Leading Veterinary Medicine Addressing Societal Needs. Advance the Health of Animals, People and the Environment

Transcription

1 Vision Leading Veterinary Medicine Addressing Societal Needs Mission Advance the Health of Animals, People and the Environment

2 Harold Davis _Cheryl Scott 2

3 TABLE OF CONTENTS Summary page 4 1. Diversity and URM defined page 6 2. Diversity in Veterinary Medicine at UCDavis page 7 3. Broadening diversity page 10 a. Limitations: i. Legal: Prop 209 ii. Admissions process b. Primary Area of Action: Increase Applicant Pool i. Pipeline 1. K High School 3. Undergraduate 4. Jr. College, technical schools 5. Post-baccalaureate program 6. General Outreach ii. Energize pre-vet (VetAides/PSSD) undergrad programs iii. Clarify relevance to veterinary medicine iv. Create Advisory Teams v. Design Mentorship Programs vi. Enhance cultural climate within school 4. Tactics Revised Tactics Action Plan page13 5. Appendices a. UC Davis General Campus Ethnicity page 14 b. UC Davis School of Medicine Diversity Program c. Examples other Vet School programs 6. References page 18 Harold Davis _Cheryl Scott 3

4 SUMMARY Strategy Goal 4 Strategy 4.2 Broaden diversity of the veterinary medicine community at UC Davis and beyond Date Fall Quarter 2012 Summary of Activities Meetings Dr. Cheryl Scott and Harold Davis Met with veterinary student diversity leader Damion Walters Contacted Dr. Sylvia Graham (UCD SOVM Alumni) Student Programs meeting, Yasmin Williams and Kim O Bryan Met EAOP( Early Academic Outreach Program) Harold Stewart-Carballo and Dr. Rance Lefebvre Met with Dr. Jan Ilkiw Implemented Think Tank Contacted UCD SOM Darin Latimore Contacted Betty Irene Moore SON Contacted videographer Resource Materials/Data Analysis Thesis by Evan M. Morse DVM - Minority Student Perceptions of the Veterinary Profession: Factors Influencing Choices of Health Careers Association of American Veterinary Medical Colleges Draft orientation document UC Davis Veterinary Medicine Exploration Academy UC Davis Summer Enrichment Program rtunities.cfm Purdue University Boiler Vet Camp website Auburn University Veterinary Camp website Texas A&M Veterinary Enrichment Camp - North Carolina State Vet Camp website The Regents of the University of California Diversity Statement Harold Davis _Cheryl Scott 4

5 UCDavis School of Medicine Diversity Program UC Davis Medical School Framework for diversity: See Bibliography Upcoming Activities/Initiatives Veterinary Medicine Exploration Academy (3 Saturday boot-camps) Spring VSO activities (Future Day, HS fairs) Think Tank #2 Meet with VetAides Meet with PSSD undergrads (Esmeralda Cano, Jannette Cruz, Cindy Barajas) Meet with Martin Smith Extension (Animal Ambassadors) Meet Dean Lairmore/John Pascoe leverage/synchronize resources Meet with VSO leaders Continued discussions with student diversity leadership group (Damion Walters, Ravi Srungaram, Tarini Ullal, Elizabeth Vasquez, Eric Velazquez) Create first alumni diversity advisory groups Explore faculty/staff diversity issues Accomplishments Completed Think Tank #1 Partner with SOM: Darin Latimore MD, Assistant Dean of Diversity Partner with BIMSON: Jill Josephs MD, Dean of Research Partner with UC Davis campus program EAOP (Early Academic Outreach Program), Harold Stewart-Carballo (STEM pipelines) Veterinary Medicine Exploration Academy (Rance LeFebvre) Partner with VSO Partner with PSSD Partner with UCOP: University of the President Diversity Pipeline Join efforts MVA (Multicultural Veterinary Association) Harold Davis _Cheryl Scott 5

6 1. DIVERSITY AND UNDERREPRESENTED MINORITY (URM) DEFINED Goal 4: Strategy 4.2 Diversity broadly includes o Race o Age o Ethnicity o Cultural beliefs o Career interests o Education o Social/lifestyle o Abilities/Disabilities o Economic o Gender California Ethnicity Hispanic 38% Asian 16% Black 6% <1% Native American White 40% Non-white 60% US Ethnicity 12% black 17% Hispanic 5% Asian Native American 1% White 65% Non-white 35% URM currently defined as Hispanic/Latino, African American, Native American People Quick Facts California USA Population, ,691, ,591,917 Population, ,253, ,745,538 Female % 50.8% White persons % 78.1% Black persons % 13.1% American Indian and Alaska Native persons % 1.2% Asian persons % 5.0% Native Hawaiian, Other Pacific Islander persons % 0.2% Persons reporting two or more races % 2.3% Persons of Hispanic or Latino Origin % 16.7% US Census Bureau 2011http://quickfacts.census.gov/qfd/states/06000.html Harold Davis _Cheryl Scott 6

7 2. DIVERSITY IN VETERINARY MEDICINE AT UCD UCD SVM ETHNIC DIVERSITY (STUDENT PROGRAMS) Ethnic Diversity UCD SVM Native American Hispanic Black Asian White TOTAL URM TOTAL Non- White TOTAL % 22% UCD SVM ETHNIC DIVERSITY (AAVMC) Harold Davis _Cheryl Scott 7

8 UNIVERSITY OF CALIFORNIA DAVIS UNIVERSITY OF CALIFORNIA 10 CAMPUSES UC 10 CAMPUSES % URM FACULTY Harold Davis _Cheryl Scott 8

9 REPORT BY NSF URM IN SCIENCE AND TECHNOLOGY CAREERS Harold Davis _Cheryl Scott 9

10 3. BROADEN DIVERSITY Goal 4: Strategy 4.2 LIMITATIONS Prop 209 Opinion UCD Senior Counsel Michael Sweeney (personal communication) Prop 209 prohibits the University from granting preferential treatment to any individual on the basis of race and ethnicity in the operation of public education, and it is clear that it prohibits the University from using race and ethnicity as a factor in admission. With respect to whether it is illegal to allow race and ethnicity to be viewed by members of the admissions committee, I believe it is not per se illegal, but I very strongly recommend against it because it will create great legal vulnerability for the School. With respect to whether race and ethnicity data can be used in any way during the admissions process, it certainly cannot be used for admissions consideration, but can be used to collect data on the race and ethnicity of the School's applicants and students in order to determine the effectiveness of its diversity efforts. With respect to, can the School utilize this information as part of the core mission, population served, strategic plan and strategic priorities in serving its state/region, the answer is "yes," provided it does not provide benefits and preferences based on race and ethnicity. The School can adopt a policy supporting diversity and promote diversity through activities such as evaluation of selection procedures and elimination of barriers to minority access or underutilization, outreach and programs of particular interest to particular groups, and consideration of non-traditional selection criteria such as demonstrated career interest and demonstrated commitment to underserved populations, again provided it doesn't grant preferences or make assumptions based on race and ethnicity. I should add that it is legally risky under Prop 209 to view "diversity" narrowly to only include race and ethnicity. The Regents' policy on diversity you will see that diversity is viewed broadly to include all people in California, not just underrepresented minorities. Singling out race and ethnicity will make the School a target for a Prop 209 legal challenge. REGENTS POLICY ON DIVERSITY The diversity of the people of California has been the source of innovative ideas and creative accomplishments throughout the state s history into the present. Diversity a defining feature of California s past, present, and future refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, gender identity, socioeconomic status, and geographic region, and more. Because the core mission of the University of California is to serve the interests of the State of California, it must seek to achieve diversity among its student bodies and among its employees. The State of California has a compelling interest in making sure that people from all backgrounds Harold Davis _Cheryl Scott 10

11 perceive that access to the University is possible for talented students, staff, and faculty from all groups. The knowledge that the University of California is open to qualified students from all groups, and thus serves all parts of the community equitably, helps sustain the social fabric of the State. Diversity should also be integral to the University s achievement of excellence. Diversity can enhance the ability of the University to accomplish its academic mission. Diversity aims to broaden and deepen both the educational experience and the scholarly environment, as students and faculty learn to interact effectively with each other, preparing them to participate in an increasingly complex and pluralistic society. Ideas, and practices based on those ideas, can be made richer by the process of being born and nurtured in a diverse community. The pluralistic university can model a process of proposing and testing ideas through respectful, civil communication. Educational excellence that truly incorporates diversity thus can promote mutual respect and make possible the full, effective use of the talents and abilities of all to foster innovation and train future leadership. Therefore, the University of California renews its commitment to the full realization of its historic promise to recognize and nurture merit, talent, and achievement by supporting diversity and equal opportunity in its education, services, and administration, as well as research and creative activity. The University particularly acknowledges the acute need to remove barriers to the recruitment, retention, and advancement of talented students, faculty, and staff from historically excluded populations who are currently underrepresented. LIMITATIONS EXTEND TO ADMISSIONS PROCESS NO ethnic/cultural identifiers can be viewed or used in admitting students However, can collect and use all data post-admit (longitudinal tracking) Evidence to support that relying on GPA, GRE alone limits diversity MMI s may not be beneficial to increasing diversity Can and SHOULD strive for diverse admissions committee members Mindful of ALL diversity attributes: gender, social, economic, lifestyle, career interests, religion, as well as ethnicity and culture. Committees should be broadly diverse in every situation Evidence to suggest increasing applicant pool is effective in diversity Prudent to analyze admissions for diversity over decade The School can adopt a policy supporting diversity and promote diversity through activities such as evaluation of selection procedures and elimination of barriers to minority access or underutilization, outreach and programs of particular interest to particular groups, and consideration of non-traditional selection criteria such as demonstrated career interest and demonstrated commitment to underserved populations, again provided it doesn't grant preferences or make assumptions based on race and ethnicity. Michael Sweeney Harold Davis _Cheryl Scott 11

12 PRIMARY FOCUS: INCREASE APPLICANT POOL Pipelines K-12 Career exploration Career enrichment Summer academies Create relevance to vet med, hands-on-animals High School STEM skill development workshops Veterinary Internships Veterinary Boot Camps Saturday academies VSO activities Summer immersion COSMOS Junior College/Veterinary Technician Programs Undergraduate Summer Enrichment Program (SEP) Saturday academies GRE prep Veterinary mentoring Pre-Vet organization events Post-baccalaureate program (UCD SOM example) General Outreach-Other ideas-relevance to Veterinary Medicine UCD SVM Diversity website! Media (YouTube, Facebook, interactive online, apps) Be a Vet Student for a Day Photo/video contest Be a Veterinarian game Harold Davis _Cheryl Scott 12

13 REVISITING AND REVISING TACTICS ACTION PLAN TACTIC A Develop a pipeline of diverse candidates (Links to Strategy 7.1 Tactic D) Action Plan: Cast Broad net: starting at K-12 extend to HS, JC, Undergrad, Post-bac Capture veterinary technician programs, other tech schools Reach out geographically and healthcare disciplines Reach out STEM, environmental, conservation students Align with UCD SOM, EAOP, Pre-vet groups, VSO, Animal Ambassadors TACTIC B Clarify the relevance of Veterinary Medicine to underrepresented minority (URM) communities Action Plan: UCD SVM Diversity website Public service announcements TV, internet YouTube videos itunesu broadcasting Interactive websites/activities Shadowing opportunities Create flow of information between K-12 and high school counselors, teachers Amplify activities with VSO (Veterinary Student Outreach) and PSSD (Pre-vet Students Supporting Diversity) More robust and broad career and future days TACTIC C Provide mentorship and support for incoming URM students Action Plan: Big Sib program for URM incoming UCOP women diversity pipeline Enhance culture sensitivity within veterinary curricula Community practice role models Community internships Mentor networks with faculty, VMA s, CVMA, AVMA TACTIC D Create a diversity advisory group Action Plan: Group to consist of alumni, current vet students, and undergrad pre-vets Capture ideas, visions, challenges create plans, solutions, projects Harold Davis _Cheryl Scott 13

14 APPENDICES I. UC DAVIS CAMPUS ETHNICITY: Harold Davis _Cheryl Scott 14

15 II. Goal 4: Strategy 4.2 UC DAVIS SCHOOL OF MEDICINE DIVERSITY PROGRAM Harold Davis _Cheryl Scott 15

16 III. EXAMPLES OF OTHER VETERINARY SCHOOL PROGRAMS PURDUE VETERINARY MEDICINE BOILER VETERINARY CAMPS TEXAS A & M VETERINARY ENRICHMENT CAMPS Harold Davis _Cheryl Scott 16

17 NORTH CAROLINA STATE VETCAMP Harold Davis _Cheryl Scott 17

18 REFERENCES Morse, Evan, June 1966 MS Thesis. Minority Student Perceptions of the veterinary profession: Factors influencing choices of health careers Chastain, C., B. A. B. Horrell, et al. (2007). "Pathways: Missouri Model for Enhancing Diversity." Journal of Veterinary Medical Education 34(2): Chubin, D. E. and S. Mohamed (2009). "Increasing minorities in veterinary medicine: national trends in science degrees, local programs, and strategies." Journal of Veterinary Medical Education 36(4): Farquhar, J. A. and A. Jewell (2009). "The Science of Recruiting: Implementing the Vision of Diversity." Journal of Veterinary Medical Education 36(4): Gelberg, S. and H. Gelberg (2007). "Native American Tribal Cultures: Implications for Veterinary Medical Education." Journal of Veterinary Medical Education 34(2): Greenhill, L. M. (2007). "Introducing DVM: DiVersity Matters (An Association of American Veterinary Medical Colleges Initiative)." Journal of Veterinary Medical Education 34(2): Greenhill, L. M. (2009). "DiVersity Matters: A Review of the Diversity Initiative of the Association of American Veterinary Medical Colleges." Journal of Veterinary Medical Education 36(4): Greenhill, L. M. and W. A. Hill (2009). "Diversity Revisited." Journal of Veterinary Medical Education 36(4): Greenhill, L. M., P. D. Nelson, et al. (2007). "Racial, Cultural, and Ethnic Diversity within US Veterinary Colleges." Journal of Veterinary Medical Education 34(2): Strayhorn, T. L. (2009). "The absence of African-American men in higher education and veterinary medicine." Journal of Veterinary Medical Education 36(4): Willis, N. G., F. A. Monroe, et al. (2007). "Envisioning the future of veterinary medical education: the Association of American Veterinary Medical Colleges Foresight Project, final report." Journal of Veterinary Medical Education 34(1): Annual Data Report: AAVMC UC Davis Health System Framework for Diversity. Harold Davis _Cheryl Scott 18

19 WEBSITES Association of American Veterinary Medical Colleges: UC Davis Summer Enrichment Program: m Purdue University Boiler Vet Camp: Auburn University Veterinary Camp: Texas A&M Veterinary Enrichment Camp: North Carolina State Vet Camp: The Regents of the University of California Diversity Statement: UCDavis School of Medicine Diversity Program: UC Davis Medical School Framework for diversity: Harold Davis _Cheryl Scott 19