Browsing by Subject "DEI"

Now showing 1 - 8 of 8
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    Envisioning Art and Design Education Through the Lens of Diversity, Equity and Inclusion in Herron School of Art + Design
    (2021-05) Datta, Amrita; Ganci, Aaron; Napier, Pamela; Shekara, Archana
    As the U.S witnesses the guilty verdict of Derek Chauvin in the murder of George Floyd, communities nationwide are embracing the historical inequities spanning race, gender, religion and disability benefits. Higher education is equally rife with these inequities. Widespread implementation of DEI (Diversity, Equity and Inclusion) can be a catalyst for peace, acceptance and equality. Despite the requirement for educators to provide aptitude on DEI efforts in order to adhere to growing student needs, resources allocated for such endeavors remain low. Of course, this further increases the barriers for faculty tasked with familiarizing themselves with a wide range of DEI ‘topics’. Articulation and commitment to DEI remains a challenge for educators. This is especially true in design education and the People-Centered Design process is perfectly poised to address these underlying issues. Implementing a people-centered design approach that puts the needs of people first can be the change in our education system that addresses complex social inequalities. Design educators can lead this social paradigm shift within academia. However, before educators can make a commitment to diversity they must first engage in foundational learning of DEI terms and definitions. This case study, conducted at Indiana University’s Herron School of Art and Design provides a novel strategy for how this can be accomplished. Since educators have systematically transitioned into the digital world -- the outcome of this case study proposes a prototype which characterizes the need of identifying DEI strategies through a digital experience.
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    How do Internal Medicine Residency Program Websites Signal their Inclusion of LGBTQIA+ Applicants in the East North Central Region?
    (2024-04-26) Gribbin, Will; Baker, Brittany; Peterson, Ellen; Anak Ganeng, Brenda; Byram, Jessica
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    Inclusive Lab Space for International Dentist and Allied Dental Students
    (2023-10-25) Cho, Sopanis; Priest, Michelle; Stone, Sean
    Students in the International Dentist Program (IDP) and Allied Dental Programs [Dental Assisting (DA) and Dental Hygiene (DH)] lack a space in the Dental School building to call “home”. Scheduling of laboratory, and didactic spaces for both DA and IDP specific courses is often challenging as the room scheduling for the traditional DDS courses takes priority. Because of this, DA and IDP students experience a diminished sense of belonging. The repurposing of an existing shared preclinical laboratory space to address unique needs of DA, DH, and IDP students will not only enhance their learning experiences, but also foster inclusivity and promote their sense of belonging at the school
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    Intersectional Solidarities: A Design Approach to Building Collective Power in Racialized Organizations
    (2024-05) Carey, Nicole C.; Schall, Carly; Shasanmi, Amy; Edmonds, Joseph Tucker; Wheeler, Rachel
    This dissertation explores the development of a novel framework for fostering intersectional solidarities within racialized organizations, aimed at enhancing anti-racism efforts and building cross-racial coalitions. Drawing on Critical Participatory Design and grounded in real-world experiences, the Doing Intersectionality framework is presented as a practical tool for practitioners navigating the complexities of racialized organizations. It presents the importance of addressing power dynamics, belief in marginalized stories, the creation of inclusive norms, disruption of harmful narratives, implementation of transformative change, and the importance of continuous healing. Theoretical underpinnings from scholars like Gloria Anzaldúa, Patricia Hill Collins, and Audre Lorde informed the framework, emphasizing the role of consciousness, healing, and coalition-building in dismantling dominant narratives and fostering new realities in solidarity. The discussion also navigated the lived experiences of Black and/or Latinx professionals in Indianapolis, highlighting how their identity formation and relational dynamics inform cross-racial interactions and contribute to multiracial coalition-building efforts. Practical insights were shared, including challenges encountered during the design process, such as resistance to change and the emotional toll on professionals of color. The dialogue underscored the necessity of adopting an intersectional and relational lens in organizational practices to address complex social issues and promote equity and inclusivity. By integrating theoretical insights with actionable strategies, this research advocated for a new consciousness in organizational antiracism work, one that acknowledges the interconnected liberation of individuals across diverse social locations. This synthesis aims not only to contribute to the academic discourse on race, identity, and organizational behavior but also to offer tangible solutions for practitioners committed to fostering meaningful systemic change within their organizations.
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    Knowing Me, Knowing You, Bringing International and Traditional Dental Students Together
    (American Dental Education Association, 2022-10-06) Cho, Sopanis; Mohammed, Muddasir; Stone, Sean M.
    The International Dentist Program (IDP) matriculates dentists graduated from outside the United States through an accelerated 30-month version of the traditional DDS program so that they can take board examinations and attain a U.S. DDS. As much as possible, IDP students study with cohorts of students in the traditional DDS program. This can prove challenging, however, as IDP students represent myriad differences in education, training, culture, and life experiences. Because of this, the early portion of the IDP curriculum ensures that student preclinical and other skills are equilibrated to similar levels so that they can effectively merge with their peers from the traditional DDS program. IDP students’ matriculation is staggered from traditional DDS students and when they join them as classmates the D2s have already spent one and a half years together forging relationships and adjusting to being dental students. Because of this and their diverse backgrounds, IDP’s have reported significant challenges that can hopefully be addressed by changing the climate with a program of improved communication and events.
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    Making the Invisible Visible: DEI Pathways to Promotion and Tenure
    (2023-06-13) Sotto-Santiago, Sylk; Gibau, Gina Sanchez; Conwell, Walter; Soto-Greene, Maria
    Promotion and tenure criteria must reward DEI and health equity work. Doing so credits service largely provided by historically minoritized faculty and faculty committed to public scholarship and community-engagement. In 2021, Indiana University-Purdue University Indianapolis’ faculty senate overwhelmingly approved a new path to promotion centered on DEI, legitimizing DEI as a discipline and in service to communities and the institution. Similar work is underway at Rutgers/New Jersey Medical School and other institutions. Our goal is to present a session that offers key data, but most importantly faculty case-studies as examples of ways that DEI has been integrated by faculty seeking promotion and tenure, as well as examples of faculty submitting dossiers through this DEI-centered pathway. We will also offer examples of DEI-centered criteria and evidence supporting areas of excellence. Lastly, we will discuss the institutional process for proposing, engaging, approving, and implementing this major policy. Participants can expect a rich conversation with examples, as well as materials to either launch conversations at their own institutions or incorporating DEI into their dossiers for promotion and/or tenure.
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    Mapping Diversity, Equity, and Inclusion research in medical education journals: An exploratory bibliometric analysis, 2018-2022
    (2023-05-16) Ramirez, Mirian; Dolan, Levi
    Objectives: More medical schools are incorporating Diversity, Equity, and Inclusion (DEI) competencies into their institutional practices as the academic medicine community support programs and projects designed to build cultural humility in medical education, clinical care, and research. This study aims to identify and analyze items covering DEI-related topics published in medical education journals in the last five years (2018-2022). We performed a bibliometric analysis investigating the overall patterns of published articles, including the annual publication distribution, distribution by journal, and analysis of keywords. This approach aims to contribute to a better understanding of the characteristics of DEI-related research in medical education. Methods: We conducted a bibliometric analysis on articles published in a set of 56 core medical education journals indexed in Pubmed from 2018 to 2022. The searches were conducted in January 2023. To retrieve and gather citations for published articles, we used the Pubmed database. First, we used the NLM catalog to search and identify the subset of journals that are referenced in NCBI database records classified with “Education,Medical”[Mesh] OR "education"[MeSH Subheading] in the English language. Next, we developed and executed a comprehensive search to find articles that contained terms related to DEI; we used the Association of American Medical Colleges (AAMC) "Diversity, Equity, and Inclusion Competencies Across the Learning Continuum" ([LINK]https://store.aamc.org/downloadable/download/sample/sample_id/512/[/LINK]) as a guide to identifying the terminology to use in the search. We used Excel to aggregate, clean up and analyze the data,and VOSviewer software was utilized to create the topic analysis and visualization map. Results: For the 2018-2022 time frame, 3,158 (out of 33,395, 9.5%) publications covering DEI topics were published in the selected journals. We will undertake term co-occurrence analysis on the keywords in the abstract as well as publishing trend analysis, source analysis, and overall dataset analysis as part of our study. Conclusions: This poster will show an examination of articles about DEI subjects written in medical education journals over the previous five years and indexed in Pubmed. We will outline the characteristics of the top journals that published the research and topic trends of articles. The findings may support researchers and faculty in the health sciences disciplines when making decisions for developing a publication and research strategy. Researchers who seek DEI pathways to meet their promotion and tenure criteria will also benefit from understanding the results of this analysis.
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    Understanding and finding opportunities for inclusive mentorship and sponsorships in vascular surgery
    (Elsevier, 2021) Quiroga, Elina; Gonzalez, Andrew; Newhall, Karina; Shalhub, Sherene; Surgery, School of Medicine
    Deliberate efforts are needed to address the lack of diversity in the vascular surgery workforce and to correct the current scarcity of diversity in vascular surgery leadership. Effective mentorship and sponsorship are crucial for success in academic surgery. In the present report, we have explained the importance of mentorship and sponsorship relationships for surgeons historically underrepresented in medicine, discussed the unique challenges faced by them in academic surgery, and provided a practical framework for fostering intentional and thoughtful mentor and sponsor relationships to nurture their careers.