Diversity. The program shall demonstrate a commitment to diversity and shall evidence an ongoing practice of cultural competence in learning, research and service practices

a. A written plan and/or policies demonstrating systematic incorporation of diversity within the program. Required elements include:

The Graduate Programs commitment to diversity runs throughout its research, teaching and community outreach. Faculty scientists investigate the impact of race, ethnicity, culture, gender and sexuality on public health issues. The Graduate Programs is also committed to diversifying our faculty and student body.

i. Description of the program’s under-represented populations; include a rationale for the designation.

The first two under-represented racial populations targeted for special recruitment for both students and faculty members in the Graduate Programs are Black/African American and Asian/Pacific Islander. The Graduate Programs is striving to increase the diversity of its students and faculty to enrich classroom discussions, focus upon new areas of research and influence policy for all populations. One ethnic group, Hispanics, is underrepresented nationwide in medicine and public health. The Graduate Programs in Public Health is located in an area with a significant Hispanic population and strives to include members of this community in all facets of the program to ensure that their public health needs are understood and interventions are culturally

appropriate. For faculty, tenured female faculty members are additionally designated as an under-represented population, as evidenced by reports from the National Academies and the establishment of the SEEDS program at the University of Miami (see Criterion 1.8.vi for additional information on this program).

We have selected two non-racial diversity indicators that we expect will enhance class diversity.

These indicators include: (1) students who are the first in their family to attend college, and (2) student country of origin. Ensuring that a proportion of our student body is first generation college attendees will broaden student sociocultural perspectives. Furthermore, the diversity of country of origin provides a rich, cultural perspective, which can inform the development of public health interventions.

To better serve our students, we value staff members who are diverse and representative of the students we serve, and are fluent in a language other than English. These two criteria align with the Graduate Programs values, strategic goals and program objectives promoting academic and cultural diversity.

ii. A list of goals for achieving diversity and cultural competence within the program, and description of how diversity-related goals are consistent with the university’s mission, strategic plan and other initiatives on diversity, as applicable.

Diversity, cultural sensitivity, and a global perspective are vital components of the curriculum, research, and service activities of colleges, departments, and programs at the University of Miami. The mission statement of the University of Miami and the mission, values and goal statements of the Graduate Programs emphasize leadership and diversity.

The mission of the University of Miami is to educate and nurture students, to create knowledge, and to provide service to our community and beyond. Committed to excellence and proud of the diversity of our University family, we strive to develop future leaders of the nation and the world.

The mission of the Graduate Programs in Public Health is to develop leaders who can translate knowledge into policy and practice to promote health and prevent disease in human populations.

The strategic goals of the Graduate Programs related to diversity include mobilizing a diverse student body to address complex public health issues, including issues affecting vulnerable and underserved populations. Our value statement also emphasizes our commitment to diversity:

Promote and celebrate individual and collective distinctions among our students, staff, faculty and community partners. The Program’s mission, values and goals are consistent with the University of Miami’s mission to develop leaders and respect differences.

Data supporting the above stated Program goals for diversity is provided in Criterion 1.2.C.

iii. Policies that support a climate free of harassment and discrimination and that value the contributions of all forms of diversity; the program should also document its commitment to maintaining/using these policies.

The University of Miami is an Equal Opportunity/Affirmation Action Employer, a Smoke/Drug Free Workplace and is committed to providing equal opportunities to all prospective and current employees and does not discriminate on the basis of race, color, sex, age, disability, veteran status, religion, national origin or sexual orientation.

The University of Miami's equal opportunity goal is to provide equal opportunity through the recruitment, selection, admission, employment and promotion of individuals at all levels within the University's employment and academic structure without regard to race, color, sex, age, disability, veteran status, religion, national origin or sexual orientation. The University of Miami has officially adopted and reaffirms its non-discrimination/equal opportunity policy as follows:

No citizen of the United States, or any other person within the jurisdiction thereof, shall on the grounds of race, color, sex, age, disability, veteran status, religion, national origin or sexual orientation be excluded from participation in, be denied the benefits of, or be subjected to discrimination or harassment in employment or under any educational program or activity of the University.

No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational

program or activity receiving federal financial assistance.

No person shall be subject to sexual harassment in employment or educational programs and activities. Sexual harassment includes, but is not limited to, physical or verbal abuse of a sexual nature including graphic commentaries about an individual's body, sexually degrading remarks used to describe an individual or unwelcome propositions and physical advances of a sexual nature. Sexual harassment also includes the threat or insinuation that the lack of sexual submission will be used as a basis for employment or educational decisions affecting or interfering with an individual's salary, academic standing or other conditions of employment, academic or career development.

The University of Miami seeks to prohibit discrimination and to promote affirmative action in its educational and employment policies and practices. These policies are implemented in compliance with applicable federal, state and local non-discrimination and affirmative action laws and

regulations.

It is the policy of the University of Miami that sexual harassment of or by any administrator, faculty member, employee or student is prohibited. A violation of the sexual harassment policy shall constitute grounds for disciplinary action up to and including dismissal from the University.

The University reaffirms its commitment to the concept of non-discrimination and to providing a work environment and educational forum free of sexual harassment.

The Graduate Programs in Public Health is committed to providing a learning environment free of harassment and discrimination and to fostering diversity. All incoming students are provided with a copy of the University’s polices on sexual harassment and non-discrimination/equal opportunity at their orientation session before starting graduate work. In addition, the University’s EO/AA and sexual harassment policies are posted online for general view at

http://www.miami.edu/index.php/hr/careers/equal_opportunity_affirmative_action_statement/.

As stated in Criterion 1.1.b., the values guiding the Graduate Programs in Public Health include not just a statistical commitment to diversity but a promise to promote and celebrate individual and collective distinctions among our students, staff, faculty and community partners.

iv. Policies that support a climate for working and learning in a diverse setting.

The University of Miami’s commitment to diversity is evidenced in its academic/employment recruitment programs, community relations, and its employment policies. The University’s diverse workforce mirrors the Miami community and is reflective of the commitment to employ top talent regardless of differences in beliefs, experiences, backgrounds or physical

characteristics. The University of Miami’s employment recruitment efforts include an online tool used in the position posting process, which alerts recruiting departments with a message

notifying the department that there is an employment goal for the underrepresentation of women and minorities. This tool encourages departments to engage in special recruitment efforts to increase diversity in the workforce.

The University of Miami has a number of policies, family friendly programs, organizations, and workforce engagement efforts that promote diversity and inclusion, which include:

• Equal Opportunity / Affirmative Action Policy

• Work Life Program Policy

• Alternative Work Arrangement Policy

• Recruitment, Selection and Placement Policy

• Transfer and Promotion Policy

• Break Time for Nursing Mothers Policy Program

• Faculty and Staff Assistance Program Policy

• Zero Tolerance Sexual Abuse Policy

• Non-Discrimination/Anti-Harassment Policy

• ADA Accommodation Program

• Veterans Program

Policy and program statements are provided in the resource files under Diversity.

The University of Miami Miller School of Medicine is committed to fostering diversity. Diversity enriches the teaching environment by building mutual respect and teamwork to prepare students, faculty members and staff for citizenship in an increasingly complex society. It

strengthens the environment by providing opportunities for communication between people of varied backgrounds, promoting personal growth and a healthy community by encouraging critical thinking and challenging preconceptions. Furthermore, as a diverse community, the UMMSOM is better prepared to face the challenges of the future, in advancing medical knowledge with research, and in dealing with the clinical needs of our society.

The Office of Diversity and Multicultural Affairs at the University of Miami Miller School of Medicine was designated:

• To recruit, develop and retain a committed and diverse academic community able to lead and promote excellence and innovation.

• To assess and monitor measurable outcomes that can serve as markers of progress regarding the hiring, promotion and retention of a diverse faculty and work force.

• To align key systems and processes to reflect and promote diverse academic experiences for medical students.

• To support the continued promotion and professional development of members of the academic community during times of life transition such as childbirth, eldercare and other personal responsibilities and professional transitions such as retirement.

• To support community outreach programs to encourage and mentor middle school and high school, college, medical students and medical residents to enter academics, especially in fields in which diversity is lacking (e.g., women and underrepresented minorities in science and engineering).

Drs. Julie Kornfeld and Olveen Carrasquillo represent the Graduate Programs serving on the Office of Diversity and Multicultural Affairs Advisory Committee, a faculty and student group that ensures that the Miller School of Medicine promotes a culture of diversity that aligns with the goals of the University. In addition, Dr. Kornfeld serves as an invited speaker to the Miami Model for Health Professional Education Programs, supported by the Office of Diversity and Multicultural Affairs, which helps prepare underrepresented high school and college students for medical school and healthcare careers. A summary of the Office of Diversity and Multicultural Affairs is provided in the resource files under diversity.

Outside of the Miller School of Medicine, the Coral Gables campus is home to the Office of Multicultural Student Affairs, which provides leadership and advocacy for underrepresented and ethnically diverse students at the University of Miami. This office provides direction in

developing programs and services that enhance the retention and successful matriculation of students, while supporting their personal and academic development. Additional information is available online at http://www.sarc.miami.edu/msa/mainsite/Home.aspx.

Student organizations that are advised by the Office of Multicultural Student Affairs include:

• Alliance of Latin American Students

• Asian/Pacific Islander American Heritage Month Committee

• Black Awareness Month Committee

• Future Black Communication Professionals Committee

• Dr. Martin Luther King, Jr. Celebration Committee

• Filipino Student Association

• Hispanic Heritage Month Committee

• Native American Programming Board

• Organization for Jamaican Unity

• United Black Students

• Sigma Lambda Gamma Sorority-Alpha Gamma Chapter

v. Policies and plans to develop, review and maintain curricula and other opportunities including service learning that address and build competency in diversity and cultural considerations.

The Graduate Programs Curriculum Committee is responsible for managing curriculum

development, ensuring course quality through review of student evaluations and reviewing both course and program competencies. The public health programs competencies include a

program competency addressing diversity and cultural considerations. The competency states:

Recognize sociocultural factors that promote and inhibit health in vulnerable and underserved populations.

Graduate Programs students have the opportunity to address and build diversity and cultural considerations through service learning in select coursework and through the field experience.

Recent examples of service learning built into curricula include EPH 614 Introduction to Disease Prevention (MD/MPH offering), EPH 647 Community-Based Participatory Research, and EPH 644 Evaluation of Health Programs and Public Health Interventions.

It is important to note that courses that contain experiential or service learning opportunities work with partners whose constituents represent under-served communities of South Florida.

For example, the MD/MPH dual degree students enrolled in Introduction to Disease Prevention (EPH 614) in 2013 had the opportunity to complete a community service learning project, working with a community-level school based health intervention with Miami-Dade County public school system. Miami-Dade County Public Schools is the fourth largest school district in the United States; its students speak 56 different languages and represent 160 different countries.

Students participated in the “Let’s Talk About It” program, a mental health education program for 8^th grade students. The MD/MPH students were trained on the program curriculum and were required to visit two public schools during the early months of the semester. Students were then asked to submit a paper reflecting on their experiences in delivering the school-based intervention and the cultural implications of mental health illness in diverse populations.

The Community-Based Participatory Research (CBPR) course (EPH 647), led by Dr. Erin Kobetz-Kerman, focuses on all aspects of working in the community and provides an opportunity for medical and graduate students to better understand the process by which community members and academic researchers work collectively to address health disparities and influence social change. The course requires students to engage with Community Advisory Boards (CABs) representing four of the most culturally diverse communities in South Florida:

H i a l e a h , Little Haiti, South Dade and Liberty City, the latter two representing at-risk African

American communities. Course assignments require students to collaborate with their CAB to define a health topic for their specific community of interest, identify cultural concerns and define research questions.

Students enrolled in the Program Evaluation course (EPH 644) had the opportunity to work directly with local community programs to develop an evaluation plan for a community organization conducting a health program or project. The five community programs were selected because of the culturally diverse populations they serve and the unique tailored approaches they take to reach these populations. These organizations included Take Stock in Children, AYUDA (American Youth Understanding Diabetes Abroad), WalkSafe/BikeSafe, HIP (Health Information Project, Inc.) and Florida SAFE Inc. Throughout the semester, students were required to meet with program leadership, visit communities served by the organizations and propose evaluation plans that took into consideration the diversity of the audience served. At the conclusion of the semester, student’s final evaluation plans were presented to their selected community organization representatives and stakeholders.

In addition to coursework providing service learning opportunities, the public health capstone field experience is required for all MPH students. The field experience component provides students an opportunity for engagement with agencies and community organizations (local, national and international) and an opportunity for building competency in diversity and recognizing sociocultural factors/cultural considerations.

vi. Policies and plans to recruit, develop, promote and retain a diverse faculty.

In 2008, the University of Miami established the Scientists and Engineers Expanding Diversity and Success, the SEEDS Program, http://www.as.miami.edu/seeds/. The National Academies report Beyond Bias and Barriers, chaired by UM President Donna E. Shalala, documented that, despite advances in the proportion of women and other underrepresented minorities in science and engineering graduate programs, the proportion that become faculty continues to lag behind.

Accordingly, the University of Miami Provost Tom LeBlanc established a university-level SEEDS office as a focus for diversity programs across all three UM campuses (Marine, Medical, and Coral Gables). SEEDS orchestrates grass-roots efforts to study and improve University of Miami climate and policies including dissemination of diversity information, working with department chairs and search committees to address implicit bias issues and to aid recruitment and retention of women and underrepresented minorities. The UM SEEDS Program was awarded a National Science Foundation ADVANCE grant for programs designed to provide opportunities for all scientists and engineers at the University of Miami. Ongoing programs and efforts with the SEEDS Office include career workshops, networking, climate surveys, sponsored mentoring and focus groups, distinguished lecture series, distinguished scholarship lectureships, early career research conferences, interactive theatre and leadership awards. Faculty members from the Department of Public Health Sciences are active participants in the SEEDS program. Dr. Tulay

Koru-Sengul, Assistant Professor in Public Health Sciences received a SEEDS “You Choose” Leadership Award to attend a workshop for the Junior Faculty Health Researchers in Biostatistics (March 2009, San Antonio Texas).

The Miller School of Medicine Office of Faculty Affairs provides numerous opportunities geared towards the recruitment and development of women, minorities and other diverse faculty groups.

Training and development opportunities exist in the form of programs, formal groups and the development of an environment committed to women, minorities and other diverse groups.

These initiatives include:

a. The Office of the Dean and the Office of Faculty Affairs nominate and support women faculty members to attend the Executive Leadership in Academic Medicine (ELAM) Program; a core program of the Institute for Women's Health and Leadership at Drexel University College of Medicine. The ELAM is an intensive one-year leadership training program with extensive coaching, networking and mentoring opportunities aimed at expanding the national pool of qualified women candidates for leadership in academic medicine, dentistry and public health. Nearly 700 senior women leaders have

participated in the program since 1995. The 2011 – 2012 fellowship class included a selection from the University of Miami, Dr. Sylvia Daunert (Chair, Department of Biochemistry and Molecular Biology).

b. Women in Academic Medicine (WIAM) strive to coordinate programs to support women medical faculty and celebrate their achievements. The WIAM Advisory Board works to establish a larger leadership base for WIAM that will continue to work to assure that the Miller School of Medicine promotes an environment that values every member of the school community, and simultaneously provides the resources necessary to fulfill a commitment to women faculty. Meetings (both formal and social) are scheduled 2-4 times a year. Additional information is available online at

http://facultyaffairs.med.miami.edu/diversity-and-multicultural-affairs/women-in-academic-medicine-w.i.a.m.

c. In 2012, the Department of Public Health Sciences had the largest number of women attaining the award of tenure of any department within the Miller School of Medicine. An article detailing this accomplishment is included in the resource files under diversity.

vii. Policies and plans to recruit, develop, promote and retain a diverse staff.

The Graduate Programs in Public Health follows university policies for employee/staff recruitment, evaluation and promotion. The policies and procedures for general staff

The Graduate Programs in Public Health follows university policies for employee/staff recruitment, evaluation and promotion. The policies and procedures for general staff