Measuring Success

Progress

1. Sustained growth in the diversity of our faculty, senior staff, and learners.
2. Pay equity assessment & inequity remediation is an entrenched and ongoing institutional effort.
3. All members of the School, and especially BIPOC, feel like they belong, that culture and opportunities are equitable, and they can thrive and be successful at Duke.
4.  All members of the School know how to report and find support related to

Indicators

1. Increase in # and overall % of Black, Hispanic, Indigenous, and People of Color among our faculty, senior staff, and learners. 
2. Assess trends in candidate pools; new recruits or admissions; retention, promotions; tenure; and departures, where relevant. 
3. Exploratory and full analysis of pay by race/ ethnicity and gender; resulting pay inequities reviewed, prioritized, and adjusted. 
4. Using climate surveys, change in scores on belonging, climate, opportunities across identity groups, satisfaction working/ studying at Duke, knowledge of and trust in processes for reporting microaggressions or discrimination. 
5. From official reports, number, type, and outcomes of reports of discrimination, harassment, and other concerns.

Progress

1. Learners, faculty, and staff, and especially BIPOC, have access to high-quality opportunities and support to advance their careers.
2. Our career advancement policies and practices are fair, transparent, and designed to promote equity.

Indicators

1. Funding and scholarships for students from underrepresented groups.
2. Annual numbers of participants in ERGs, career, and leadership development groups.
3. Increased racial and ethnic diversity of senior staff, senior faculty, at leadership.
4. Using surveys, faculty and especially BIPOC faculty report that career advancement practices are fair and transparent.

Progress

1. Educational practices across the school incorporate best practices in conceptual use of race/ethnicity in their pedagogies.
2. Our workforce and leadership have responsibilities and development opportunities that enhance their capacity to work effectively across identities, be

Indicators

1. Curricular hours dedicated to content on race, racism, and cultural humility in patient care; on Graduation Questionnaires and other annual surveys, improved student scores in related domains.
2. All School members participate in education and development in anti-racism, bias, and discrimination, in alignment with the training expectations established for their level and role.

Progress

1. Standards, definitions, and best practices in the use of race/ethnicity are embedded in research policies, practices, and education and are widely accepted across the research enterprise.
2. Clinical research has measures to enhance research planning accountability, equity, and race/ethnicity diversity.
3. Health equity research is a signature feature in our School’s research portfolio.

Indicators

1. Assessment, revision, and defined use of race/ethnicity in our research policies, along with continuing education for researchers.
2. Clinical research participation rates by race/ethnicity are substantially similar to our local population.
3. Grant applications and awards for research funding or career training in studies of race, ethnicity, or racial inequity/inequality.

Progress

1. Leaders are viewed as advocates and allies in the work of DEI and anti-racism.
2. Unit leaders are accountable for and drive success in their DEI and anti-racism plans.
3. School leadership is committed to transparency and accountability in the implementation and success of this plan.
4. Duke School of Medicine is recognized as a leader in anti-racism and diversity, equity, and inclusion.

Indicators

1. Annual reviews of leaders by direct reports on metrics of inclusive leadership.
2. Units with DEI and anti-racism plans show growth in core domains, including diversity, inclusion, and equity metrics.
3. Annual report on dismantling racism plan progress is shared with Duke SOM community.
4. SOM is recognized through national, special interest, and advocacy group awards.