1
School of Public Health, University of Maryland
Strategic Plan for Diversity and Inclusion
2014-2019
The School of Public Health is committed to creating an educational and work environment that
is rich in diversity, inclusive, and supportive of all students, faculty, and staff. We understand
that a School energized by diverse perspectives and experiences provides a powerful educational
benefit and enhances our teaching, research, and community service. We acknowledge and
celebrate diversity in race, ethnicity, culture, gender, age, religion, sexual orientation, gender
identity, health status, physical and learning abilities, socioeconomic status, national origin,
veteran status, and other areas of difference. We recognize that multiple diversity factors
intersect to create unique individual experiences and seek to embrace diversity in every aspect of
our policies, programming, and climate.
Diversity and inclusion are cornerstones of excellence in the School of Public Health, which
draws on the strengths of faculty, staff and students from the College Park and Baltimore
campuses. To achieve our diversity goals, we aim to educate a diverse student body to become
culturally-competent professionals and global citizens, to conduct pioneering research on health
equity and diversity issues, and to provide service that enhances the health of Maryland’s diverse
residents and communities.
The School developed a Strategic Plan for Diversity and Inclusion that is consistent with the
University of Maryland, College Park strategic plans, Transforming Maryland: Higher
Expectations and Transforming Maryland: Expectations for Excellence in Diversity and
Inclusion, and the University of Maryland, Baltimore Strategic Plan. The Plan was unanimously
adopted by the School Assembly on May 22, 2014. To fulfill its commitments to diversity and
inclusion, the School of Public Health Strategic Plan for Diversity and Inclusion addresses six
core areas: Leadership, Climate, Recruitment and Retention, Education, Research and
Scholarship, and Community Engagement.
Diversity Goals, Strategies, and Responsible Parties
A. Leadership
Leadership is critical to building a more diverse, inclusive, and equitable School of Public
Health. The appointment of an Associate Dean for Diversity and Inclusion and Faculty and Staff
Equity Officers, and the establishment of a School Diversity Council are visible indicators of this
commitment. The School’s Diversity Council, with broad representation from faculty, staff, and
students, oversees implementation of the Strategic Plan for Diversity and Inclusion and assesses
progress in meeting plan goals. Leadership in diversity and inclusion not only comes from the
School’s senior leaders and Diversity Council, but also from the ranks of faculty, staff, and
students.
Goal A.1:
The School of Public Health will provide strong leadership for diversity and
inclusion in both administrative and academic units.
2
Strategies:
a. Appoint an Associate Dean for Diversity and Inclusion (Diversity Officer)
and School Equity Officers who will work with the Dean, Associate Dean
of Academic Affairs, Associate Dean for Faculty Affairs, and Assistant
Dean for Undergraduate Education to lead, implement, and evaluate
diversity and inclusion initiatives.
b. Appoint members of the School Diversity Council and hold regular
meetings during the academic year.
c. Provide training to School administrators, department chairs, and senior
staff on key School/University issues related to diversity and inclusion in
at least one meeting of the Dean’s Cabinet annually.
Responsible Parties
Dean (a, c)
Associate Dean for Diversity and Inclusion (b, c)
Goal A.2:
The School will increase opportunities for leadership training, mentoring,
and professional advancement of diverse faculty, staff and students.
Strategies:
a. Appoint an ADVANCE Professor in the School every year.
b. Encourage women faculty to participate in ADVANCE leadership
programs.
c. Encourage minority faculty to participate in the ADVANCE “Advancing
Faculty Diversity Program.”
d. Support the Health Equity Leadership Institute, a partnership between the
Maryland Center for Health Equity and University of Wisconsin that
fosters professional development and advancement of underrepresented
and other faculty who work to reduce health disparities.
e. Identify diverse faculty and staff for appropriate leadership roles (e.g.,
advisory groups, governance committees) in the School and University,
while also ensuring that they are not overburdened with service
responsibilities.
f. Identify diverse students for leadership training and leadership roles in the
School and University.
Responsible Parties
Dean (a)
NSF ADVANCE program (a)
Associate Dean for Diversity and Inclusion (b, c, e, f)
ADVANCE Professor (b, c, e)
ADVANCE Faculty Leader/Advancing Faculty Diversity Program (c, d)
Department Chairs (e, f)
3
B. Climate
The School of Public Health is committed to ensuring an inclusive and welcoming educational,
research, and workplace environment. All individuals in the School community should feel their
worth is recognized, their work is respected, and their contributions are valued. The School
actively supports the University’s policies on equity, non-discrimination, compliance, and equal
opportunity/affirmative action. Regular assessment of the climate through work environment
measures, climate surveys, focus groups, and informal discussions are encouraged.
Goal B.1
The School will ensure a welcoming and inclusive learning community and
workplace environment.
Strategies:
a. Administer the ADVANCE Work Environment Survey to School faculty
every two years and share results with all faculty.
b. Support ADVANCE faculty programs that share work/life policies with
Department Chairs, faculty, and staff.
c. Develop and administer a faculty and staff Climate Survey and follow-up
focus groups; implement recommendations to provide a more welcoming,
inclusive environment.
d. Ensure faculty and staff have opportunities to take advantage of University
Work/Life policies, including policies on Faculty Parental Leave and
Other Family Support, Extension of the Time for Tenure Review due to
Personal and Professional Circumstances, Part-Time Status of Tenured
and Tenure-Track Faculty due to Childrearing Responsibilities, and
Family and Medical Leave.
e. Connect faculty, staff, and students to the University Family Care
Resource and Referral Service for assistance with work/life issues.
f. Maintain the Lactation Room in the School building at College Park.
g. Review faculty teaching evaluations to ensure that all School students are
being ‘treated with respect’ in their courses.
h. Develop strategies to address incidents of student incivility in and out of
the classroom.
Responsible Parties
NSF ADVANCE program (a)
ADVANCE Professors (a, b, d)
Associate Dean for Diversity and Inclusion (b, c, h)
Department Chairs (b, d, e, g)
Diversity Council (c, h)
Assistant Dean for Finance and Administration (d, e)
Facility Coordinator (f)
4
C. Recruitment and Retention
The School seeks to recruit and retain a diverse faculty and staff who bring a wealth of
backgrounds, talents, and perspectives to our academic community. Their efforts contribute to a
School that is recognized for its innovative teaching and learning, pioneering research, and
community engagement. Mentoring is critical to ensuring the retention, promotion, and
advancement of diverse faculty and staff, including women and underrepresented minorities.
Equally important is our goal of recruiting, retaining, and graduating a diverse student body.
Efforts should be made to ensure that talented students have access to higher education and
receive the guidance and support necessary to ensure their academic success. Excellent one-onone advising, mentoring, internships, and research opportunities prepare our students to become
skilled, culturally-competent public health professionals.
Goal C.1:
The School will recruit, promote, and work to retain a diverse faculty and
staff.
Strategies:
a. Employ creative recruitment strategies and funding packages to attract
outstanding and diverse faculty, with special efforts devoted to increasing
the School’s underrepresented (African-American/Black and
Hispanic/Latino) faculty.
b. Develop recruitment initiatives with Historically Black Colleges and
Universities, Hispanic-Serving Institutions, other Minority-Serving
Institutions, and organizations that focus on underrepresented minorities.
c. Ensure that all School-level and departmental-level faculty search
committees include at least one representative of underrepresented
minority groups.
d. Provide training on mentorship to department chairs, senior staff, and
School faculty.
e. Assign at least one mentor and develop a mentoring plan for every
Assistant Professor, and work to ensure that underrepresented and nonunderrepresented junior faculty are retained and promoted at similar rates.
f. Provide mentors to Associate Professors who request them, with the goal
of increasing the numbers of women and minority faculty members who
advance to full Professor.
g. Support ADVANCE program meetings, workshops, and one-on-one
faculty consultations with the ADVANCE Professors.
h. Enable School staff to attend professional training and to obtain mentors
(as desired), ensuring equity in opportunities for underrepresented and
non-underrepresented staff to pursue career advancement.
Responsible Parties
Dean (a, c, e)
Associate Dean for Diversity and Inclusion (b, c, d, g)
Diversity Council (b)
5
Assistant Dean for Undergraduate Education/Faculty Equity Officer (c)
Assistant Dean for Finance and Administration/Staff Equity Officer (c, h)
ADVANCE Professor (d, g)
Associate Dean for Academic Affairs (b)
Department Chairs (a, b, c, e, f, h)
Goal C.2:
The School will recruit, retain, and graduate a diverse student body.
Strategies:
a. Adopt innovative high-contact, student recruitment strategies, including
those that employ minority and international alumni, to recruit a diverse
student body.
b. Create student scholarships to help ensure that higher education is
accessible to diverse students, particularly underrepresented minority and
first generation college students.
c. Support summer research programs, such as the School’s NIH-funded
Summer Training and Research program (STAR) and Aging, Diversity,
and Professional Training program (APAPT), and the University’s Robert
E. McNair Post-Baccalaureate Achievement Program, which offer first
generation and underrepresented minority undergraduates opportunities to
engage in public health research.
d. Provide fellowships to recruit diverse graduate students and effective
mentoring to ensure their retention and degree completion.
e. Support School student organizations that bring together diverse groups of
students in mentoring, co-curricular, research, and service activities.
Responsible Parties
Associate Dean for Academic Affairs (a)
Department Chairs (a, b, c, d, e)
Department Faculty (c)
Assistant Dean for Undergraduate Education (a)
Graduate Directors (a)
Undergraduate Coordinators (a)
Assistant Dean for Development (b)
Associate Dean for Research (c)
Director of Student Services (e)
Faculty and Advisors of Student Organizations (e)
D. Education
The School of Public Health strives to provide all of its students with an education that addresses
the values of diversity, equity, and inclusion. Coursework, internships, research, and other
programs increase students’ understanding of plural societies, develop their cultural competence,
and provide opportunities for international experience. Students benefit from collaborating with
diverse faculty and peers on research and service projects that tackle challenging public health
problems. School faculty and staff work to enhance students’ cross-cultural knowledge and
understanding, preparing them for work and life in a global society.
6
Goal D.1
The School will ensure that undergraduate students acquire the knowledge,
experience, and cultural competence skills necessary to succeed in
multicultural, globally-interconnected world.
Strategies:
a. Integrate content on diversity, cultural competence, and health equity in
School undergraduate courses, including development and assessment of
learning outcomes.
b. Offer courses in “Understanding Plural Societies” and “Cultural
Competence” within the University’s General Education program.
c. Support the School’s Global Public Health Scholars Program.
d. Encourage students to participate in international learning experiences
such as the School’s Study Abroad and alternative break courses.
e. Offer internships that enable students to work with diverse populations in
neighboring communities.
f. Continue University Intergroup Dialogue courses taught by School staff
and faculty members.
Responsible Parties
Department Chairs (a, b, d, e)
Faculty (a, b, d, e, f)
Director of Global Health Initiatives (c, d)
Staff (f)
Goal D.2
Departments and programs will equip graduate students with diversityrelated expertise and prepare them to be culturally competent public health
professionals.
Strategies:
a. Integrate content on diversity, cultural competence, and health equity in
School graduate courses, including development and assessment of
learning outcomes.
b. Ensure that every graduate program in the School requires at least one
course that addresses diversity, cultural competence, and the achievement
of health equity.
c. Require all Graduate students to participate in Institutional Review Board
trainings on the responsible conduct of research, including research
involving vulnerable populations.
d. Encourage students to complete internships, practica, and capstone
projects that address issues of diversity, inclusion, and health equity.
Responsible Parties
Department Chairs (a, b, c, d)
Faculty (a, c, d)
Associate Dean for Research (c)
7
E. Research and Scholarship
The School conducts cutting-edge research and scholarship that focuses on health disparities and
the health and well-being of women, racial and ethnic minorities, the elderly, the poor, and other
diverse populations. Studies are conducted in the state, the nation, and the world. Faculty, staff,
and student researchers investigate health disparities and public health problems, examine their
determinants, and develop, implement, and evaluate promising interventions. Interdisciplinary,
intercampus partnerships foster innovation and discovery that advance health knowledge and
health equity. School symposia, Grand Rounds, and seminars provide rich opportunities for
research training aimed at reducing health disparities and improving individual, family, and
community health.
Goal E.1
The School will support nationally recognized research and scholarship on
health disparities and on race, ethnicity, class, gender, and other dimensions
of diversity.
Strategies:
a. Disseminate information about campus, intercampus, and external funding
opportunities that focus on health disparities, health equity, diversity
issues, and cultural competence.
b. Assist faculty in applying for external funding and internal seed grants that
support health equity and diversity research and scholarship (e.g.,
ADVANCE, Consortium for Race, Gender and Ethnicity).
c. Increase external funding for research on health disparities, health equity,
and diversity issues on an annual basis.
d. Support the School’s diversity-themed centers and programs, including the
Center for Health Equity, Prevention Research Center, Center for Health
Literacy, Center for Healthy Families, Seat Pleasant-UMD Health
Partnership, Maryland Veterans Resilience Initiative, and Building Trust
between Minorities and Researchers Initiative, among others.
e. Increase opportunities for undergraduate and graduate students to work on
research projects on health disparities and diversity issues.
f. Encourage faculty, staff, and student participation in the School’s
Collegium of Scholars forums, Center for Health Equity programs, Grand
Rounds, and other diversity-related school and university programs.
Responsible Parties
Associate Dean for Research (a, b, c, d)
Director of Research Administration (b)
Associate Dean for Diversity and Inclusion (a, f)
ADVANCE Professor (b)
Department Chairs (a, b, d, e, f)
Faculty (c, d, e)
Center/Institute Directors (d)
Associate Dean for Academic Affairs (f)
8
F. Community Engagement
The School is committed to community engagement in its broadest sense, which includes active
interaction and sharing of ideas among students, faculty, staff, and community partners. Such
exchanges in formal and informal settings broaden perspectives and enhance understanding of
diversity, equity, and inclusion. Internships and field experiences, such as the Global Public
Health Scholars Program, take our students to different communities and countries, providing
opportunities to work with underserved populations and improve cultural competence skills.
As a land-grant institution, the University shares its educational, research, and technological
strengths with the Maryland citizenry and other constituencies. Collaborations with State,
federal, private, and non-profit partners prepare the workforce to deliver culturally-sensitive
health services to diverse populations. The School is committed to engaging in community-based
participatory research, which equitably involves community partners in the research process and
recognizes the unique strengths they bring. Community partners provide valuable perspectives in
the design, implementation, and evaluation of School research and service interventions aimed at
reducing health disparities and improving health and well-being.
Goal F.1
The School will promote academic and co-curricular activities that facilitate
positive interaction among students, faculty, staff, and alumni.
Strategies:
a. Plan and implement annual Public Health Research@Maryland Day.
b. Hold School alumni socials and networking events that facilitate dialogue,
networking, and interaction among diverse students, faculty, staff, and
alumni.
c. Offer Career Expos that introduce students to employers seeking to hire
graduates with public health knowledge and cultural competence skills.
d. Support undergraduate and graduate student organizations that provide
mentoring, tutoring, and other support to underserved populations in
neighboring communities.
Responsible Parties
Associate Dean for Research (a)
Assistant Dean for Development (b)
Assistant Dean for Undergraduate Affairs (c, d)
Faculty and Advisors of Student Organizations (d)
Goal F.2
The School will increase the number of partnerships and the quality of
engagement with its diverse external community.
Strategies:
a. Support the Maryland Community Research Advisory Board (MDCRAB).
b. Support the work of SPH Centers/Institutes and University of Maryland
Extension faculty who are addressing health disparities, health literacy,
and health equity issues in communities throughout the state.
9
c. Increase the number of partnerships/MOUs with community agencies that
focus on health equity and underserved populations, and make efforts to
improve the quality of these collaborations.
d. Provide continuing education programs that increase the pool of
culturally-competent public health professionals trained to reduce health
disparities.
e. Support the School’s Master Mentor Training Program for Community
Engaged Research.
f. Support the Legacy Leadership Institute on Public Policy, which prepares
individuals over 50 years of age to become volunteer service leaders in
Maryland government and local communities.
Responsible Parties
Director, Center for Health Equity (a, e)
Associate Dean for Research (a, c)
Faculty (b, c, d)
Directors of School Centers/Institutes (b, c, d)
Extension Faculty (b, c, d)
Director, Center for Health Equity (b, e)
Director, Legacy Leadership Institute (f)
10
Diversity Council Members, 2013-2014
Chair:
Sally Koblinsky, Professor, Family Science; Associate Dean for Diversity and Inclusion,
School of Public Health
Representatives:
Sam Allen, Master’s Student, Family Science
Isaiah Bell, Undergraduate Student, Behavioral and Community Health
James Butler, Assistant Professor, Behavioral and Community Health
David Chae, Assistant Professor, Epidemiology and Biostatistics
Rada Dagher, Assistant Professor, Health Services Administration
Sharon Desmond, Associate Professor, Behavioral and Community Health
Erica Doxzen, Doctoral Student, Behavioral and Community Health
Coke Farmer, Assistant Dean for Undergraduate Education, School of Public Health
Bianca Garcia, Program Management Specialist, Kinesiology
Vanessa Pham Greer, Director of Finance and Administration, School of Public Health
Katie Hrapczynski, Post-Doctoral Fellow, Family Science
Jamell Joseph, Undergraduate Student, Kinesiology
Jinhee Kim, Associate Professor, Family Science
Ana Palla-Kane, Director of Undergraduate Programs, Kinesiology
Sandra Quinn, Professor, Family Science; Associate Dean for Academic Affairs, School of
Public Health Public Health
Edmond Shenassa, Associate Professor, Family Science; Chair, Senate Executive Committee,
School of Public Health
Diane St. George, Assistant Professor, Department of Epidemiology and Public Health,
University of Maryland School of Medicine, Director, MPH Program
Sacoby Wilson, Assistant Professor, Maryland Institute for Applied Environmental Health
11
Measuring Progress: School of Public Health Diversity and Inclusion Strategic Plan Metrics
Leadership
Group Category/ Definition
Method of Collection
Data Source
Target
Year 1
2011-2012
Year 2
2012-2013
Year 3
2013-2014
Goal A.1: The School of Public Health will provide strong leadership for diversity and inclusion in both administrative and academic units.
Administration: Appointment
of Assistant or Associate Dean
for Diversity and Inclusion
Administration: Appointment
of Diversity Council
Self-report
Dean
Appointed
Appointed
Appointed
Appointed
Self-report
Appointed
---
Appointed
Appointed
Administration: Training for
administrators, department
chairs, and senior staff on
diversity/inclusion issues
Self-report
Associate Dean for
Diversity and
Inclusion
Dean’s Council
meeting minutes
Yearly update
---
---
Completed
Goal A.2: The School will increase opportunities for leadership training, mentoring, and professional advancement of diverse faculty, staff,
and students.
Faculty: Appoint ADVANCE
Professor
Faculty: Eligible women
faculty’s participation in
ADVANCE
Self-report
Dean
Self-report
ADVANCE
Professor
Faculty: Underrepresented
minority and international
faculty participation in
ADVANCE “Advancing
Faculty Diversity Program”
Self-report
Advancing Faculty
Diversity Professor
Appointed
Appointed
Appointed
Appointed
90% of SPH
women faculty
in Assistant/
Associate
Professor ranks
80% of SPH
underrepresented
minority and
international
faculty
95%
95%
92%
---
---
100%
12
Climate
Group Category/ Definition
Method of Collection
Data Source
Target
Year 1
2011-2012
Year 2
2012-2013
Year 3
2013-2014
---
72%
---
---
49%
---
---
43%
---
Goal B.1: The School will ensure a welcoming and inclusive learning community and workplace environment.
Faculty: Work Environment
Survey
Faculty: Fair treatment of
female faculty
Self-report
Faculty: Fair treatment of
faculty of color
Self-report
ADVANCE Work
Environment Survey
Faculty and Staff: Welcoming
and inclusive environment
Self-report; Climate
Survey to be
developed and
administered to faculty
and staff
SPH Climate Survey
Self-report
ADVANCE Work
Environment Survey
ADVANCE Work
Environment Survey
70%
completion
60% of SPH
faculty report
“female faculty
receive fair
treatment”
55% of SPH
faculty report
“Faculty of
Color receive
fair treatment”
60% of SPH
faculty and staff
report
“Welcoming
and inclusive
environment”
Not Yet Collected
13
Recruitment and Retention
Group Category/ Definition
Method of Collection
Data Source
Target
Year 1
2011-2012
Year 2
2012-2013
Year 3
2013-2014
Goal C.1: The School will recruit, promote, and work to retain a diverse faculty and staff.1
Faculty2: Racial/ethnic
diversity representative of
racial/ethnic diversity of
State
Self-report
Profiles
MD population
55% White
69% White
69% White
69% White
29% African
9% African
9% African
9% African
American/ Black American/Black American/Black American/Black
8% Hispanic
8% Hispanic
6% Hispanic
5% Hispanic
6% Asian
12% Asian
14% Asian
15% Asian
American
American
American
American
3% Other
2% Other3
2% Other3
2% Other3
Staff: Racial/ethnic diversity
Self-report
Profiles
MD population
representative of racial/ethnic
55% White
57% White
55% White
55% White
diversity of State
29% African
26% African
24% African
23% African
American/ Black American/Black American/Black American/Black
8% Hispanic
3% Hispanic
9% Hispanic
11% Hispanic
6% Asian
8% Asian
12% Asian
11% Asian
American
American
American
American
3% Other
6% Other3
0% Other3
0% Other3
Faculty: Assistant Professors Self-report
Department
100% of Assistant
100%
100%
100%
with mentors and Mentoring
Chairs
Professors with
Plan
mentors and
Mentoring Plan
Faculty: Effective mentoring Self-report
ADVANCE
75% of SPH
--45%
--of Assistant Professors
Work
faculty report
Environment
being “effectively
Survey
mentored”
Staff: Staff attendance at
Self-report
Department
% of staff
professional training related
Chairs
attending at least
Not Yet Collected
to leadership or career
one professional
advancement
training on
leadership/career
advancement
annually
1
Current data only include UMCP faculty and staff; data on UMB faculty and staff have been requested.
2
Tenure/tenure-track faculty
3
Includes American Indian, Native Hawaiian or Other Pacific Islander, and two or more. Unknown and international excluded.
14
Goal C.2: The School will recruit, retain, and graduate a diverse student body.1
Students: Racial/ethnic
diversity representative of
racial/ethnic diversity of
State
Self-report
Profiles
Need to separate MPH and
PhD programs when we
receive UMB data
Students: Racial and ethnic
minority and white graduate
students with a graduate
assistantship
Self-report
Profiles
MD population
55% White
29% African
American/
Black
8% Hispanic
6% Asian American
3% Other
Undergraduate:
51% White
22% African
American/
Black
10% Hispanic
14% Asian
American
3% Other2
Undergraduate:
50% White
22% African
American/
Black
9% Hispanic
14% Asian
American
4% Other2
Undergraduate:
48% White
23% African
American/
Black
9% Hispanic
15% Asian
American
5% Other2
55% White
29% African
American/Black
8% Hispanic
6% Asian American
3% Other
Graduate:
60% White
21% African
American/Black
5% Hispanic
12% Asian
American
2% Other2
minority
students 32%
white students
68%
Graduate:
64% White
19% African
American/Black
5% Hispanic
8% Asian
American
4% Other2
minority
students 33%
white students
67%
Graduate:
56% White
23% African
American/Black
6% Hispanic
12% Asian
American
3% Other2
TBD
Minority and white
graduate students hold
assistantships in
proportion to their
numbers in School
Students: Ph.D. degrees
Self-report
Profiles
Minority and white
minority
minority
TBD
awarded to racial and ethnic
graduate students earn
students 50%
students 38%
minority and white students
Ph.D.s proportionate
white students
white students
to their numbers in
50%
62%
School
Students: MPH degrees
Self-report
Profiles
Minority and white
minority
minority
TBD
awarded to racial and ethnic
graduate students earn
students 20%
students 45%
minority and white students
MPH degrees
white students
white students
proportionate to their
80%
55%
numbers in School
1
Current data only include UMCP students; data on UMB students have been requested. MPH and Ph.D. student diversity will be disaggregated when UMB
data are received.
2
Includes American Indian, Native Hawaiian or Other Pacific Islander, and two or more. Unknown and international excluded.
15
Education
Group Category/ Definition
Method of Collection
Data Source
Target
Year 1
2011-2012
Year 2
2012-2013
Year 3
2013-2014
Goal D.1: The School will ensure that undergraduate students acquire the knowledge, experience, and cultural competence skills necessary to
succeed in a multicultural, globally-interconnected world.
Curriculum: General
Education Diversity courses
(Understanding Plural
Societies and Cultural
Competence)
Self-report
Course Offerings
100% of
undergraduate
programs will offer
a General Education
“Understanding
Plural Societies”
course by FY16
SPH will offer 3
General Education
“Cultural
Competence”
courses by FY16
Students: Graduating seniors’
knowledge of diversity and
cultural competence
Self-report
Senior Exit
Survey
85% graduating
seniors agree or
strongly agree that
1) their
undergraduate
program “increased
my knowledge of
diversity issues” and
2) “prepared me to
work with others
whose backgrounds
and cultures are
different from my
own”
67%
67%
67%
0%
0%
0%
Not Yet Collected
16
Goal D.2: Departments and programs will equip graduate students with diversity-related expertise and prepare them to be culturally
competent public health professionals.
Curriculum: Courses that
incorporate diversity, cultural
competence, and health equity
Self-report
Department Chairs
Course that
addresses
diversity,
cultural
competence,
and health
equity required
in every
graduate
program
100%
Target
Year 1
2011-2012
100%
100%
Research and Scholarship
Group Category/ Definition
Method of Collection
Data Source
Year 2
2012-2013
Year 3
2013-2014
Goal E.1: The School will support nationally recognized research and scholarship on race, ethnicity, class, gender, and other dimensions of
diversity.
Annual expenditures for
externally funded research on
health disparities and
diversity-related issues
Self-report
Survey of all SPH
Principal
Investigators
Increase by 5%
annually
$5,661,886
$7,764,628
Data will be
provided at
end of
FY2014.
Target
Year 1
2011-2012
Year 2
2012-2013
Year 3
2013-2014
Community Engagement
Group Category/Definition
Method of Collection
Data Source
Goal F.1: The School will promote academic and co-curricular activities that facilitate positive interaction among students, faculty, staff, and
alumni.
Implement Public Health
Research@Maryland Day
Self-report
SPH Associate Dean
for Research
Implemented
---
Implemented
Implemented
Goal F.2: The School will increase the number of partnerships and the quality of engagement with its diverse external community.
MOUs/partnerships with
community agencies that focus
on health equity and
underserved populations
Self-report
SPH Office of
Research
Increase by 5%
annually
Currently Being Collected
17
Continuing education
programs offered to public
health workforce (e.g., Grand
Rounds, Colloquium of
Scholars) on health disparities
and diversity topics
Self-report
SPH Office of
Academic Affairs
Offered
Offered
Offered
Offered