Diversity, Inclusion, Culture, and Equity (DICE) Inventory

Data Disclosure

Welcome to the AAMC Diversity, Inclusion, Culture, and Equity (DICE) Inventory.

As you know, COD members were voluntarily invited to participate in the collective administration of the Diversity, Inclusion,
Culture, and Equity (DICE) Inventory, a tool designed for leaders of academic institutions to assess their progress towards building
a climate and culture that sustains DEI strategically and holistically.

In exchange for complimentary access to the tool during the Collective Action Initiative, COD members are asked to:

• Assemble a team of diverse and engaged stakeholders from across the institution to complete the inventory between February 1-
May 1, 2022.
• Lead a series of reflective and evidence-based discussions with the stakeholder team to collaboratively complete the inventory.
• Return the completed tool to the AAMC by May 1, 2022.

Your institution’s responses to the inventory questions will be kept confidential. Confidential data are data that may not be released
outside of the AAMC with individual or institutional identification, except with permission from the participant. An authorized
representative of an AAMC member institution may grant AAMC permission to release confidential data that describe their
institution in aggregate.

The data you submit back to the AAMC will be de-identified and stored on a secure server to which only the project team has
access. Findings reported from these data will be reported in the aggregate as both a publication for members of the COD and an
AAMC report for the public.

Participating in this initiative will help your school improve organizational climate and culture by outlining specific strengths and
areas for improvement related to DEI, demonstrate a collective commitment to sustained action and accountability within the COD,
inform resources to be developed as part of Action Plan #3, and inform professional development opportunities and further
collective action for COD members.

If you have any questions about the DICE Inventory, please contact Valerie Dandar, Director of Medical School Operations, at
medicalschooloperations@aamc.org. Once your medical school has completed the inventory, we ask that you submit the completed
file back to the AAMC via email no later than May 1st to medicalschooloperations@aamc.org.

This project has been reviewed according to AAMC policies and procedures. By continuing, you acknowledge that you have read
and understood this data disclosure and agree to participate in this data collection.

© 2021 Association of American Medical Colleges

Diversity, Inclusion, Culture, and Equity (DICE) Inventory
This product is designed to help you assess policies, practices, procedures, and programs that impact institutional climate and
culture around diversity, equity, and inclusion. To use this product, please complete each of the survey sections below. Once you
have completed each section, please review the DICE Inventory Report tab for your responses. When you adjust your responses,
the report will automatically adjust. If you have questions, please contact Valerie Dandar at medicalschooloperations@aamc.org.

Table of Contents

Survey Sections (please complete) Results

Governance, Leadership, and Mission DICE Inventory Report
Institutional Planning and Policies
Communications and Engagement
Data and Assessment
Faculty and Staff
Students
Post-Completion Survey Learn more about the AAMC's
efforts to support diversity and
inclusion.

© 2021 Association of American Medical Colleges

 K
Item No. Survey Section: Governance, Leadership, and Mission Yes No N/A Supporting Evidence - Free Response E
Y

Governance and Leadership Structures

Has the institution/school undertaken efforts to diversify and create more inclusive board
1 (trustees, advisors, visitors, governors) (e.g., targeted recruitment of diverse
candidates)?
Does leadership report to the board at least annually on the institution's/school's
2
progress toward diversity, inclusion, and equity goals?
###
UC Office of the President developed the UC Advancing Faculty Diversity
UC Davis Health Office for Health Equity, Diversity and Inclusion
(HEDI) reports into Vice Chancellor of Human Health Sciences and
DEI Office on main campus (includes reporting from SOM). Annual
impact reports are produced in conjunction with DEI Office on main ###
campus and shared as public information.

Demographic data is collected when an employee is hired by the

Does the institution/school collect demographic data on campus leaders annually (i.e.,
instiution. ###
3 board members, president/chancellor, provosts, deans and vice presidents, and
department chairs)?
Inclusion, Diversity, Anti-Racism and Equity (I-DARE) initiative funding
Have senior leaders (i.e., presidents/chancellors, chief academic officers, deans) shown
4 commitment to diversity, inclusion, and equity through personal actions (e.g., new ###
initiatives, providing funding for diversity-related efforts)?

HEDI weekly newsletter; Principles of Community annual program kicked

Have senior leaders (i.e., presidents/chancellors, chief academic officers, deans) shown
5 commitment to diversity, inclusion, and equity through their internal and external ###
communications (e.g., public speeches, social media, other communications)?

HEDI facilitates Diversity & Inclusion Dialogues: https://health.ucdavis.ed

Have senior leaders (i.e., presidents/chancellors, chief academic officers, deans)
6 responded to diversity, inclusion, and equity crisis events in ways that enhance ###
community dialogue and trust?
FED; Dean's DEI Council; Dean's Gender Equity Advisory Council; Wom
Does the institution/school have standing committees composed of diverse institutional ###
7
stakeholders to advise senior leadership?

Affirmative Action and Diversity Committee. https://academicsenate.ucdav

Does the institution/school have a university senate or faculty senate committee on ###
8
diversity, inclusion, and equity?

Dean's Racial Equity Advisory Committee, SOM strategic plan

Does the institution/school incorporate students when making decisions related to workgroups, Gender Equity Advisory Committee, Racial Justice ###
9
diversity, inclusion, and equity issues? Report Card https://health.ucdavis.edu/diversity-inclusion/racial-
justice/racial-justice-report-card.html, SOM Office of Student and
Resident
HEDI Diversity (OSRD)
https://health.ucdavis.edu/diversity-inclusion/, OSRD
Does the institution/school have a dedicated office, staff, and resources to advance https://health.ucdavis.edu/diversity/, CRHD Center for Reducing ###
10
diversity, inclusion, and equity goals? Heath Desparities https://health.ucdavis.edu/crhd/

Associate Vice Chancellor for Health Equity, Diversity and Inclusion

Does the institution/school have a senior-level diversity, inclusion, and equity
Hendry Ton; Ellen Bonnell - Equity Advisory in the VPAA Office ###
11 administrator (e.g., associate/assistant provost or dean for diversity, chief diversity
officer)?
Dr. Hendry Ton https://health.ucdavis.edu/leadership/bios/ton_bio.html
Is the senior level diversity, inclusion, and equity administrator part of the president, ###
12
chancellor, or dean's executive committee/council/cabinet?

Mission, Vision, and Values

https://health.ucdavis.edu/medschool/strategic-plan/index.html
Is the value and benefit of diversity explicitly prioritized in the school's mission, vision, or ###
13
values statement?

https://health.ucdavis.edu/medschool/strategic-plan/PDFs/School-of-Medi
Are diversity, inclusion, and equity goals included in the institution/school's strategic ###
14
plans?

2021-2026 SOM strategic plan is being implemented and will be reviewed

Are strategic plan diversity, inclusion, and equity goals reviewed and reported on ###
15
annually?

https://health.ucdavis.edu/mdprogram-polices/admissions/achieving-workfor
Does the institution/school have an official definition of diversity that incorporates a
16 broad range of demographic groups and identities beyond race/ethnicity and gender ###
(e.g., disability, LGBTQ, gender identity)?
Item No. Survey Section: Institutional Planning and Policies Yes No N/A

Strategic Planning and Accountability

Does the institution's/school's strategic plan or diversity plan identify individuals who are
17
responsible and accountable for progress toward diversity, inclusion, and equity goals?

Are there mechanisms for reporting annually on progress toward diversity, inclusion, and
18
equity goals in the strategic plan?

Does the institution/school have performance incentives for schools or departments to

19
achieve diversity, inclusion, and equity goals?

Are schools, departments, or units with successful diversity, inclusion, and equity
20
initiatives rewarded or recognized by senior leadership?

Diversity, Inclusion, and Equity Policies

Does the institution/school have a formal system in place for managing discrimination,
21
bias, and harassment complaints?

Are the policies and procedures to report discrimination, bias, and harassment
22
complaints easily accessible to the campus community (e.g., via website, handbooks)?

Does the institution/school have a preventative program or awareness campaign aimed

23
at reducing discrimination, bias, and harassment on campus?

Do the institution's/school's policies provide equitable access to employee benefits (e.g.,

24
health insurance benefits, tuition remission, retirement benefits) to all employees?
 Within the last five years, has the institution/school conducted an assessment of salary
25
equity?

Does the institution/school have a flexible parental/family leave policy that provides
26
equal accommodation for all employees regardless of gender or sexual orientation?

Does the institution/school have an inclusive and equitable paid leave policy for medical
27
and other family caregiving responsibilities for all employees?

Is the institution/school broad definition of diversity, inclusion, and equity incorporated

28
into campus policies across the institution/school?

Does the institution's/school's procurement policy encourage diversity among vendors

29
and suppliers?

Are institutional/school records and information systems sufficiently flexible to

30
accommodate a student's self-identified gender identity?

Has the institution/school implemented additional methods/practices to support

31 individuals with disabilities (above and beyond what is required by local, state, and/or
federal law)?

Has the institution/school implemented additional methods/practices to support LGBTQ+

32
individuals (above and beyond what is required by local, state, and/or federal law)?
Item No. Survey Section: Communications and Engagement YES

Institutional History

Does the institution/school examine its institutional history for exclusionary practices and
33 periods (e.g., historical practices related to admissions, student services, hiring, unpaid
labor, or curriculum related to underrepresented communities)?

Within the past five years, has the institution/school assessed its communications,
34
branding, icons, and displays for diversity, inclusion, and equity?

Within the past five years, has the institution/school taken action to modify
35
communications, branding, icons, or displays that may be perceived as noninclusive?

Within the past five years, has the institution/school taken action to rectify historically
36
exclusionary practices and periods?

Has the institution/school incorporated visual displays on campus that highlight diversity,
37 inclusion, and equity related to its history and the local community context and history
(e.g., statues or icons, displaying artwork, naming buildings)?

Does the institution/school highlight the contributions of diverse individuals from the
38 organization's history or local community through ongoing events or activities (e.g.,
community grant-making, awards ceremonies)?

Diverse, Inclusive, and Equitable Communication

Does the institution/school communicate diversity, inclusion, and equity goals to all staff,
39
faculty, and students at least annually?

Does the institution/school communicate on an ongoing basis with students, faculty, and
40
staff about formal policies related to diversity, inclusion, and equity?

Local and National Diversity, Inclusion, and Equity Engagement

Has the institution/school developed a community engagement processes to identify

41
community priorities around research, service learning, volunteerism, and engagement?

Does the institution/school prioritize development of community partnerships and/or

42
community engagement initiatives in its current strategic plan?

Does the institution/school advocate for policies and/or legislation at a local, state, or
43
federal level related to its diversity, inclusion, and equity mission?

Are institutional leaders active within local, regional, and national forums to promote
44
equity, diversity, and inclusion?
Item No. Survey Section: Data and Assessment YES NO

Diversity, Inclusion, and Equity Data Collection and Reporting

Are demographic data on faculty, staff, student, and leadership easily accessible to
45
the campus community (e.g., via web-based portals, websites, reports)?

Does the institution/school provide demographic data to schools, departments, or

46
units to facilitate their diversity, inclusion, and equity action planning?

Have senior leaders used demographic data to promote change within the
47
institution/school?

Does the institution/school have an action plan for following up on the results of
48
demographic data collection?

Culture and Climate Data Collection and Reporting

Within the past three to five years, has the institution/school conducted a culture
49
and climate assessment (e.g., via surveys, focus groups or other methods)?

Are culture and climate assessment data easily accessible to the campus
50
community (e.g., via web-based portals, websites, reports)?

Does the institution/school provide disaggregated culture and climate data to

51 schools, departments, or units to facilitate their diversity, inclusion, and equity
action planning?

Within the past five years, have senior leaders used data from culture and climate
52
assessments to undertake specific actions to improve climate?

Are there mechanisms in place for future iterations of culture and climate
53
assessments?

Community Data Collection and Reporting

Within the past five years, has the institution/school collected data on local
54 community needs related to its mission such as improving workforce development
or health equity?

Did the institution/school include input from the local community in the development
55
of its most recent strategic plan or in current institutional planning?

Does the institution/school have a formal community advisory board that is engaged
56
in the development of new initiatives and projects affecting the community?
 K
Item No. Survey Section: Faculty and Staff YES NO N/A Supporting Evidence - Free Response E
Y

Diverse, Inclusive, and Equitable Faculty Recruitment

AP diversity plan for campus and each school.

Does the institution/school have a diversity recruitment plan (e.g., utilizing
57 data on national availability and characteristics of the applicant pool) in place ###
to increase recruitment of faculty from diverse backgrounds?

AP diversity plan
Does the institution/school require departments/units to assemble a diverse ###
58
pool of candidates for faculty positions?

Has the institution/school imbedded diversity, inclusion, and equity

training/participation within the faculty hiring committee (e.g., diversity
59 advocates or equity advisors serving on all hiring committees, all committee ###
members participating in unconscious bias and/or cultural awareness
training)? STEAD Faculty Search Committee Workshops: https://academicaffairs.ucdavis
DEI statement requireed in application materials
Does the institution/school have processes to specifically assess faculty
60 candidates' contributions to diversity, inclusion, and equity (e.g., requiring ###
candidates to submit a diversity statement)?
Main campus keeps track internally
Does the institution/school track faculty recruitment and hiring outcomes
61 (e.g., applications, interviews granted, employment offers, acceptances) by ###
demographic group?

Diverse, Inclusive, and Equitable Faculty Scholarship, Promotion, and Development

Do the institution's/school's tenure and promotion policies specifically reward

faculty scholarship and service on diversity, inclusion, and equity topics ###
62 Prospective and current faculty are asked to provide DEI statements with
(e.g., pedagogy, research, and/or clinical practice centered on community
engagement or outreach to underrepresented communities)?
Center For Diverse Healthcare Worforce: https://health.ucdavis.edu/workfo
Has the institution/school allocated resources to stimulate research on
63 diversity, inclusion, and equity (e.g., hosting symposiums, grants, ###
fellowships, research centers, faculty cluster programs)?

Has the institution/school established formal procedures for faculty to ###

64
successfully navigate the tenure and promotion process?
Workshops and resources are offered through Academic Affairs (Vice Pro

Does the institution/school track faculty promotion and advancement

65 outcomes (e.g., rank advancement, number of years in rank) by ###
demographic group?
Tracked in Academic Personnel History Information Database (APHID) an
Leave programs are available
Does the institution's/school's tenure and promotion policies offer ###
66
accommodation and flexibility with regard to tenure clock stoppages?

Sponsored in the SOM and on the main campus to foster research leadership,
Does the institution's/school's support leadership training and development
67 opportunities (e.g., travel grants, sponsored workshops) for faculty ###
interested in advancing to senior leadership roles?

Confirm with Susan: We do have affinity groups but we don’t fund them.
Does the institution/school sponsor faculty affinity groups related to diversity, ###
68
inclusion, and equity?

Sponsored in the SOM and on the main campus to foster research leadership
Does the institution/school provide professional development programs or
69 events for faculty from underrepresented backgrounds (e.g., networking, ###
mentoring, social opportunities)?

Diverse, Inclusive, and Equitable Staff Recruitment and Development

Staff recruitment is tracked through Central HR

Does the institution/school track its staff recruitment outcomes (e.g.,
70 applications, interviews granted, employment offers, acceptances) by ###
demographic group?

Does the institution/school have processes to specifically assess candidates' The interview process includes a question regarding DEI. The annual revie
71 contributions to diversity, inclusion, and equity (e.g., requiring candidates to ###
submit a diversity statement)?
Principles of Community, trainings on DEI specifically for staff; HEDI progr
Does the institution/school have a program or initiative for educating staff ###
72
about the value of diversity, inclusion, and equity?

The institution sponsors the following staff affinity groups: African Am

Does the institution/school sponsor staff affinity groups related to diversity, ###
73
inclusion, and equity?

We have an award in which DEI can be a basis for receiving

Does the institution/school have a staff service award to recognize ###
74
contributions to diversity, inclusion, and equity?

Yes, however, events are inclusive and open to everyone.

Does the institution/school provide professional development programs or
75 events for staff from underrepresented backgrounds (e.g., networking, ###
fellowships, mentorships, social opportunities)?
LMS training series for managers, supervisors, etc.
Does the institution/school provide professional development programs
76 specifically for staff seeking to advance to a more senior administrative ###
position?
 K
Item No. Survey Section: Students YES NO N/A Supporting Evidence - Free Response E
Y

Diversity, Inclusion, and Equity Valued Curricular and Cocurricular Experiences

SOM's curriculum was intentionally designed using a 3 pillar integration ap

Has the institution/school undertaken efforts to integrate diversity, inclusion, and ###
77
equity within the curriculum as a key learning outcome?

SOM's curriculum strategically places DEI and cultural competency through

Does the institution's/school's core curriculum require a course on diversity, ###
78
inclusion, or cultural competence?
Has the institution/school established spaces (e.g., cultural centers) for members of Medical students and residents/fellows are able to utilize the Office of St
79 ###
the campus community to gather with members of their own identity group?
Student interest groups that have assiciated goals related to underrepresen
Does the institution/school sponsor student organizations for diverse demographic ###
80
groups?
There are several efforts at different levels of the institution that encour
Does the institution/school regularly sponsor speakers or events (e.g., town halls, ###
81
listening groups) to encourage dialogue related to diversity, inclusion, and equity?

Diverse, Inclusive, and Equitable Student Development

SOM has a Policy on Achieving Workforce Diversity and Institutional Inclusi

Does the institution/school have admissions policies and practices for encouraging ###
82
a diverse class of students (e.g., holistic admissions policy)?

SOM utlizes an internally developed score that measures socio-economic di

Does the institution/school provide scholarships for students from diverse ###
83
backgrounds?

The institution has multiple pathway programs to bolster the health care
Does the institution/school have pipeline programs to increase college access ###
84
and/or access to health careers from diverse backgrounds?

Admissions data is tracked by year for all demographic groups and posted
Does the institution/school track its admissions outcomes (e.g., applications, ###
85
interviews granted, matriculation offers, enrollment) by demographic group?

The Summer Institute on Race and Health, a four-week clerkship for SOM sec
Does the institution/school have a program or initiative for educating students ###
86
about the value of diversity, inclusion, and equity?

SOM enlists multiple strategies to identify students who are or may be at

Does the institution/school have targeted programs and practices to identify and ###
87
support students who are academically at risk to increase retention and success

The Office of Student and Resident Diversity (OSRD) supports the Medical S
Does the institution/school provide social community-building programs to support ###
88
and retain students from diverse backgrounds (e.g., cultural events)?

The school provides financial assistance to support student retention inclu

Does the institution/school provide financial assistance programs to support ###
89
student retention (e.g., retention grants, emergency loans)?
Return to Table of Contents Diversity, Inclusion, Culture, and Equity (DICE) Inventory

Item No. Survey Section: Post-DICE Completion Survey

U1. Who helped to complete the DICE inventory? Please check all that apply.
Hospital or Health System CEO
✘

School of Medicine Dean

Deans of other health professions schools
Chief Diversity Officer (or equivalent decanal title)
Other leaders within the office of the Chief Diversity Officer
Administration and/or Finance leadership
Student Affairs leadership
Admissions leadership
Academic Affairs leadership
Faculty Affairs leadership
Human Resources leadership
✘ Communications leadership
Institutional Research and Evaluation leadership
Registrar
Department Chairs
Faculty members (without administrative titles)
✘ Staff members (without administrative titles)
✘ Other, please specify:

How did your institution identify and select individuals or groups that should be represented as part of the
U2.
implementation team?
 Approximately how many hours did it take for the implementation team to complete the DICE inventory,
U3.
including discussion and meeting time?

Did your implementation team find anything confusing or unclear about the following aspects of the DICE
U4. Inventory? Please check all that apply and describe what was confusing or unclear in the corresponding text
box.

DICE Inventory question content:

DICE Inventory report scoring:

Proposed team approach to implementation process:

Identifying inventory responses based on team discussions:

Finding evidence to support answers:

Language used within the DICE Inventory:

Other:

No, we did not find anything confusing or unclear

Did your implementation team identify any topic areas related to DEI that are not included in the DICE
U5.
inventory?

Yes, please specify:

No
Unsure
U6. Did your implementation team find the DICE Inventory User Guide helpful?

Yes (We used it and it was helpful)

No (We used it and it was not helpful)
N/A (We did not use it)

Did your implementation team find the DICE Inventory communications and support documents helpful (e.g.
U7.
communications template, PPT slides, guide to building your implementation team)?

Yes (We used them and they were helpful)

No (We used them and they were not helpful)
N/A (We did not use them)

Based on the results of your institution’s DICE Inventory, what next steps are being considered for action?
U8.
(check all that apply)

Create a task force or designate another group (e.g., DEI Council) to address DICE Inventory results
Follow up on desired areas for policy changes
Conduct a climate assessment with learners, faculty, or staff
Assess alignment of DICE Inventory findings with current institutional strategic plan
Use the DICE Inventory findings to build a DEI strategic plan
Use DICE findings to validate (substantiate) that we are meeting LCME accreditation standards that address DEI
elements
Other anticipated actions, please specify:

N/A, our implementation team has not yet discussed or decided upon next steps

What AAMC services and resources would be helpful to your institution as it continues to understand and
U9. build a climate that supports DEI? Please check all that apply and provide additional info in the
corresponding text box.

Climate surveys for faculty and staff:

Leadership development programming:

 Professional development programming:

Strategic planning resources:

Promising policies or practices that correspond with the topics in the DICE Inventory:

Consulting services:

Other services or resources:

As the AAMC analyzes the DICE Inventory responses, what aggregate benchmarking data from this effort
U10.
would be helpful for your institution?

Would your team be willing to share your experience completing the DICE Inventory and developing next
U11. steps for your institution with members of the AAMC community (e.g., via webinar, meeting sessions, AAMC
publications, etc.)?

Yes, feel free to contact us to discuss

No, not at this time

In order to assist the AAMC with future revisions of the DICE Inventory, please share any additional
U12.
comments or suggestions you might have regarding the tool.

Finished? View the DICE Inventory Report.

© 2021 Association of American Medical Colleges

Return to
Table of
Contents

DICE Inventory Report

This report displays summaries of the answers you provided broken out by each of six sub-content areas. For each sub-content area, the displays show the total number of
items answered “Yes,” “No,” or “N/A.”  In the “Percentage Yes” column, the percentage of questions answered “Yes” is presented. Questions to which you responded “N/A”
are not included in this calculation. The summary for the Overall DICE Inventory can be found at the bottom of the table.

To assist in interpretation, the report uses a red-yellow-green color-coding system. Next to each "Percentage Yes" score, there is a colored box called the "Response
Summary Flag." The flag can highlight areas of opportunity for you to explore at your institution.

The flag is green if you responded "Yes" to more than 80% of the items in that content area. This level indicates substantial diversity, inclusion, culture, and equity efforts. Response Summary Flag Comment [IN

The flag is yellow if you responded "Yes" from 60% to 80% of the items in that content area. This level indicates moderate diversity, inclusion, culture, and equity efforts. ###

The flag is red if you responded "Yes" to less than 60% of the items in that content area. This level indicates opportunities for improvement in your diversity, inclusion,
culture, and equity efforts. ###
Inventory ###
Responses ###
Total
Items in
Content Percentage
The Inventory Content Areas Area Yes No N/A Yes Response Summary Flag

Governance, Leadership, and Mission 16

This level indicates substantial Diversity,

Governance and Leadership Structures 11 0 1 100.0%
Inclusion, Culture, and Equity efforts.
OVERALL DICE INVENTORY
ResponseREPORT
Summary Flag Comment Ide
This level indicates substantial Diversity,
Mission, Vision, and Values 4 0 0 100.0%
Inclusion, Culture, and Equity efforts. Percent "Yes"

Institutional Planning and Policies 16 ###

This level indicates substantial Diversity,

Strategic Planning and Accountability 4 0 0 100.0%
Inclusion, Culture, and Equity efforts. INSERT PERCENT HERE
This level indicates substantial Diversity,
Diversity, Inclusion, and Equity Policies 12 0 0 100.0%
Inclusion, Culture, and Equity efforts. ###

Communications and Engagement 12 ###

This level indicates substantial Diversity,

Institutional History 6 0 0 100.0%
Inclusion, Culture, and Equity efforts.

This level indicates substantial Diversity,

Diverse, Inclusive, and Equitable Communication 2 0 0 100.0%
Inclusion, Culture, and Equity efforts. ###
Local and National Diversity, Inclusion, and Equity This level indicates substantial Diversity,
4 0 0 100.0%
Engagement Inclusion, Culture, and Equity efforts. ###
Data and Assessment 12 ###

Diversity, Inclusion, and Equity Data Collection and This level indicates substantial Diversity,
4 0 0 100.0%
Reporting Inclusion, Culture, and Equity efforts.

This level indicates substantial Diversity,

Culture and Climate Data Collection and Reporting 5 0 0 100.0%
Inclusion, Culture, and Equity efforts. ###
This level indicates substantial Diversity,
Community Data Collection and Reporting 3 0 0 100.0%
Inclusion, Culture, and Equity efforts. ###

Faculty and Staff 20 ###

This level indicates substantial Diversity,

Diverse, Inclusive, and Equitable Faculty Recruitment 5 0 0 100.0%
Inclusion, Culture, and Equity efforts.

Diverse, Inclusive, and Equitable Faculty Scholarship, This level indicates substantial Diversity,
6 1 1 85.7%
Promotion, and Development Inclusion, Culture, and Equity efforts. ###
Diverse, Inclusive, and Equitable Staff Recruitment This level indicates substantial Diversity,
7 0 0 100.0%
and Development Inclusion, Culture, and Equity efforts. ###

Students 13 ###

Diversity, Inclusion, and Equity Valued Curricular and This level indicates substantial Diversity,
5 0 0 100.0%
Cocurricular Experiences Inclusion, Culture, and Equity efforts.

This level indicates substantial Diversity,

Diverse, Inclusive, and Equitable Student Development 8 0 0 100.0%
Inclusion, Culture, and Equity efforts. ###
This level indicates substantial Diversity,
OVERALL DICE INVENTORY 86 1 2 98.9% Inclusion, Culture, and Equity efforts. ###
###
Note: Percentage Yes is calculated based on all items answered "Yes" or "No"; items answered "N/A" are not included in the denominator.