource for faculty, staff and students of the University. (http://www.miami.edu/index.php/wep/)
Page 16 & 17 of the Presidential Task Force for Addressing Black
Students’ Concerns (http://www6.miami.edu/provost/pdf/presidential-task-force-to-address-black-students-concerns-report.pdf)
The LGBT-Friendly Campus Climate Index is a national assessment tool for assisting campuses in improving the environment for people on campus who are LGBT and ultimately shape the educational experience to be more inclusive, welcoming and respectful of LGBT and Ally people. The index is owned and operated by Campus Pride (www.campuspride.org) and was developed with a team of national LGBT researchers which included Brett Genny Beemyn, Ph.D, Susan R. Rankin, Ph.D. and Shane L. Windmeyer, M.S, Ed. The advisory board also includes Debbie Bazarsky, M.S. from the Consortium of LGBT Resources in Higher Education and Daryl Herrschaft of the Human Rights Campaign.
The assessment pointed at the need to increase diversity among the student population. The office of Diversity and Inclusion focused their efforts on their summer programs that are designed to educate, motivate and mentor minority students ranging from high school to college. The students involved in the summer programs all have an interest in healthcare. The assessments findings revealed that the medical school need a more diverse student population. The Office is currently working on a strategic plan to increase the number of underrepresented students entering and graduating from medical school.
Efforts have resulted in more effective recruitment strategies making our applicant pool to medical school more diverse. New programs to improve diversity in admissions, new hires and replacements were established and funded - including Diversity training in Unconscious Bias, for admissions, hiring and search committees. Funded programs for Inclusion include establishing a Deans Diversity Council (with school wide representation from student, staff, and faculty) and LGBTQ Ally training. Other efforts include finalizing a diversity statement for the school of medicine, and developing an Out list for LGBTQ students, residents and faculty.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
The results were shared through a mass email from the Office of the President, through multiple articles in UM Newsletters and on the President's Report.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary:
The website URL where the report or summary is publicly posted:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.