2013-14 Annual Report Text Version Final
Health Sciences Center
Office of Diversity and Inclusion
2013 2014
Annual Report
Seeking diversity automatically leads us to excellence, just as focusing
on excellence inevitably leads us to diversity. William C. Steere
Message from the Assistant Vice President for Health Affairs/Diversity
Initiatives
I am delighted to provide the Health Science Center (HSC) community with our First Annual
Report on Diversity. The HSC Office of Diversity and Inclusion (ODI) is committed to its mission
of advancing the universitys priority of promoting and supporting a diverse community by
fostering an environment of inclusiveness through the understanding and celebration of the
many differences in perspectives, thoughts, talents, rich histories and experiences, belief
systems and cultures of the students, faculty and staff of our the HSC community. It is our
vision that we will be an innovative force that drives excellence as we integrate diversity in
education, clinical service, community engagement and research by enhancing partnerships
across the schools. We strive to be seen as a forum for exchanging ideas that can translate into
improved policies and practices to support diversity in education, research and service across
our four schools.
We have placed our emphasis this year on developing collaborative opportunities and building
partnerships to leverage the power and influence of the contribution of diversity to the goal of
excellence throughout the campus. Our efforts could not have been achieved without the
partnership with each of the Diversity Chairs from the schools. Through our joint efforts, we are
creating an environment of inclusion. We have attempted to engage our community in learning
activities, enhance connections between schools, showcase individual activities and provide a
forum for hot topics. We have developed a score card of our activities to challenge ourselves
to document our progress.
We, as the HSC Office of Diversity and Inclusion, will continue to focus on creating an inclusive,
equitable and welcoming environment for all of our stakeholders. Over time our goal is that
these good works will specifically result in a better educational and work place environment for
our students, staff and faculty allowing each to realize their potential and expectations of a
more diverse and inclusive University of Louisville community.
As you continue through the report, you will see our demographic makeup and progress by
the numbers. We will also highlight the many activities (educational, service and research)
within the schools. The work continues and as we move forward our goal is to continue pushing
the needle to reach excellence.
V. Faye Jones, M.D., Ph.D., M.S.P.H.
HSC Office of Diversity and Inclusion staff:
. V. Faye Jones, MD, PhD, M.S.P.H., Assistant Vice President for Health Affairs/Diversity Initiatives
. Michael L. Rowland, PhD, Associate Dean for Diversity and Community Engagement, School of Medicine
. Mary S. Joshua, MEd, Associate Director for Special Programs
. Katie F. Leslie, MS, Program Director for Diversity and Inclusion
. Sharon Gordon, MS, Program Coordinator, Sr., Summer Medical and Dental Education Program (80% effort to ODI)
. Tonia D. Thomas, BS, Program Director, Post Baccalaureate Pre-Medical Program
. Toni Holt, Administrative Associate, Office of Diversity and Inclusion (retired, December 20, 2013)
. Ronald Welch, BS, Administrative Associate (began February 2014)
. Shonna Boyd-Wagner, Program Assistant, Post Baccalaureate Pre-Medical Program
. Brian Davis, BS, Unit Business Manager
. Craig Ziegler, MA, Statistician
. Karen Krigger, MD, Director of Health Equity (begins July 1, 2014)
By the Numbers Summary Statement
The schools on the HSC campus continue to train and graduate a diverse student population,
although in some areas we are making little progress. Programs to attract and recruit students
from underrepresented backgrounds need to continue and be strengthened to maintain and
improve representation. In addition, programs and policies are needed to attract a diverse and
thriving workforce. A more targeted effort to increase female representation should be a
priority as well. Summaries of the current diversity metrics for the Health Sciences Center
workforce and student populations are presented below. For further information, you may
access the full workforce and student data sets from our website.
Student Pipeline, Development, and Retention Activities
A number of student pipeline and development programs are the most established activities of
the ODI activities and initiatives. The programs are designed to increase diversity in the HSC
student populations and future healthcare workforce and aid students at various levels of the
pre-health journey. These programs vary by funding sources, structure, and purpose, and
represent a series of combined efforts to assist students. Table 1 provides a summary of the
ODI structured pipeline development, and retention activities.
Explorers Program
The Explores Program serves as the youngest group of students of the "formal" ODI
pipeline initiatives. During the spring 2014 semester, The Health Sciences Center Office
of Diversity and Inclusion implemented the Health Sciences Explorer Post in conjunction
with the Lincoln Heritage Council, Boy Scouts of America Thirty-three high school junior
students interested in various health careers from Butler, Central, and Fairdale High
Schools were selected to participate in this new and innovative program. The majority of
participants are economically disadvantaged and will be first generation college students.
Demographic Information for the Explorer students:
Non-Hispanic White 20,African American/Black 9,Asian 2, and Hispanic/Latino 2 students.
This initiative allows students to connect with the University of Louisville Health Sciences
Center, visiting the campus once per month. Representatives from each school (Medicine, Nursing,
Dentistry, and Public Health and Information Sciences) provide career and informational overviews
of their respective fields and engage the students in hands-on experiential learning activities.
Last year, Rachel Quick (School of Dentistry), Tiffany Robinson (School of Public Health and Information Sciences),
Alona Pack (School of Nursing), and Dr. Tom Geoghegan (School of Medicine) led the activities for their respective schools.
This cohort of students will continue the program through their high school graduation with
monthly activities planned at HSC for the 2014-2015 academic years.
Table 1 summarizes the different Pipeline, Development, and Retention Programs within the ODI office. The various programs are the 1.Explorers Program
established in 2014 for high school students interested in any health career discipline. 2.Professional Education Preparation Program Pre-College
Summer Workshop established in 1981 for high school seniors interested in medicine and dentistry. 3. Multicultural Association of Pre-Medical Students
established in 1999 for undergraduates, post-baccs and graduates interested in any medical discipline. 4. Summer Medical and Dental Education Program (SMDEP)
established in 2006 fo college freshman and sophomores interested in Medical and dental careers. 5. Professional Education Preparation Program MCAT-DAT
Review Summer Workshop established in 1983 for students that have completed at least two years of college aimed towards careers in medicine and dentistry.
6. Post-Baccalaureate pre-Medical Program since 2009 is for college graduates with less than 12 hours onf pre-medical course work completed who want to
become physicians. 7. Medical Education Development, established in 1987 for college graduates that have been denied admission to the medical school.
8. Pre-Matriculation Program established in 1989 for entering Univeristy of Louisville School of Medicien students, and 9. Student National Medical Association,
for Current University of Louisville School of Medicine students.
Professional Education Preparation Program Pre-College Summer Workshop (PEPP)
PEPP is one of the oldest programs of the formal ODI pipeline initiatives, as students attend a
four-week residential program after their senior year of high school. The program provides
academic enrichment in freshman college-level math and science, career exploration, clinical
exposure to medicine and dentistry, planning for the pre-health curriculum, and advising for
professional school admissions requirements and processes. Other activities are designed to
facilitate a successful transition to undergraduate education. The intent of this program is to
develop future healthcare professionals who will meet the health care needs of underserved
populations in the state of Kentucky.
Since 1997 (data available electronically), 387 students have participated in the PEPP program
at the University of Louisville. A recent academic outcomes study was conducted through a
National Student Clearinghouse search for post-secondary graduation and enrollment for
students who had participated in the PEPP program for the years 1997-2009 (students
participating in the 2010-2013 programs have not had the opportunity to graduate from college
or apply to graduate and professional school programs). The total number of participants for
these years was 296 with 223 available for study. Outcomes are summarized in
An additional 19 students have gone through the program since the creation of the ODI. Twelve
PEPP alumni matriculated to entering fall 2014 professional school programs 3 to medical
school (2 at ULSOM, 1 to Pikeville KYCOM), 1 to dental school (ULSD), 2 to pharmacy school (1
to UK, 1 to Virginia Commonwealth), 2 to physical therapy (Bellarmine University), 1 to
physician assistant (Lincoln Memorial University), 1 to Master of Public Health (ULSPHIS), 1 to
podiatry school (Kent State), and 1 to Master of Speech Pathology (UK).
Table 2 represents student outcomes of the PEPP Program from 1997-2010.
Over the years, there have been 246 total participants, 8 students that are still in undergraduate studies, 23 students entering the Univeristy of
Louisville School of Medicine, 34 entering other medical schools, 8 students entereing the Univeristy of Louisville School of Dentistry, 2 students
attended other dental schools, and 47 students that went into other Health related fields.
Multicultural Association of Premedical Students (MAPS)
MAPS is an academic support group that motivates, encourages and prepares pre-medical
students to become competitive applicants for medical school or another health field program.
The Multicultural Association of Premedical Students is the associate chapter of the Student
National Medical Association (SNMA) at U of L. The ultimate goals of MAPS are to produce
more competitive health professional school applicants and to diversify health professional
school enrollment and the health professions workforce. This will be accomplished by better
preparing pre-health students who may be from an underrepresented minority group, a
medically underserved area and/or from a disadvantaged background. MAPS membership provides students with additional
academic guidance, contacts for shadowing opportunities, community service involvement, pre-health
resource materials, health career information, and advising to become a competitive professional school
applicant. MAPS students also have the opportunity to develop and enhance their leadership qualities. In
addition, MAPS is a Recognized Student Organization, which is organized by and led by students
under the guidance of the MAPS advisor, Katie Leslie. Membership size also fluctuates each year, but the
organization tends to be a small, close-knit group of 10-15 students. Since the establishment of
the University of Louisville MAPS chapter in the spring of 1999, at least 58 students have
matriculated to health professional schools: 41 to medical school (21 to the University of
Louisville School of Medicine); 8 to dental school (all at the University of Louisville School of
Dentistry); 4 to graduate programs in public health (3 to the University of Louisville School of
Public Health and Information Sciences); 1 to a doctoral program in physical therapy; 1 to
optometry school; and 3 to pharmacy school.
The 2013-2014 academic year was a banner year for the UofL MAPS chapter. Leadership by four
outstanding officers resulted in increased membership, activities, and initiatives. Here are just a
few 2013-2014 highlights:
. 12 MAPS meetings, averaging 25 students in attendance at each
. 9 Community Service activities with various community organizations (Ronald McDonald
House, Brooklawn Child and Family Services, Leukemia and Lymphoma Society)
. 2 Health Sciences Campus Visits (University of Louisville Health Sciences Center,
University of Kentucky Health Sciences Colleges)
. 5 fundraising events to support MAPS programming, student travel, and donate
to/support community service organizations (i.e. buy food for Ronald McDonald House)
. 20 students met requirements to be considered members in good standing for both the
fall and spring semesters (attend half of all meetings and service events, maintain a
minimum 3.0 GPA, meet with advisor at least once per year, pay semester membership
dues)
. 4 members attended the 2014 Annual Medical Education Conference in Washington, DC
(supported by UofL Student Government Association and MAPS fundraising events)
Summer Medical and Dental Education Program (SMDEP)
The Summer Medical and Dental Education Program (SMDEP) is a six-week academic
enrichment program sponsored by the Robert Wood Johnson Foundation (RWJF) for first and
second year college students interested in medicine or dentistry, and who are from
underrepresented minority/ethnic groups or rural and underserved areas of the country. There
are several other similar RWJF-funded SMDEP program sites across the country. Each summer,
80 students (60 pre-medical, 20 pre-dental) attend this free residential program at the
University of Louisville HSC. Housing, meals, stipend are provided at no cost to students in
addition to a tuition-free 3-hour science enrichment course. The upper-level science material
including Physics, Organic Chemistry, Medical Biochemistry, and Human Physiology allowed
scholars to master a new way of integrating and applying the basic sciences and math, utilizing
team-based medical/dental applications. The scholars are also given many opportunities to
interact with current medical and dental students as well as the faculty and staff of the Schools
of Medicine and Dentistry.
Since the establishment of the University of Louisville SMDEP program in 2006, 634 SMDEP
scholars, including 475 pre-medical and 159 pre-dentalstudents have completed the
program. Geographically, these students are from Kentucky and approximately 38 other states,
the District of Columbia, and Puerto Rico. In addition, 713 scholars have participated in
SMDEP at the University of Louisville, of which 554 are eligible to apply to medical or
dental school based on academic classification.
The ODI maintains a database of self-reported SMDEP participant outcomes. These outcomes
for students who participated in the program for the years 2006-2011 are demonstrated in
Table 3 (students participating in the 2012 and 2013 programs have not had the opportunity to
graduate or apply to graduate or professional school programs). Based solely on self-reported
data: 22% of SMDEP participants matriculated to medical school (46 at the University of
Louisville School of Medicine); 11% matriculated to dental school (26 to the University of
Louisville School of Dentistry); and 9% matriculated to other graduate or professional school
programs. Overall, 160 University of Louisville SMDEP alumni report their matriculation to
medical or dental school, with 72 attending programs at the University of Louisville.
Table 3.Self-Reported Student Outcomes for the SMDEP Program (2006-2013)
This table summarizes that out of the 554 participants in the SMDEP program from 2006 through 2013, that 53 students
have gone on to enter the Univeristy of Louisville School of Medicine, 86 students have entered other medical
schools. 39 students have entered the Univeristy of Louisvlle School of Medicine and 31 students have
been accepted to other dental schools.
Professional Education Preparation Program MCAT-DAT Review Summer Workshop
The MCAT-DAT Review Summer Workshop, the second component of the PEPP program funded by the Kentucky
CPE, emphasizes preparation for entrance exams and application development for the medical and dental school
admissions processes after the completion of at least two years of college coursework. During this four-week
residential program, students attend classes, take practice exams, and participate in sessions focused on completing
applications. Students learn and live together in a team-based, supportive environment. Eligible students now have access to the full Kaplan Advantage
Review Program at no charge. The program also aims to develop participants oral and written
communication skills. Strategies have included personal statement workshops, professionalism
and networking seminars, and mock interviews. In addition to the CPE funds that
support 20-25 Kentucky residents each summer, the University of Louisville School
of Medicine provides funding for an additional 10 underserved in medicine
students who are non-Kentucky residents to participate in the MCAT portion of the
review. Outcomes since 1997reveal 484 students participated in the University of Louisville
MCAT-DAT Review Summer Workshop with 396 eligible for study. Findings are summarized in
Table 4.
Table 4.Student Outcomes of the MCAT-DAT Review Summer Workshop from 1997 through 2013.
This table summarized that out of 431 total participants in the MCAT-DAT Review Summer Workshop,that 66 students
have entered the University of Louisville School of Medicine, 96 students entered other medical schools, 73 have
entered the Univeristy of Louisville School of Dentistry and 26 have attended other dental schools. 14 students are
still in their undergraduate studies, and 41 students choose other health careers.
Post-Baccalaureate Pre-Medical Program
Established in January 2009, The University of Louisville Post-Baccalaureate Pre-Med Program is
designed for college graduates seeking a career change who decided to pursue the pre-medical
coursework to apply to medical school and become a physician. The program consists of
students who are diverse in age ranging from 21 44 years of age, various academic and career
backgrounds, and much more. The program allows students with minimal hours of pre-medical
level coursework to complete the academic requirements and participate in enrichment
activities to prepare them for the competitive medical school application cycle. Students
receive intensive advising, are matched with a peer and medical student mentor, participate in
community service, shadow physicians, receive MCAT preparation, attend a University of
Louisville School of Medical visit and admission
workshop each spring semester, receive a mock interview to prepare for medical school
interviews, a committee letter for medical school consideration, and opportunity for assured
admission to the UofL School of Medicine.
Table 5.Student Outcomes of the Post-Bac Pre-Med Program from January 2009 through May 2014.
Table 5 summarizes that out of 82 total students in the Post-Bac Pre-Med Program, 13 students are currently enrolled
in the program. This number is based on the number of students remaining after the May 2014 graduation and summer graduation 2014.
The incoming Fall 2014 cohort is not included. 29 students went on to be accepted in the University of Louisville
School of Medicine, 11 students accepted offers from other medical schools, 2 were accepted into the University of
Louisville Dental School.
Medical Education Development Program (MED)
MED provides a supplemental year for a small number (1-5 per year depending on funding) of
promising disadvantaged applicants. Students are selected from a pool of applicants to our
medical school that were denied admission during the regular selection process but were
viewed to have many of the positive qualities that contribute to making a good physician.
However, it was felt that the academic preparedness was insufficient to ensure successful
completion of the medical school program. In an attempt to increase the likelihood of success
in completion of our medical curriculum by these students, the School of Medicine developed
an intensive one year program that provides exposure to graduate level basic sciences courses
taught by medical school faculty. Students do not apply to the MED program. Rather, MED
students are invited to take selected graduate level courses at the HSC, as non-degree graduate
students. Upon satisfying all program requirements, MED participants are recommended for
admission to the UofL medical school.
The MED program has undergone significant changes to accommodate changes to the MD program
curriculum that will begin with the entering 2014 class. Historically, during the MED year students completed
selected courses from the first year MD curriculum along with other graduate level courses. The ODI has
been working along with the department of Physiology and Biophysics to change the curriculum for students
entering the 2014 MED program. The proposed new curriculum provides exposure to graduate level basic
sciences courses taught by medical school faculty. Emphasis is placed on mastery of foundational physiological and biochemical concepts and
exposure to integrated and small group learning environments. In addition students will be
afforded the opportunity to verbally express and discuss biomedical concepts in depth with
faculty and peers. While students will be exposed to classroom lectures and some small group
learning situations while taking the graduate physiology and biochemistry courses, special
topics course will require students to participate in a number of integrated learning situations
that involve development of independent and group learning skills that will be applied utilizing
customized clinical scenarios that emphasize physiological and biochemical concepts. All
participates are required to participate in the Pre-matriculation Program (discussed later) and
are assisted regularly by the staff. Outcomes of the program are shown in Table 6.
Table 6.Student Outcomes of the Medical Education Development Program from 1987 to present.
17 students did not matriculate from the University of Louisville School of Medicine, 64 matriculated to
University of Louisville School of Medicine, 11 students are currently enrolled at University of Louisville
School of Medicine and 44 have graduated from the University of Louisville school of Medicine.
Pre-Matriculation Program
Upon admission to the University of Louisville School of Medicine, minority, rural and disadvantaged groups of
students are invited to participate in the four-week Pre-matriculation Program. The goal of this program is to
increase the likelihood of student success in medical school.This program is conducted in the weeks immediately
preceding the beginning of the school year, and consists of classes in Physiology, Genetics & Molecular Medicine, Gross
Anatomy, Histology, and Embryology, taught by the respective departmental representatives. Learning strategies
and coping skills are emphasized, and students engage in dialogue with basic science faculty,
clinical preceptors, and School of Medicine resource and support staff persons. Early academic
support is given to students who are considered at risk. Individual and group counseling is
available for Pre-matriculation Program participants in all four years of medical school. Students
are assisted and counseled to provide for early intervention. Continuous collaboration is
maintained between ODI staff and the Director of Academic Support. Supplementary books and
board preparation materials are available for review and check-out. Occasional follow-up
continues during clinical rotations.
This program has made a tremendous positive difference in the retention, academic success
and comfort level of many students who have entered into and graduated from U of L. A total
of 486 students have participated in the Pre-matriculation Program since 1989. Prior to 1997
when the dental school curriculum changed, we had 60 dental students who participated; also,
60 MED Program students participated of which 13 did not matriculate into medical school. Of
417 medical and MED students, 404 actually matriculated; of the 404, there are 364 (90%) who
either graduated or are currently enrolled in medical school. However 9 physiology graduate
students took part in a pilot program. Thus, students from rural areas or underrepresented
groups who participate in this program actually graduate at nearly the same rate as other
ULSOM students, which has not always been the case.
Table 7.Graduation Outcomes for Pre-Matriculation Program Participants from 1989 through 2010.
Outcomes for the Pre-Matriculation Program show that 294 students graduated from Medical School, 42 dental school,
7 from Physiology, and 79 students overall did not graduate and 5 students are still enrolled in the program.
Student National Medical Association
The Student National Medical Association (SNMA) organization allows Underrepresented in Medicine (URM medical students
(first through fourth year) to interact on a regular basis and discuss local or national issues and concerns that impact their
medical education and career planning. This organization focuses on providing a networking and support base for current and
future medical students interested in addressing the needs of underserved communities and communities of color. It is
committed to providing sessions and activities designed to increase the number of physicians from groups
underrepresented in medicine. SNMA members are available to mentor local MAPS. The chapter meets monthly with a speaker
and/or discussion focused on a medically-related topic. The chapter is active in a variety of community service and educational
outreach projects. SNMA students also have provided significant support for MAPS students in
their quest for a professor career. The groups have met for a number of social activities to
strengthen friendships and allow for a more natural and genuine mentoring relationship (rather
than just assigning MAPS students SNMA members).
Application Development
In addition to structured programs, the staff of the ODI is involved on a daily basis with applicant
development. As students reach various points along the path to health professional schools,
they can be advised as to choice of courses,preparation of a personal statement,
development of recommendation letters, mentor relationships, appropriate volunteer and
shadowing activities, successful interviewing techniques, exam preparation, etc. Each staff
member has regular contact with various groups of students at different levels, and strives to
collaborate in an effective manner, to ensure that students get appropriate and correct
information at each step along the way.
While students may meet with ODI staff at the HSC, a satellite office is located on Belknap to
increase accessibility for pre-health undergraduates. This satellite office is staffed 1-2 days per
week depending on student demand. The ODI Belknap satellite office conducted scheduled
consultations for 51 pre-health students. These are in addition to the hundreds of PEPP, SMDEP
and MCAT-DAT alumni across the state and country that are still on the pre-health track who
ODI staff are in regular contact with through phone and email.
Diversity Programming and Professional Development
Creating a campus environment that fosters diversity and inclusion, does not happen overnight.
Rather, it requires a number of combined intentional efforts to generate awareness and
discussion of these important issues. As in healthcare, in order to foster true organizational
change these efforts need to be implemented in a team-based, system-wide (campus)
environment, not within individual silos. The ODI strives to collaboratively plan and implement,
diversity related events, educational experiences, initiatives, and professional development
opportunities with the support, input, and participation of all four schools.
Educational Activities
Pediatric Clerkship The ODI seeks to implement diversity and cultural content into the educational experiences of
all HSC students. All third year medical students participate in a cultural competency module
during their pediatric clerkship. Students were introduced to cultural competence in the
context of an actual case study of an Amish family dealing with tetanus in their 6-year-old son.
The module included diagnosis, treatment, and prevention of tetanus; and recognition of
cultural issues that affected how the family viewed modern medical practice. Students were
introduced to cultural history techniques using the mnemonic 4 Cs (Call, Cause, Cope and
Concerns) of disease. Students complete a reflective paper to assess their master of the
content.
Rural Health Modules Currently, Dr. Charles Kodner, Associate Professor of Family and Geriatric Medicine, has
developed diversity components to be implemented into the Introduction to Clinical Medicine
for first and second year medical students. It was undertaken with the collaboration of the Area
Health Educational Centers (AHEC) which was directed by Dr. Faye Jones until the end of
December, 2013, now Dr. Kelli Dunn.
Poverty and Social Justice Elective Beginning in February 2014, Dr. Faye Jones became a co-director of the Poverty and Social
Justice in Childrens Health for the Department of Pediatrics pediatric residency program. The
month-long rotation delves into the social aspect of health care, exposing residents to the
realities of poverty, food insecurity and housing instability. Among other activities, residents
must tackle public transportation to better understand the daily routine of many of their
patients. The ODI recognizes that these activities all fall under the School of Medicine, and may
be a reflection of the offices historic affiliation with the School of Medicine. However, the ODI
is working with the other schools to review current formal and informal educational
components and develop new opportunities to include diversity content and experiences into
curriculum.
Hundreds attend the HSC PRIDE Cookout
Campus Events
The ODI has coordinated and sponsored multiple HSC events.Together with the Area Health Education Center program office and
the Cultural Competency Recognized Student Organization (Dr. Faye Jones, faculty mentor), the ODI held the 8th Annual Cultural
Competency Symposium in September 2013. The goal of the workshop was to introduce students to cultural issues involved with
different communities and belief systems and how those cultural differences can impact healthcare delivery. Diversity topics ranged
from treating Mennonite, LGBT and Muslim patients, how othercultures view Acupuncture, defining micro-aggressions when treating
minority patients, posttraumatic stress disorder in military veteran patients, child discipline and abuse, and refugee relocation and
healthcare needs for local patients. In total, 377 first-year medical, dental, dental hygiene,
dental residents, and audiology students participated in the day. This program continues to be a
success and provides first-year School of Medicine, School of Dentistry, Dental Residents, dental
hygiene and audiology students with important insight into cultural issues they may encounter
when treating their future patients. The ODI is working to expand the Cultural Competency
Symposium to all stakeholders on the HSC campus. In addition to the day long symposium, the
ODI provides cultural competency discussions and related presentations for a number of other
groups.
In collaboration with the LGBT Center, Womens Center,and School of Medicine, the ODI sponsored the 1st Annual
HSC PRIDE Cookout during the University of Louisville PRIDE Week. On October 1, the HSC courtyard was filled
with music, food, and people. Nearly 1,000 HSC faculty,staff, and students came out to support the LGBT
community. The crowd was greeted with free food, give-a-ways and educational materials. ODI staff was also on
hand to help with food service and distribution of materials. This was the first year that any LGBT PRIDE
Week events were held on HSC Campus. The ODI will continue to support this event and other
programs related to increased awareness for LGBT issues and supporting resources for LGBT
faculty, staff, and students on the HSC campus.
Part of the ODIs mission is to activity engage the HSC community in discussion on diversity
issues. In November, we began our Lunch and Learn sessions. These sessions are open to HSC
faculty, staff and students.
Programming and Collaboration
One of the greatest challenges the ODI faces is the creation of collaboration across the four HSC
schools. Historically, the four schools have operated independently for the majority of
initiatives, including efforts aimed at increasing diversity. The ODI is working with the Diversity
Chairs of the four schools to initiate these collaborative efforts.
HSC Diversity Newsletter
To date, the most successful collaborative effort has been the production and distribution of
three monthly HSC Diversity Newsletters. In addition to posting to the ODI website, the
Diversity Chairs distribute the publication electronically to all faculty, staff, and students within
their respective schools. This newsletter highlights the diversity activities each of the four HSC
schools including community based projects at the local, state, national and international level,
partnerships and collaborative interactions, research activities related to diversity, service
activities, and teaching models. All HSC faculty, staff, and students are encouraged to submit
articles for possible publication. This monthly publication serves as a reminder that diversity
initiatives are ongoing on the HSC campus and beyond.
Recruitment Opportunities
Staff from the ODI has served as liaisons among the four schools to open communication about
recruitment efforts. A future initiative includes working with the four schools to create a master
student recruitment plan, and keep an up-to-date calendar of all recruitment events to
facilitate cross-recruit through combined human and fiscal resources to increase the impact of
diversity recruitment. The ODI also intends to host cross-recruitment events on the HSC for
diversity recruitment. Plans include a day-long Annual Multicultural Health Professions Open
House beginning in the spring 2015 for students interested in the healthcare fields, and other
group visit programs.
Diversity Policies and Professional Development
In order to create an open and inclusive environment on the HSC, policies and programming
must be in place to attract, retain, and promote a diverse student and workforce population.
The staff of ODI aims to provide training and education opportunities to facilitate diversity
considerations in faculty appointments, student admissions, and staff hiring decisions. A faculty
search guide has been developed and placed on the website to facilitate this endeavor.
The recruitment of a diverse workforce is critical to the Universitys pursuit of excellence;
therefore, it should be the duty of all members of faculty search committees to advance the
universitys commitment to the principles of diversity and equal employment opportunity by
pursuing and engaging exemplary scholars from diverse backgrounds to become part of the
University of Louisville community. In addition to diversity efforts implemented through the
Office of Diversity and Inclusion, ODI faculty and staff have an extended reach to broad
diversity policies throughout the University.
Community Engagement
Community engagement is a core component of many of the already mentioned ODI programs
and initiatives. Currently, the ODI is involved in a number of community engagement activities
at the local and state levels. The ODI is continuously working to collaborate with other
community partners who share similar visions.
Area Health Education Centers
The University of Louisville Kentucky AHEC (Area Health Education Centers) Program Office was
an integral part of the ODI with Dr. Faye Jones serving as the Director until the appointment of
Dr. Kelli Dunn as Senior Associate Dean for Statewide Initiatives & Outreach. AHEC is a
collaborative effort of the University of Louisville Health Sciences Center, the University of
Kentucky Medical Center and eight regional centers. The AHECs work to improve the
recruitment, distribution and retention of health care professionals (particularly in primary
care) in medically underserved areas throughout the state commonwealth. Though AHEC has
been removed from the ODI umbrella, collaborative activities continue. ODI staff has a
longstanding relationship and partnership with AHEC staff across the state and work closely
with them, particularly in health career recruitment activities. ODI staff regularly attends AHEC-
sponsored health career expositions held at the various regional centers and assist in
programming for health career exploration programming.
The University of Kentucky AHEC houses two health careerexploration programs for high school students, the Summer
Enrichment Program, and the Health Researchers Youth Academy. Though it may sound counterintuitive to work in
partnership with a competing school, students who participate in these students are generally from medically underserved
counties, underrepresented minority groups, and/or otherwise disadvantaged backgrounds. Thus, these are students in our
target group who already demonstrate a significant interest in health careers. Through their participation in the program at
UK, students are also exposed to University of Louisville HSC programs and ODI initiatives. Mrs.
Katie Leslie serves on the admissions committee for both of these UK programs, and is invited
to present on ODI programs and interacts with the students each summer. In July 2013, the ODI
again arranged for these UK programs to visit the University of Louisville. More than 50 of these
campers experienced a morning session on Belknap where they heard from Undergraduate
Admissions, learned about scholarship opportunities, toured campus, and dined at the Ville
Grill. They spent the afternoon on HSC learning about programs in medicine, nursing, dentistry,
and public health. For the past three years, at least one-fourth of University of Louisville PEPP
participants were alumni of the University of Kentucky AHEC programs.
Locally, the NorthWest AHEC hosts another summer health career enrichment program.
HealthWise, a summer academic enrichment program is held in Jefferson County. Science, math, language arts and health professions
exposure are key components of the program. Presentations from health professionals and field trips to colleges, universities and health
related facilities are regularly scheduled. The ODI helps to coordinate visits to HSC, off-site presentations and activities facilitated by HSC
faculty, staff, and/or students, and other aspects of this innovative program. The ODI also helps the NorthWest AHEC with similar efforts
for their Health Careers Adventure Program (HCAP). HCAP is a year-round health careers program in which students in grades 6 - 10 are exposed to various health
professions and relevant health promotion education.
HSC High School Academy
Along with HSC partners, the ODI provides area high schools additional exposure to careers in
the health professions. Conversations have been held with several JCPS high schools about this
program for underrepresented minority high school juniors and seniors interested in health
careers. The ultimate goal of the program is to develop students who will be academically competitive and
competent in pre-health planning when matriculating into the challenging pre-health college curriculum. Each
participating school has the opportunity to select 10-15 students for the program. University of Louisville faculty,
staff, and/or students had 3 on-site visits to meet with participants during school hours (during non-curriculum
time). Meeting agendas varied, but included guest speakers, advising, and/or hands-on activities relating to
health careers. In addition, participants were invited for a full day of activities, networking, and
other innovative and exciting experiences at the HSC. Students were connected to a network of
other opportunities to further explore clinical and research careers in the health sciences.
Student benefits included: career exploration, college-level pre-health advising, clinical
exposure, hands-on activities,support system and networking
opportunities, and priority in selection to other programs provided by the ODI (i.e.
Professional Education Preparation Program).
The program has been successfully implemented at DuPont Manual High School. Nine stellar students from Manual attended a visitation day at HSC that included
presentations and networking sessions with admissions officers from all four schools, hands-on dental activities with Dr. Sherry Babbage,
a participatory lunch panel with current medical,
dental, nursing, and public health students, an overview of career opportunities in health
sciences research and tour of the Clinical and Translational Research building, and pediatric
critical care simulation case studies facilitated by Dr. Karen Orman. Not only did the students
thoroughly enjoy their time at HSC, some were introduced to fields in health care that they had
not previously considered. Additionally, this event was highly collaborative and included
participation from all four schools.
Start the Heart
ODI received a grant from the University of Louisville Office of Community Engagement Faculty Grant Program
to serve as strategic partners in the development and implementation of the Start the Heart Foundation
program. Three University of Louisville pre-medical students were selected as Start the Heart Interns and were
trained as CPR instructors to teach laypersons in the Louisville community hands-only CPR at no cost, focusing
their teaching efforts on the highest risk areas for cardiac arrest. In addition, these hands-only CPR classes only
required 30 minutes. This removed two of the great barriers for CPR education; cost and time of training.
During this 10-week summer internship, the interns spent 20% of their time shadowing various subspecialties in the
field of medicine. This provided a well-rounded shadowing experience for the interns. The original goal for this
inaugural summer was to train 1,000 community members in hands-only CPR. Our interns significantly passed this
goal, as they had trained nearly 2,000 individuals at the conclusion of the internship. The interns taught in a variety
of settings including schools, churches, businesses, private residences, and community fairs.
Although teaching was focused in the highest risk areas, they taught CPR in every zip code in
Louisville.
Poverty Simulation Project
The poverty simulation experience is designed to help participants begin to understand what it
might be like to live in a typical low-income family trying to survive from month to month. It is a
simulation, not a game. In the Simulation, 80 participants assume the roles of up to 26 different
families facing poverty. Some families are newly unemployed, some are recently deserted by
the "breadwinner", some are homeless, and others are recipients of TANF (Temporary
Assistance for Needy Families, formerly AFDC), either with or without additional earned
income. Still others are senior citizens receiving Disability or Retirement or grandparents raising
their grandchildren. The task of the "families" is to provide basic necessities and shelter during
the course of four 15 minute "weeks".
The object of the simulation is to sensitize students to the day-to-day realities of life faced by
people with low incomes, to make them be more compassionate, and to motivate them to
become involved in activities which help to reduce poverty in this country.
Research, Diversity Metrics, and Dissemination of Findings
As the ODI continues to work on current efforts and pursue new initiatives, it is important to
provide measurable outcomes for each. Not only are evidence-based approaches necessary to
sustain current and future funding, but to also justify the opportunity costs of each activity and
assure that our efforts are making the greatest impact given our limited resources. In addition
to determining best practices and outcomes, the ODI plans to disseminate these findings and
demonstrate scholarly leadership in creating diversity and inclusion on a health sciences
campus.
Balanced Scorecard
As the scope of work for the ODI is clearly large, initiatives must be clearly identified, with
SMART (specific, measurable, attainable, realistic, and timely) goals set for each. In the coming
months, the ODI will develop a balance scorecard for office initiatives and programs. A balanced
scorecard is a performance management tool to track the execution of activities and monitor
outcomes. For each initiative, the balanced scorecard will identify the associated strategic
priority, measures, targeted goals, actual progress to date, and staff person responsible to
ensure that these goals are met. This balanced scorecard will be available in future reports to
reflect outcomes of the ODI.
Diversity Perspectives Study
The ODI is planning a study to capture perspectives of diversity and to assess diversity needs at
all levels of the HSC. Though exact methodology and funding for the project are still being
determined, this study will be qualitative and participatory in nature, rather than through
conducting a traditional quantitative campus climate survey. The project will take advantage of
technology using a multimedia approach, including Photovoice. Photovoice is an action
research tool that combines photography and group discussions as a way to engage
participants in identifying their own perceptions of a research topic. Using the HSC community
members (faculty, staff, and students) participates will collect pictures over a period of time of
examples of diversity, problems with diversity, or vision of diversity, on the campus.
Participants will engage in dialogue and assign meaning to their photos. Working with partners
from the Muhammad Ali Center, a photo exhibit of the images the participants feel are the
most powerful will be created, and titles and captions will be written for each photo. Results of
this innovative Photovoice study will help assess the climate and needs of the HSC. We will also
put a call out for other media venues (i.e., written, video, art) to reflect the diversity of voices
on the campus.
Grant Submissions and Awards
1. AHEC Regional Funds Cabinet for Family and Children Services, Grant # OGMB090336,
$361,000
2. Model State Supported AHEC Program, Department of Health and Human Services.
Health Resources and Services Administration, Grant Number: SU77HP03023. $813,360.
3. University of Louisville PEPP Program. Kentucky Council for Postsecondary Education.
Grant Number: 0GMB0900130, $103,350.
4. KY AAP - Healthy Futures Improving Health Outcomes for Young Children Medication
Administration in Child Care Curriculum Implementation Project, supported by McNeil
Consumer Healthcare. $10,000
5. Start the Heart Initiative. Office of Community Engagement. University of Louisville,
$2,500.
6. Patricia Allen Cultural Competency Workshop. Commission on Diversity and Racial
Equity, University of Louisville. $850.00
7. Poverty Simulation Project. Commission on Diversity and Racial Equity, University of
Louisville. $850.00
8. Assessing the Influence of a Community-Based Childrens Physical Activity Intervention
on Parents Health Decision-Making in Rural Kentucky. Commission on Diversity and
Racial Equity, University of Louisville. $500.
Diversity Related Publications
1. Rowland ML, Jones VF, Hines-Martin V, Lewis L. Cultural competency in the trenches.
Journal of Health Care for the Poor and Underserved. 2013; 24(1): 6-10
2. Jones VF, Mitchel B. Editorial Overview: Collaborative educational innovations. Journal
of the National AHEC Organization. Spring 2013; XXIX(1): 4.
http://www.nationalahec.org/documents/NAOjournalSpring2013.pdf
3. Miller KH, Hermann CP, Jones VF, Ostapchuk M, Patel PD, Rowland ML. Maximizing co-
training opportunities on a traditional Health Sciences campus. Journal of Nursing
Education and Practice. 2013; 3(12): 6-10.
http://www.sciedu.ca/journal/index.php/jnep/issue/view/155
4. Davis D, Jones VF, Logsdon MC, Ryan L, Wilkerson-McMahon M. Health Promotion in
Pediatric Primary Care: Importance of Health Literacy and Communication Practices.
Clinical Pediatrics. 2013; 52(12): 1127-1134.
5. Leslie KF, Jones VF, Ziegler C, Chism MB, Rowland ML, Elam CL, Snyder CL. Academic
Outcomes of the Profession Education Preparation Program. Journal of the Kentucky
Medical Association. Accepted for publication June, 2014.
6. Jones VF, Brown ET, Molfese V, Ferguson MC, Jacobi-Vessels J, Bertsch C, Abraham T,
Davis DW. The development and initial assessment of Reach Out and Read plus
Mathematics for use in primary care pediatrics. Early Child Development and Care,
2014; http://dx.doi.org/10.1080/03004430.2014.950261. Accepted for publication August,2014.
Scientific Presentations
1. The role of stigma in parental help-seeking for child behavior problems among urban
African American parents. Annual Meeting for the Pediatric Academic Societies,
Washington, DC. May 4-7. 2013.
2. Comparison of LGBT Cultural Competency Teaching Methods using the Virtual Reality
World of Second Life versus a Traditional Workshop Format. Southern Group on
Educational Affairs Annual Conference Poster Session. Savannah, GA. April 18, 2013.
3. Developing culturally appropriate interventions addressing childhood obesity among
low income African American families. International Congress of Pediatrics 2013 (ICP) -
The 27th Congress of International Pediatric Association. Melbourne, Australia, August
24-29, 2013
4. Comparison of LGBT Cultural Competency Teaching Methods Using the Virtual Reality
World of Second Life versus a Traditional Workshop Format. 27th Annual Congress of
International Pediatric Association. Melbourne, Australia. August 24-29, 2013.
5. Diversifying the Health Career Workforce through Community Partnerships. Faculty
Showcase of Excellence. University of Louisville, Louisville, KY. September 10, 2013.
6. Developing a Culturally Responsive Interventions for Childhood Obesity among Low
Income African American Families. Community Urban and Engagement Conference.
Louisville, KY. October 26, 2013
7. The Role of Sleep in Childhood Obesity: Perceptions among Low Income African
American Families with Obese Children. 28th Annual Meeting of the Associated
Professional Sleep Societies, LLC, Minneapolis, Minnesota, May 31-June 4, 2014.
8. From Pipeline to Practitioner: Building a Diverse Healthcare Workforce. Tenth Annual
AAMC Health Workforce Research Conference, Washington D.C., May 1-2, 2014.
9. Changing the face of healthcare through pipeline enrichment programs. Poster Session.
AAMC GDI/GSA/OSR National Meeting. San Diego, CA. May, 2014
10. From Pipeline to Practice, Recruiting Physicians to Underserved Regions of Kentucky.
Pediatric Grand Rounds Poster Section. University of Louisville, Louisville, KY. June 19,
2014.
11. Improving Adolescent STI Screening in the Outpatient Setting. Pediatric Grand Rounds
Poster Section. University of Louisville, Louisville, KY. June 19, 2014.
12. Comparison of LGBT cultural sensitivity teaching methods using the virtual reality world
of second life versus a traditional workshop format. Annual Meeting for the Southern
Society for Pediatric Research in New Orleans, LA, February 20-22. 2014
13. Commemorating the 50th anniversary of the March on Washington. 41th Dr. Joseph H.
McMillan National Conference on the Black Family in America, Louisville, KY. March 6-8,
2014.
14. Chief Diversity Officers in Academic Medicine: The Good, The Bad, and The... 27th
Annual National Conference on Race & Ethnicity in American Higher Education (NCORE
2014), Indianapolis, Indiana, May 27 - 31, 2014.
15. Comparison of LGBT Cultural Competency Teaching Methods using the Virtual Reality
World of Second Life versus a Traditional Workshop Format. 2014 Kentucky General
Pediatrics Scholarship Symposium, Lexington, KY, May 17th, 2014