The Diversity Plan

The UTHSC-H’s Diversity Plan is designed to provide:

• A uniformly accepted plan for managing diversity;
• A general framework so that change agents will acquire a fundamental understanding of managing diversity and its focus on organizational systems;
• A mechanism and primary source for the consistent and timely education of employees; and
• A plan for university-wide organizational assessments that will be a starting point for faculty, staff and program offices to create more individualized plans, measures and milestones that address their own diversity needs.

The plan is a living document that represents a synthesis of the thoughts, ideas, and recommendations from a broad cross-section of faculty, staff and managers. However, as our journey to build a culture that manages diversity continues, modification to this plan will be necessary.

This plan contains eight components to be implemented in parallel over the next five years.

Component 1 will focus on Organizational Assessment. In this Component, the university will compile data and information on the current perceptions of diversity, diversity efforts, and the management of diversity.

Component 2 - Advocacy will focus on dissemination of information about diversity and the university’s goals and objectives related to diversity to the broad university community.

Component 3 - Fostering Diversity in the Workplace: Quality of Life will focus on developing and implementing flexible work practices and supportive systems for diversity.

Component 4 - Developing the Workforce for the 21st Century and Promoting Career Interests will focus on developing career development programs and review current performance and reward systems.

Component 5 - Developing the Workforce for the 21st Century through Community Outreach will promote UTHSC-H as a premier employer as well as the health and biomedical science professions university of choice. Several aspects of this part of the plan include recruitment and retention programs for students, women and minority faculty, and women and minority administrators.

Component 6 - Recruitment and Retention of Students will focus on activities and programs that coincide with the goals of the institution’s Uniform Recruitment and Retention Plan. The primary goal is to bring the composition of the student body in parity with the make-up of the state’s population.

Component 7 - Recruitment and Retention of Women and Minority Faculty will address the need to increase the minority women and minorities who are recruited into faculty positions. The aim is to have the faculty composition reflect the same proportion of women and minorities in the state’s population.

Component 8 - Recruitment and Retention of Women and Minority Administrators will address the need to recruit a cadre of administrators within the University that are in balance with the gender and minority composition of the state’s population.

The plan also includes a summary of resource requirements and other proposals for ensuring success.

Component 1 - Organizational Assessment

Expected Outcomes

• Create a business case for diversity management.
• Identify the gap between the future state and present state.
• Assess the perceptions of the quality of work life at UTHSC-H.
• Determine whether UTHSC-H’s systems, policies and practices support the vision for the institution, its faculty, students, employees, patients and other stakeholders.
• Create baseline information, needs assessment, identification of roots, behaviors, measures and plans for substantive change.

Objectives

• To determine the quality of work life at UTHSC-H and what drives institutional behaviors.
• To examine recent assessments and past achievements.
• To take appropriate measures to create an environment that provides constituents with opportunities to contribute to the organizational mission and vision.

Past Achievements

• Faculty Satisfaction, Student Perception and Classified Staff Surveys. The Office of Institutional Assessment periodically conducts surveys in collaboration with the Interfaculty Council, the Student InterCouncil and the Classified Staff Council, respectively, to better understand and address issues of concerns to these constituencies. All of these surveys are stratified by gender and ethnicity to better assess the environment for women and minorities at UTHSC-H.
• Periodic Evaluation of Administrators. To ensure accountability of administrative and academic administrators, UTHSC-H has in place a policy that provides for the periodic evaluation of administrators.Among the criteria for evaluation is promotion of and support for diversity and balance among faculty, students and staff.
• Salary Equity Studies. Seven comprehensive faculty salary equity studies have been conducted at UTHSC-H (1981, 1986, 1992, 1994, 1996, 1998, and 2002). The last four studies found no evidence of systematic ethnic or gender bias in faculty salaries. During FY01, the consulting firm of Watson Wyatt was engaged to perform comprehensive market studies for both the classified and management administrative and professional employees. The first phase of the project involved reviewing job descriptions and market data for management administrative and professional positions that resulted in newly designed one-page job descriptions and an increase in salary ranges for a few positions. The second phase is scheduled for early FY02 and will involve reviewing the job descriptions and analyzing market data for the classified positions.
• Spring 2002 Strategic Planning Process. As part of this planning process, a Diversity Task Force was established for the purpose of assessing the current institutional culture and its impact on recruitment and retention of faculty, staff, and students. Task force recommendations were integrated into an institutional strategic plan that is now in the final stages of completion.
  

Component 1 - Organizational Assessment – Action Plan

Component 2 - Advocacy

Expected Outcomes

• An employee population educated about the role of organizational culture and understanding differences in employee behavior.
• The university case for managing diversity.
• The inclusiveness of diversity.
• The importance of executive support; and the culture change required to manage UTHSC-H’s internal and external diversity.
• Creation of a more enlightened and educated workforce by conveying messages in many forums and in a variety of ways to facilitate the education process.
• Managing diversity has every opportunity to become a part of the way we manage the University.
• Partnership establishment.
• Examples set by our leaders will help educate others about managing diversity.

Objectives

• To provide a framework wherein managing diversity and supporting initiatives (for example, EEO, understanding differences and other change strategies/tools) have every opportunity to thrive by providing a solid foundation and proactive support.
• To create an environment of supportive systems, policies and practices that ensure all employees have the opportunity to participate in accomplishing UTHSC-H’s mission while attaining their professional goals.

Past Achievements

• Office of Executive VP for Strategic Affairs was created on September 1, 2002. Part of the charge to this office from the president is to oversee all activities for the institution related to diversity, and to help develop and implement an institutional plan for diversity.
• Office of Equal Opportunity and Diversity. The Office of Equal Opportunity and Diversity was reorganized in 2001 and has the central responsibility of ensuring that the University meets its obligations as an affirmative equal opportunity employer and educational institution. It is responsible for implementing, articulating and advocating for UTHSC-H policies, procedures and priorities in the areas of equal opportunity and diversity.
• Anthony Haley. Anthony Haley, JD, serves as Assistant to the President on matters related to governmental relations and diversity. He received his undergraduate degree from Brown University and his juris doctorate from the University of Texas. For nearly three years, Mr. Haley has been instrumental in working with key legislators on issues of interest to UTHSC-H. He has also played a role in the recent strategic planning process as a member of the diversity task force. In Fall 2001, Mr. Haley participated as an observer of the medical school admissions process. He attended meetings of the admissions committee, participated in interviews of potential students, and advised the dean of his observations. Mr. Haley also has been active in drawing support from the local African American andHispanic medical associations to the Medical School.
• Standing Committees. Several standing committees, with members appointed by the president, are charged to advise the president on issues related to diversity.

  Core Committee for the Advancement of Women and Minorities. The Core Committee for the Advancement of Women provides an oversight structure for the concerns of both minorities and women, the Core Committee for the Advancement of Women was renamed in 2001 as the Core Committee for the Advancement of Women and Minorities and expanded to include minority interests and representation. The committee is a requirement of The University of Texas System.

  Multicultural Affairs. The charge of this committee is to analyze issues and concerns of minority faculty, staff and students, such as recruitment and retention, and to make recommendations to the President through the Vice President for Community and Educational Outreach. The goal is to make the Health Science Center environment optimal for the intellectual, emotional, and social development of individuals.

  Committee on the Status of Women (CSW). The purpose of the CSW is to encourage open communication about the concerns of women at UTHSC-H. In carrying out its charge, the committee, with faculty, staff and student representation, serves in an advisory role to the president. This committee sponsors such activities as the Annual Distinguished Professional Woman Award; Annual President’s Awards for Mentoring Women; travel scholarship funds for women students; and, biannual salary equity survey.

  Association of Women Faculty. Active membership in the Association is open to all women appointed to faculty positions and to women in academic administration who hold advanced terminal degrees in the health sciences or education (for example, Ph.D., M.D., D.D.S., Dr.P.H., D.S.N.) at UTHSC-H. Associate membership is open to all female clinical and research fellows who support the Association's mission. The Association of Women Faculty exists to support and promote the career development of women faculty, to enhance leadership skills, provide social interaction, and to study and influence policies and practices that impact the professional woman.

Extrainstitutional Committee:

Minority Faculty Association. This group promotes cultural diversity by offering opportunities for faculty to participate in activities aimed at advancing minorities and the education of minority students.

Governance Organizations:

To encourage active participation of the faculty, students and staff in institutional decision-making, UTHSC-H has faculty and student governance organizations in each of its six schools, institutional faculty and student governance organizations and a University Classified Staff Council. Each of these organizations addresses policies and concerns of its constituency and engages in activities that foster communication within the institution.

School Faculty Governance Organizations (FGOs). Each school within the Health Science Center has established a body representing the interests of the faculty. It may comprise the entire faculty or representatives from each department or division. Each FGO has a set of bylaws, standing committees, and mechanism for conveying from the faculty to the dean of the school, ideas, advice, and concerns about: (1) faculty governance and academic affairs; (2) faculty status, rights, and responsibilities; and, (3) administrative affairs. Each FGO elects four to six representatives to the Interfaculty Council, usually for a two-year term.

Interfaculty Council (IFC). The Council is comprised of faculty representatives from UTHSC-H’s six schools. Established in 1981 as the institutional faculty governance body, the IFC acts in an advisory capacity to the president and is a conduit through which faculty communicate matters of concern, such as matters related to faculty governance and academic affairs, faculty rights and responsibilities, and administrative affairs.

Student InterCouncil (SIC). The SIC addresses concerns of students through presentation from all the UTHSC-H schools and minority and international student constituencies. The SIC has oversight for two committees that address student needs: the Student Activities Council has primary responsibility for social activities for all UTHSC-H students and the Student Fees Advisory Committee reviews and makes recommendations regarding proposed fee increases. SIC interacts with the student governance organizations in each of the schools. The SIC is involved in the development of policies that impact students.

School Student Governance Organizations (SGOs). Each school within the Health Science Center has established a body representing the interests of the students. It may comprise the entire student body or representatives elected by the student body. Each SGO has a set of bylaws, standing committees, and mechanism for conveying from the students to the dean of the school, ideas, advice, and concerns. Many of the SGOs also plan and implement social activities. At least one representative of each school SGO is a member of the Student InterCouncil.

University Classified Staff Council (UCSC). The staff at UTHSC-H also is active in encouraging and fostering effective governance. The UCSC, with representation from each of the six schools and general administration, was established to address issues of concern to the staff and to assist in the development of policies that impact staff. For the last six years, the UCSC has sponsored an annual, one-day professional and personal development workshop for classified employees. This workshop is so popular that a lottery had to be used to effectively deal with the number of employees who wished to attend. The UCSC has sponsored and coordinated an annual service award appreciation luncheon to honor employees, including faculty, for their service to the university. At the dinner, service awards are presented and the President and Vice Presidents pay tribute to employees with service over ten years. New classified employees at UTHSC-H receive a personal visit by members of the UCSC, who welcome them to the university and explain the purpose of the UCSC. The UCSC also maintains a Web site and publishes a quarterly newsletter that addresses current issues and policies of interest to classified staff. Several years ago the UCSC established a scholarship fund for the children of UTHSC-H staff.

Management Forum. The Management Forum comprises over 320 management staff members from operating units of UTHSC-H representing each school, the Harris County Psychiatric Center, the Houston Recovery Campus, and the various administrative departments. This group meets on a quarterly basis to enhance communication and discuss issues of common interest and/or concern. The Management Forum also coordinates and sponsors Administrative Case Rounds and supports service projects like the UT Police Toy Drive, UT House Medics, and personal safety brown bag sessions.

Administrative Case Rounds. In order to reflect on our own experiences and collectively learn and develop new mechanisms for addressing specific issues, UTHSC-H established Administrative Case Rounds. Such groups as the University Classified Staff Council, the Management Forum and the Executive Administration sponsor a broad array of administrative case rounds during the course of the academic year. The cases have dealt with such topics as: The Impact of Managed Care on An Academic Medical Center and Conduct in the Academic Community. The audiences for these forums are individuals that represent a cross-cut of the University.

Component 2 Advocacy – Action Plan

Component 3 - Fostering Diversity in the Workplace: Quality of Work Life

Expected Outcomes

• Management accommodates flexible work practices to meet business objectives.
• Flexible work practices championed as an employee relations process to better enable employees to balance university and employees’ needs and meet the work life challenges (for example, dual incomes, older employees, non-traditional families).

Objective

• To create a supportive environment that ensures that initiatives are created to help balance the work and life responsibilities of employees to facilitate productivity.

Past Achievements

• Work/Life Program. To help faculty, staff, students, residents, and fellows reconcile the needs of work and family life, UTHSC-H established the Work/Life Program to provide various kinds of support and assistance about resources available to them such as the Family Care Resource and Referral Service, Employee Assistance Program, and Student Counseling Services. Institutional guidance and leadership for these activities comes from the Work/Life Council.
• Faculty Satisfaction, Student Perception and Classified Staff Surveys. The Office of Institutional Assessment periodically conducts in collaboration with the Interfaculty Council, the Student InterCouncil and the Classified Staff Council, respectively, to better understand and address issues of concerns to these constituencies. All of these surveys are stratified by gender and ethnicity to better assess the environment for women and minorities at UTHSC-H.
• Flextime Schedules. The University of Texas-Health Science Center at Houston values its faculty and staff and supports each department's managerial decision to offer flextime to its employees provided the job is appropriate for flextime and the missions of the department and the University are uncompromised and met. The Flextime Guide and the Handbook of Operating Procedures Policy 2.26 assists UT-Houston supervisors and employees to appropriately and effectively utilize flextime and include a definition of flextime, potential advantages/disadvantages of flextime, and tips for employees and supervisors implementing flextime. The University especially supports the use of flextime to help employees balance their competing demands of work and personal life.

Component 3 - Fostering Diversity in the Workplace – Action Plan

Component 4 - Developing A Workforce for the 21st Century and Promoting Career Interests

Expected Outcome

• Employees empowered to reach professional goals and maximize contributions towards organizational mission.

Objective

• To provide opportunities for all employees to develop their knowledge, skills and abilities to their fullest potential.
• To be rewarded equitably.
• To ensure that these opportunities are extended to all segments of the workforce.
• To increase workforce diversity at UTHSC-H.

Past Achievements

• Periodic Evaluation of Administrators. To ensure accountability of administrative and academic administrators, UTHSC-H has a policy in place that provides for the periodic evaluation of administrators. Among the criteria for evaluation is promotion of and support for diversity and balance among faculty, students and staff.
  
• Professional Development Programs
  
• Human Resources Training & Development Courses. The Human Resources Training Group offers to UTHSC-H employees an ongoing schedule of classes in the areas of: leadership development; supervisory skills; staff development; communications; and, professional development. They will customize programs for individuals, work teams, facilitate retreats and brainstorming sessions, and provide professional development coaching.
• Environmental Health & Safety Training. The Chemical Safety Program is responsible for providing support to UT-Houston students, faculty, and staff concerning the recognition, evaluation, and control of chemical, biological, and physical hazards. To that end, they offer courses on the following subjects: Basic Hazard Awareness; Basic Laboratory and Clinical Safety; Basic Radiation Safety; Chemical/Laboratory Safety Refresher Course; Radiation Safety Officers Course, and X-ray Radiation Safety Officer Course.
• Information Services Department. The Information Services training web site provides the quarterly schedule for all IS training classes. It also encompasses course descriptions, a form for feedback to the department, and a link to the online registration form. Each quarter the site will spotlight Information Services training news. The classes available from Information Services include various Microsoft classes and other classes such as: Access, PowerPoint, Excel, TUFIMS Classes, etc.
• Laboratory Animal Medical and Care. It is a federal mandate that anyone working with animals complete certain required courses. These courses are available on a monthly basis from Laboratory Animal Medicine and Care.
• The Committee for the Protection of Human Subjects (CPHS) is the Institutional Review Board for the Health Science Center. It is charged with certifying that all research enrolling human subjects, or using human derived materials or data, conforms to the principles enunciated in the Assurance of Compliance document negotiated between the Health Science Center and the Department of Health and Human Services. In compliance with federal regulations, they periodically offer training that meets the requirement for education on the protection of human subjects. CPHS provides information on scheduled classes through their web site. Also available from this site are links to on-line training courses that would meet the federal regulations for training on the protection of human subjects.
• The Office of Sponsored Projects. The primary responsibility of the Office of Sponsored Projects (OSP) is to provide an environment that facilitates communication and the delivery of professional research support services to the researchers at UTHSC-H. They offer training on activities relating primarily to pre-award issues.
• Employee Assistance Program. A team of professionals help guide employees and management through various topics and issues affecting everyday life in the workplace. These seminars and workshops equip employees with the tools to become more effective and valuable assets to the university.
• Institutional Compliance. The Office of Institutional Compliance is responsible for developing awareness of the principles of sound compliance with all applicable laws and regulations, standards and ethics in the conduct of university business through education and training of all personnel. The Office coordinates university wide initiatives for all compliance activities to prevent, detect and respond appropriately to compliance risks.

Component 4 - Developing the Workforce for the 21st Century and Promoting Career Interests — Action Plan

Component 5 - Developing UTHSC-H’s Potential Workforce for the 21st Century Through Community Outreach

Expected Outcomes

• UTHSC-H viewed as a premier employer attracting and retaining the best and the brightest high caliber diverse faculty and staff in all areas.
• Increase the pool of prospective employees through proactive recruiting at schools and universities.
• Educate potential employees about UTHSC-H’s contribution to society and employment opportunities.

Objectives

• To develop or modify outreach programs such as the Summer Administrative and K-12 Science programs that will attract high caliber diverse applicants, provide exposure and stimulate interest in all specialties required to accomplish UTHSC-H’s mission.

Past Achievements

• The Office of Community and Educational Outreach. In April 2002 the President created an Office of Community and Educational Outreach. A major charge to this office is to oversee community and education outreach programs that support institutional diversification.
• PreK–12 Programs

Major PreK–12 and post secondary or college level (grades 13–16) programs in which UTHSC-H is involved are identified below.

• CARS (Center for Academic and Reading Skills). CARS is a research center that studies the ways in which reading skills are developed in young children, including children who are academically disabled and/or underachieving. CARS is dedicated to furthering K–3 reading skills and transfers research results into classrooms.
• CATCH (Coordinated Approach To Child Health). CATCH is a school health program designed to prevent cardiovascular disease and diabetes in elementary school children.
• CIRCLE (Center for Improving the Readiness of Children for Learning and Education). CIRCLE is involved in research and training activities related to the goal of promoting quality learning environments for young children. CIRCLE conducts demonstration teacher training projects across Texas Health Start programs.
• Reach Out and Read Texas is a national pediatric literacy program that trains physicians and nurses to advise parents on the importance of reading aloud and to give books to children at pediatric check-ups from age six months to five years (with a special focus on children growing up in poverty).
• Elementary School Science Enhancement Program. This program provides new and tangible materials, equipment, and computers for hands-on learning by students, and new resources and activities to enhance teaching effectiveness.
• Excellence-in-Education Mini-Grant Program. The purpose of this program is to improve teacher/staff education, specific skills and knowledge of students by providing small grants to support innovative projects that include science, math and computer literacy in the classroom. The program was originally initiated and has reached its peak in the Spring Branch Independent School District.
• Asthma Management Familias (Familias y Escuelas Unidas Para Controlar Asma). This is a program to improve asthma self-management in school-age children.
• SASI Program (School Asthma Screening and Intervention). The project provides a video-guided asthma screening instrument for Head Start Children.
• After School Museum Program. UTHSC-H partners with the John P. McGovern Museum of Health and Medical Science to benefit disadvantaged school-age children who attend the Spring Branch Boys and Girls Club. The program includes visits to the museum’s exhibits and participation in the museum’s educational programs.
• Program on Childhood Injury Prevention. UTHSC-H partners with the Department of Emergency Medicine at LBJ Hospital to sponsor a program for children at Harris County and Houston Public Libraries. The objective is to increase awareness of safety measures among young children and reduce the high incidence of preventable childhood injuries seen in our area hospitals.
• ASPIRE (A Smoking Prevention Interactive Experience). ASPIRE is a multimedia smoking prevention program for 10th grade students.
• Safer Choices (HIV, STD, and Pregnancy Prevention Program for High School Students). This is a multi-component educational program to reduce risk behaviors and increase protective behaviors in preventing HIV, other STD’s and pregnancy among high school youth.
• UTHSC-H Harris County Behavioral Health Collaborative. The University of Texas Harris County Psychiatric Center, as part of its community service and education missions, provides weekly consultative services to school faculty in 27 schools in nine school districts (approximately 1,280 faculty and 20,000 students impacted).
• Hightower High School Medical Science Academy. Hightower High School, in the Fort Bend Independent School District, maintains three career academies: engineering, health and medical sciences, and telecommunications and media. UTHSC-H advises teachers and administrators at Hightower on the health and medical sciences curriculum.
• Urban Ecology-Environmental Biology Advanced Placement Course. UTHSC-H is providing support for a new Advanced Placement course in Urban Ecology-Environmental Biology course that will fill a void for health promotion in the curriculum of the Medical Science Academy at Hightower High School in the Fort Bend Independent School District.
• HEADS UP (Health Education And Discovering Science While Unlocking Potential). This program was created to unite teachers with resources, technology, and personnel in one of the largest medical complexes in the world in order to cover science subjects and the Texas Essential Knowledge and Skills (TEKS). Middle school science curriculum modules consist of multimedia CD-ROMs, VHS tapes, lesson plans, classroom activities, and web resources. Modules, which address TEKS, are being developed by UTHSC-H Schools of public health and medicine in collaboration with Spring Branch Independent School District teachers, UTHSC-H, and staff from John P. McGovern Museum of Health and Medical Science in Houston.
• Science Exploration and Curriculum Writing Institute. This activity is connected with but separate from Heads Up. Teachers participate in a three-week, intensive hands-on research-based summer institute in collaboration with UTHSC-H professionals and other community resources. The institute exposes teachers to the latest community science resources and professionals that best address articulated curriculum needs concerning the human body, human disease and prevention. From this experience, teachers create and revise health science curriculum materials for Heads Up to convey pedagogy and content appropriate for middle school students.
• Smithsonian Scholars in the Schools Program. UTHSC-H and the Smithsonian Office of Education in Washington D.C. support a program that brings renowned Smithsonian scholars to the Spring Branch Independent School District to provide workshops for teachers, teach students, and lecture to citizens in the local community. Plans are being formed to open the Smithsonian Scholars’ presentations to the greater Houston community.
• High School Microbiology and Pathophysiology Distance Learning Courses. UTHSC-H, The University of Texas at El Paso and The University of Texas Southwestern Medical School at Dallas contribute expertise and resources to the distance learning medical microbiology and pathophysiology courses in the Spring Branch Independent School District.
• SABE (Students Aspiring to Better Education). In partnership with the Center for Mexican American Studies of the University of Houston, UTHSC-H sponsors a mentoring program for disadvantaged students in area high schools. The objective is to help students increase their academic standings, finish high school, and enroll in college.
• AVID (Advancement Via Individual Determination). AVID is a national program applied locally that provides middle and high school students who are average achievers and ordinarily would not enroll in college preparatory classes the opportunity to do so, and provides support for their success. AVID is an elective curriculum and is based on writing, inquiry, and collaboration and involves tutoring and mentoring, and motivational activities and speakers.
• Summer Science Research Program for High School Students. Students from partner high schools participate annually in three types of science-related preceptorships: laboratory, health informatics, and public health. The preceptorships are six weeks in duration and are guided by the National Science Education Standards for high school students. Stipends are provided for fifteen students.
• Grades 13–16 (college) and Teacher Training Activities
  • Summer Administrative Internship Program. This ten-week program offers learning opportunities for undergraduate college students to intern in administrative offices at UTHSC-H. Stipends are provided for fifteen students.
  • Texas A&M University–Kingsville Presidents Distinguished Student Research Seminar. The purpose of this program is to afford TAMUK students the opportunity to present their research and provide the Biology Department with an opportunity to showcase its students. The program is an outgrowth of an earlier, ongoing, UTHSC-H collaboration with TAMUK Research Infrastructure in Minority Institutions Biomedical Research program.
  • UTHSC-H/UT-Pan American Distance Learning Project for Public School Teachers. This is an annual project of The University of Texas-Pan American (UTPA) and UTHSC-H and is part of a course, Recent Developments in Applied Sciences, that supports UTPA’s special Masters Degree Program in Science Education. UTHSC-H faculty from the Graduate School of Biomedical Sciences instruct teachers enrolled in the UTPA area via two-way interactive video, e-mail, fax, and teleconferencing. Teachers are from schools in the lower Rio Grande Valley region.
    • Medical School Assured Acceptance Program. This program is designed to make admission commitments to students while they are in their early college years. The prototype program developed with the University of Houston (UH) offers assurance of admissions to up to ten students per year. Officials of UH identify students for the program after their first year of undergraduate work. Following interviews with the Medical School Admissions committee, these students, if accepted, are expected to fulfill all the criteria for entry into medical school.
    • Texas Southern University and Rice University Scholarships. UTHSC-H, through the president’s office has agreed to provide a scholarship to a student at Texas Southern University and Rice University so that they may attend UTHSC-H’s professional schools or the Graduate School of Biomedical Sciences.

Component 5 - Developing the Workforce for the 21st Century through Community Outreach – Action Plan

Component 6 - Recruitment and Retention of Students

Expected Outcomes

• To recruit students so that the population of students in education programs at UTHSC-H reflect the population of the state.
• To recruit highly qualified, competitive students into all our education programs.

Objective

• Increase the number of students from socially or economically disadvantaged backgrounds who are recruited to and retained in UTHSC-H’s education programs.

Past Achievements

Uniform Recruitment & Retention

Steering Team

• UTHSC-H embraces the collaborative efforts required to support and improve student recruitment and retention programs. Under the direction of UTHSC-H executive leaders, a Strategic Enrollment Management Steering Team was established in January 2001 and charged with developing a data-driven strategic enrollment management plan that incorporates initiatives and actions to improve campus diversity and improve services to underrepresented populations. The UTHSC-H Steering Team comprises 22 professionals from each of the six schools as well as from pertinent student service and support offices.

Student Profiles

• Total Fall 2001 enrollment is 3,287, a 4.5 percent increase over the previous fall. Of the total enrollment, 6 percent are African American, 12 percent are Hispanic, 59 percent are Caucasian, and 23 percent are of other ethnic descents or are unidentified. Due to efforts at the university and school level, UTHSC-H increased student diversity in the past year:

Recruiting Philosophy

Relative to the university’s mission, it is the responsibility of our faculty and staff to strive for leadership in everything that we do. This includes our commitment to and implementation of our Uniform Recruitment and Retention Plan. In this regard, part of our mission is to provide every student that we recruit, regardless of background, a quality educational program in an environment that is safe and conducive to personal and professional growth and development. In our educational programs, we are aware of the need to provide personalized learning for all students, support to reach standards or pass “high stake” testing, and to bring out students’ unique talents, abilities and performance. While meeting these demands, we have high expectations of our students. In our graduates, we strive to transform information into new knowledge, wisdom and skills that are essential for purposeful and meaningful work, achievement and service throughout their lives. In all its students, UTHSC-H strives to impart ideal character traits related to personal qualities, work habits and attitudes; a capacity for complex and creative thinking; interpersonal and collaborative skills; ethical and proper use of information systems; an appreciation for differences; and a desire to contribute to the welfare of others. A vision of this portrait of a UTHSC-H graduate is at the heart of our teaching efforts.

One of the goals of the UTHSC-H is to work to recruit a diverse student body while continuously improving student performance in its education programs. Implied in this endeavor is the need to recruit students well grounded in basic academic skills, science and computer literacy. Thus, as part of the recruiting effort, a UTHSC-H strategy is to develop partnerships with public schools to support K-16 education as a means to increase the pool of students, particularly those from disadvantaged backgrounds, who complete high school and go to college to pursue majors leading to careers in the health sciences and health professions. Based on the pedagogic principle that good results in learning are directly related to quality teaching, high standards and rigorous curricula, another UTHSC-H goal is to recruit and retain high quality faculty and administrators, also with uniform recruitment and retention guidelines in mind. Through these parallel endeavors, it is anticipated that the UTHSC-H plan for uniform recruitment and retention of students will lead to the expected results – a diverse group of versatile, highly skilled graduates for Texas’s work force.

Recruitment Activities

• UTHSC-H Scholarship Foundation

  On August 29, 2001, the newly created UTHSC-H Scholarship Foundation was certified by the Texas Secretary of State. This tax exempt foundation has as its mission to encourage study in the fields of medicine, dentistry, nursing, and the biomedical sciences by qualified students with respect to race, ethnicity, gender, religion or other factors determined by the Board of Directors. Qualified students will receive scholarships and grants to study in education programs at UTHSC-H. The Foundation will be supported by donations from individuals, corporations and foundations and will be governed by a Board of Directors, a majority of which will not be directly employed by UTHSC-H.

• Grades 13–16 (college) and Teacher Training Activities
  • Medical School Summer Research Program. Undergraduates from universities in Texas and throughout the nation and first-year medial students have opportunities to participate in hands-on biomedical and behavioral sciences laboratory research supervised by UTHSC-H faculty. Stipends are provided for about fifty students annually.
  • Medical School Summer Enrichment Program. This six-week program is designed to Introduce promising college students to the Medical School environment and curriculum and to prepare these students to apply and interview successfully for admission to medical school. Stipends are provided for fifteen students.
  • Dental Branch Summer Enrichment Program. This six-week program introduces undergraduate college students to the dental school environment and curriculum and prepares them for the application and interview process. Stipends are provided for fifteen students.
  • Summer Administrative Internship Program. This ten-week program offers learning opportunities for undergraduate college students to intern in administrative offices at UTHSC-H. Stipends are provided for fifteen students.
  • Texas A&M University–Kingsville Presidents Distinguished Student Research Seminar. The purpose of this program is to afford TAMUK students the opportunity to present their research and provide the Biology Department with an opportunity to showcase its students. The program is an outgrowth of an earlier, ongoing, UTHSC-H collaboration with TAMUK Research Infrastructure in Minority Institutions Biomedical Research program.
  • UTHSC-H/UT-Pan American Distance Learning Project for Public School Teachers. This is an annual project of The University of Texas-Pan American (UTPA) and UTHSC-H and is part of a course, Recent Developments in Applied Sciences, that supports UTPA’s special Masters Degree Program in Science Education. UTHSC-H faculty from the Graduate School of Biomedical Sciences instruct teachers enrolled in the UTPA area via two-way interactive video, e-mail, fax, and teleconferencing. Teachers are from schools in the lower Rio Grande Valley region.
  • The Mini-Sabbatical Program. This program is a partnership between UTHSC-H and Prairie View A&M University (PVAMU) and aims to support the career development of PVAMU faculty while providing manpower for the UTHSC-H research enterprise.
  • Medical School Assured Acceptance Program. This program is designed to make admission commitments to students while they are in their early college years. The prototype program developed with the University of Houston (UH) offers assurance of admissions to up to ten students per year. Officials of UH identify students for the program after their first year of undergraduate work. Following interviews with the Medical School Admissions committee, these students, if accepted, are expected to fulfill all the criteria for entry into medical school.
  • Texas Southern University and Rice University Scholarships. UTHSC-H, through the president’s office has agreed to provide a scholarship to a student at Texas Southern University and Rice University so that they may attend UTHSC-H’s professional schools or the Graduate School of Biomedical Sciences.

Retention Activities

In addition to recruiting programs, and as part of the institution’s student recruitment effort, some of our schools have developed impressive retention activities. For example the Medical School has several ongoing programs for retention and improved academic performance of students. These include the:

• Alternate Pathway Program. This program is a modified curriculum designed to extend from two to three years the time students may take to complete the basic curriculum. The program is for students with special needs or consideration.
• Pre-Entry Program. This is a five-week program offered each summer for accepted students prior to their matriculation to medical school. The program, for students who for a variety of reasons are deemed academically “at risk,” provides a rigorous academic component, tutorial sessions, and study skills training and establishes a support network with students and faculty.
• Peer Tutorial Program. This activity provides tutelage by second- and fourth-year students for students in the first two years of medical school.
• Student Counseling Program. This program is available throughout the Medical School from the Assistant Dean for Educational Programs. Students are provided the opportunity for counseling on a one-on-one basis.
• Student Advisory Program. This program administered through the Office of Student Affairs, is designed to help students adapt to the medical school environment and to build morale by showing personal interest, providing guidance, solving problems, and creating in students an awareness of being an important part of the University. Activities involve an orientation and a two-day student retreat before the first year begins and orientation programs for parents and spouses of medical students. Other activities include a mentoring program for all students and a financial/career counseling program.
• Environmental Awareness Scholarship Program. This program was established in1994 and represents UTHSC-H’s commitment to the environment. The program is administered through the Office of Community and Educational Outreach and funded wholly from income earned by UTHSC-H’s institution-wide recycling effort. Recipients are disadvantaged students who are chosen by their respective deans and who agree to perform a measure of community service during the year of their award. Since inception, the program has awarded 28 students a total of $53,000.

Component 6 - Recruitment and Retention of Students – Action Plan

1 Steering Committee is responsible for the institution’s Uniform Recruitment and Retention Act, connects and coordinates recruiting and admissions activities in UTHSC-H six schools and is updated and reported annually to THECB. The committee is comprised of members from all schools and other administrative units throughout the HSC.

Component 7 - Recruitment and Retention of Women and Minority Faculty

Expected Outcomes

• Recruit more women and minority faculty.
• Retain more women and minorities in senior level faculty positions.
• Have more input from women and minority faculty in academic and policy-making decisions.

Objectives

• Recruit and retain more women and minority faculty.

Past Achievements

• Several committees, with members appointed by the President, are charged to advise the President on issues related to diversity:
  
  • Core Committee for the Advancement of Women and Minorities. The Core Committee for the Advancement of Women is a standing committee of UTHSC-H and provides an oversight structure for the concerns of both minorities and women, the Core Committee for the Advancement of Women was renamed in 2001 as the Core Committee for the Advancement of Women and Minorities and expanded to include minority interests and representation.
  • Minority Faculty Association. Although not a standing committee of the UTHSC-H, this group promotes cultural diversity by offering opportunities for faculty to participate in activities aimed at advancing minorities and the education of minority students.
  • Association of Women Faculty. Active membership in the Association is open to all women appointed to faculty positions and to women in academic administration who hold advanced terminal degrees in the health sciences or education (for example, Ph.D., M.D., D.D.S., Dr.P.H., D.S.N.) at UTHSC-H. Associate membership is open to all female clinical and research fellows who support the Association's mission. The Association of Women Faculty exists to support and promote the career development of women faculty, to enhance leadership skills, provide social interaction, and to study and influence policies and practices that impact the professional woman.
  • Committee on the Status of Women. The Committee on the Status of Women is a standing committee of the university and is charged with encouraging open communication about the concerns of women at UTHSC-H.
    
• Professional Development
  • Academic Leadership Development Program. The purpose of this program which is aimed primarily at junior faculty is to encourage professional development. The program curriculum is eight months in duration and its centerpiece is a new initiative that is carried out by each participant.
  • Mentoring Programs. Each UTHSC-H school has taken the initiative to implement its own formal mentoring program where junior faculty are mentored by senior faculty.
  • Strategic Thinking Sessions. To address current and anticipated challenges in the environment, UTHSC-H conducts Strategic Thinking Sessions. These sessions involve faculty, students and staff in informal discussions of topics that are chosen for their timeliness, controversy, or potential impact on the university.
  • “Distinctions.” To recognize special accomplishments of faculty and students in the areas of research teaching, and philanthropy, UTHSC-H’s Office of Public Affairs publishes a monthly publication entitled “Distinctions.”
  • “The Leader.” To provide news briefs and special announcements to faculty, staff and students, UTHSC-H’s Office of Public affairs publishes a monthly publication entitled “The Leader." Included in the publication are a calendar of events; faculty, staff and student accomplishments; administrative process updates; and, executive level promotions, etc.

Component 7 - Recruitment and Retention of Women and Minority Faculty – Action Plan

Component 8 - Recruitment and Retention of Women and Minority Administrators

Expected Outcomes

• Recruitment of more women and minorities into leadership positions, such as departmental chair, dean (and assistant and associate deans) and positions at the general administrative level, i.e., assistant and associate vice presidents, vice presidents, executive vice presidents and president.

Objective

• To recruit and retain more women and minorities in key administrative positions.

Past Achievements

• Professional Development
  • Academic Leadership Development Program. The purpose of this program which is aimed primarily at senior faculty is to encourage professional development. The program curriculum is eight months in duration and its centerpiece is a new initiative that is carried out by each participant.
  • Mentoring Programs. Each UTHSC-H school has taken the initiative to implement its own formal mentoring program where junior faculty are mentored by senior faculty.
  • “Distinctions.” To recognize special accomplishments of faculty and students in the areas of research teaching, and philanthropy, UTHSC-H’s Office of Public Affairs publishes a monthly publication entitled “Distinctions.”
• Salary Equity Studies. Seven comprehensive faculty salary equity studies have been conducted at UTHSC-H (1981, 1986, 1992, 1994, 1996, 1998, and 2002). The last four studies found no evidence of systematic ethnic or gender bias in faculty salaries. During FY01, the consulting firm of Watson Wyatt was engaged to perform comprehensive market studies for both the classified and management administrative and professional employees. The first phase of the project involved reviewing job descriptions and market data for management A&P positions that resulted in newly designed one-page job descriptions and an increase in salary ranges for a few positions. The second phase is scheduled for early FY02 and will involve reviewing the job descriptions and analyzing market data for the classified positions.
• Senior Leadership Orientation. This program is designed to rapidly introduce new senior leaders into the culture, organization and operation of the University. Newly hired senior leaders (Deans Associate Deans, Assistant Deans, Executive Vice Presidents, Vice Presidents, and Associate Vice Presidents) are scheduled by Human Resources, as part of their orientation process, to meet with other senior leaders. The objective of this administrative overview program is to shorten the time that it takes new leaders to become knowledgeable about the University’s senior administrators and the functions of their offices.
• Recent Recruiting Efforts. In addition to student recruitment and retention, UTHSC-H has intensified its effort to recruit faculty and administrators from underrepresented groups. Significant advances have been made in recruitment into the administrative arena. Within the past two years individuals from minority backgrounds have been hired to fill the following major general administrative positions: Interim Executive Vice President for Academic Affairs; Vice President for Community and Educational Outreach; and, Associate Vice President for Human Resources. Women have been hired to fill the position of Associate Vice President for International Programs, Interim Dean of the Dental Branch, and Chair of Basic Sciences at the Dental Branch.

Component 8 - Recruitment and Retention of Women and Minority Administrators – Action Plan

Measures and Accountability

At the conclusion of the organizational assessment, an analysis of where UTHSC-H is versus where it wants to be will be conducted. That analysis can better determine toward which vital issues the organization should target its resources and energy. This will allow UTHSC-H to focus on its most serious improvement needs and the development of specific measures and areas of accountability. Considering how employees describe the environment, UTHSC-H will identify systems and behaviors to be modified. Measures need to be developed within the context of an office’s knowledge of its particular history, workforce, leadership, and operations.

Most key executive decisions are difficult to measure or cannot be measured or quantified statistically. Benefits such as discovery, innovation and creativity do not always provide results but are reflective of a positive work environment. In addition, since it is anticipated that pursuit of diversity goals will be a continuous effort, the time period of measurement must be congruent with the development period of learning and change.

After organizational assessment, administrative decisions should be made to:

1. Set forth expectations for accountability for managing diversity with objectives and measures incorporated into performance plans;
2. Align accountability with rewards for those who achieve desired outcomes;
3. Create ownership and accountability for culture change;
4. Use organizational assessment data to design activities and improve local environments;
5. Relate data back to implementation and operating plans and correlate results achieved with organizational culture feedback;
6. Use the data to set goals, design processes, modify systems and develop measures for upcoming years; and,
7. Institute system of continuous feedback, improvement and measures.

Partnerships

Because managing diversity requires fundamental modifications or changes to existing systems and processes, all faculty, staff, managers and executives are partners in this effort. Specific partnering efforts will be established with employee groups, diversity councils, Human Resources, Public Affairs, support services organizations, and task forces. In addition, partnerships with external sources are critical.

Resource Requirements

UTHSC-H is committed to implementing its Diversity Plan. UTHSC-H’s Administration will provide core financial resources to support UTHSC-H’s diversity commitments. Additional resources for other diversity-related activities will be identified each year in departmental operating budgets.

Diversity Council

In an effort to effectively address diversity, a Diversity Council that reports to the president should be established and chaired jointly by the Executive Vice President for Strategic Affairs and the Vice President for Community Outreach. It should be composed of management and representatives of the faculty and staff population. Council members should represent a wide spectrum of diverse backgrounds.

Terms of Reference

The Diversity Council should be entrusted to advance the institution’s mission by serving as the conscience of UTHSC-H as it strives to manage diverse workforce and meet current and future needs of its faculty, staff and students. To this end, the duties of the Council will include, but will not be limited to, assisting UTHSC-H’s management by accomplishing the following:

1. Developing and maintaining the Diversity Plan as a viable document;
2. Monitoring the implementation of the Plan in support services departments, providing continuous feedback on accomplishments;
3. Developing performance measures and milestones designed to accomplish Diversity Plan action items;
4. Defining and facilitating a specific process for each support services department that provides for substantive feedback to leadership on their diversity plans and significant diversity accomplishments, which have impacted the organization. Ensuring plans are measurable and substantive and reports accurately reflect accomplishments;
5. Serving as a forum to hear quality of work life, understanding differences, managing diversity concerns of workplace and recommend solutions;
6. Carrying out its responsibilities pursuant to the University’s Diversity Plan;
7. Facilitating communications within UTHSC-H on