4-A: White Coats for Black Lives Chapters
Do you have a White Coats for Black Lives (WCFBL) Chapter (See link: WCFBL)? If yes, how have you invited chapter representatives to help you develop solutions and initiatives?
4-B: Holistic Review Admissions and Enrollment Management
Does your campus use holistic admissions in the recruitment of students, residents and fellows?
The Playbook: Understanding the Role of Race Neutral Strategies in Advancing Higher Education Diversity Goals (2d Ed. 2019) and
Roadmap to Excellence: Key Concepts for Evaluating the Impact of Medical School Holistic Admissions by AAMC.
Does your school or program have a strategic enrollment management plan that focuses on performance analyses (including recruitment of HURM students), current and future market assessment, market and strategy prioritization, and a planning timeline for accomplishing enrollment goals?
For a basic example, download the EAB Strategic Enrollment Management Framework, which can be adapted for your school/program. For more advanced examples, see California State University, Chico, Strategic Enrollment Plan and SUNY Broome Community College Strategic Enrollment Plan.
4-C: Affinity Student Groups and Organizations
Are there adequate resources to support affinity student groups such as SNDA, HDA, SAID, international students, Indigenous students and students in the LGBTQIA+ community?
4-D: ADEA Student Diversity Leadership Program (ADEA SDLP)
Do you send at least two students to the annual ADEA Student Diversity Leadership Program that occurs the Friday before ADEA Annual Session & Exhibition?
Note: ADEA SDLP will be virtual for the 2021 ADEA Annual Session & Exhibition.
4-E: New Student Orientation Diversity, Equity and Inclusion Programming
How are principles and support for diversity, equity and inclusion incorporated into new student orientation activities for all students?
What measures are you taking to assist new international and historically underrepresented/marginalized students with their transition to dental school or the allied dental program?
4-F: Student Pipeline Programs
How have you assisted students, alumni, residents and local dental associations in creating mentoring and other programs to support activities for HURM students interested in the oral health professions (e.g., consider grants, weekend and summer programs and partnering with other health professions schools and programs on your campus to develop and support pipeline programs)?
See the ADEA Faculty Diversity Toolkit, Chapter 3: Best Practice Highlights—Recruiting and Hiring Diverse Faculty, A. Developing a Diverse Faculty Pipeline, for model student pipeline program examples.
4-G: Housing, Internet Access and Food Insecurity
Have you examined, polled and provided resources to ensure adequate housing, stable internet access and food for students?
Has there been a disparate impact on HURM students as a result of COVID-19?
4-H: Student Conduct and Professionalism Policies and Practices
Have you reviewed student conduct and professionalism policies, data and practices to ensure they are administered equitability and do not have a disparate impact on HURM students?
4-I: Honor Societies and Awards
Have you reviewed student honor society and student award selection criteria, data and practices to ensure they are administered equitability and do not have a disparate impact on HURM students?
4-J: Enrollment Management and Academic Platforms
Have you reviewed enrollment management and academic platforms to support preferred names, pronouns and modern language for reporting race/ethnicity and gender identity categories?
Reminder: Partner with admissions and the registrar to consider IPED and Clearinghouse reporting implications.
4-K: Cultivating Campus Allies
What campus and community allies have you cultivated and enlisted as partners in your efforts to recruit and retain HURM students?
4-L: Academic Progression
Have you reviewed academic progression policies, data and practices to ensure they are administered equitability and do not have a disparate impact on HURM students?
4-M: Student Support Services
How are you regularly evaluating student support services to ensure that resources are available to support HURM students?
Note: This includes DACA students, international students, LGBTQIA+ students, students of color, students with disabilities, Indigenous students, veterans, students who observe various religious practices and faiths and others.
4-N: Community Showing of ADEA Webinar on Supporting LGBTQIA+ Students
Have you viewed or had a community showing of the ADEA on-demand webinar, Out and Safe: Supporting an Inclusive Dental School Community?