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.

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. Diversity in the Biomedical Research Workforce Webinar Series
Wednesday, May 17, 1:00-2:00 p.m. ET

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. Jennifer C. Danek, M.D.
Senior Director, Urban
Universities for HEALTH

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.  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. 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.  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. For more detailed information, see
http://www.thedemands.org

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. Laura Castillo-Page, Ph.D.
Senior Director, Diversity
Policy and Programs &
Organizational Capacity
Building, Association of
American Medical
Colleges

12. Diversity and Inclusion
Culture and Climate Toolkit
Laura Castillo-Page, Ph.D.
Senior Director, Diversity Policy&Programs

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. © 2015 AAMC. May not be reproduced without permission.
Project Leadership
Funding provided by
The California Wellness Foundation

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. © 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. © 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. © 2015 AAMC. May not be reproduced without permission.
DI Toolkit Components
Rubric
Questions
Scorecard
Action
Plan
User
Guide

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. © 2015 AAMC. May not be reproduced without permission.
Thank You!

21. Mariam B. Lam, Ph.D.,
Associate Vice Chancellor
for Diversity and
Inclusion, University of
California, Riverside

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. 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. 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. 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.  Please submit questions through the chatbox

27.  Contact info:
◦ Julia Michaels, Project Manager
◦ jmichaels@aplu.org (202) 478-6071
◦ http://www.uuhealth.org