Virginia Commonwealth University Affirmative Action 'Work Around' Emails

From: Kevin Harris
To: Anita Navarro

Subject: FW: AAMC Announcements and Information - July 14, 2023
Date: Friday, July 14, 2023 12:31:00 PM
Attachments: image001.png
Anita.
For upcoming discussion, item 2 particularly.
Kevin
Kevin Harris, PhD, MSA

Senior Associate Dean for Diversity, Equity, and Inclusion
School of Medicine | Virginia Commonwealth University

Phone: 804-827-2087
kevin.harris2@vcuhealth.org
Pronouns: (he, him, his)
From: gdi@lists.aamc.org <gdi@lists.aamc.org>

Sent: Friday, July 14, 2023 8:00 AM
To: Kevin Harris <Kevin.Harris2@vcuhealth.org>; gdi@lists.aamc.org
Cc: Brooke Bergen <bbergen@aamc.org>
Subject: [gdi] AAMC Announcements and Information - July 14, 2023
Group on Diversity and Inclusion (GDI) Colleagues, please read these important announcements, learning opportunities, and resources. Share with your colleagues and networks. Thank you. New AAMC resources following SCOTUS decision on race-conscious
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Group on Diversity and Inclusion (GDI) Colleagues, please read these important
announcements, learning opportunities, and resources. Share with your colleagues and
networks. Thank you.
New AAMC resources following SCOTUS decision on race-conscious admissions

The AAMC is continuing to develop resources for its member institutions following the recent
decision by the Supreme Court of the United States (SCOTUS) in two cases seeking to end the
limited consideration of race or ethnicity in college admissions. A recording of a webinar
hosted by the AAMC on July 10 is now available. Additionally, a new set of frequently asked
questions was developed to support medical schools as they determine what the decision
means for medical education.
Read More
Sign on to support AAMC statement on SCOTUS decision

The AAMC welcomes its member medical schools, teaching hospitals and health systems, and
academic medical societies, as well as organizations focused on health, education, and
research, to affirm its statement following the SCOTUS ruling on race-conscious admissions. If
you wish to be added to the list of signatories, please contact press@aamc.org (include
“Statement Support” in the subject line).
Read More
New AAMC resources for community engagement and anti-racism faculty development
The AAMC has developed two new resource collections in its Virtual Communities. The first is
a collection describing the importance of community engagement to advance health equity
and improve population health. The second is a set of faculty resources to support anti-racist
curriculum design and teaching practices in medical education. A free log-in is required to
access the content.
Read More
Seeking participants for the AAMC/Vizient Patient Portal Messages Survey

The AAMC and Vizient are collaborating to better understand and describe variations across
organizations regarding patient-initiated portal communication. Through this survey, we hope
to understand the different ways that health systems are responding to asynchronous patient-
initiated portal communication and the usage of eVisits and its impact on the Quintuple Aim
(equity, quality, patient experience, care team experience, and cost). AAMC members are
invited to complete the linked survey, which is open until Aug. 18. Please forward to leaders at
your organization who make operational decisions about patient portal messages with a
request to complete this survey. Participants will receive deidentified summary results. Please
contact Danielle Carder at dcarder@aamc.org with questions.
Read More
Register now: AAMC webinar on emergency preparedness in the research enterprise at

academic medical centers
The AAMC will convene a webinar on Sept. 8 at 2 p.m. ET to discuss the importance of
emergency preparedness and integrating the research enterprise into an institution’s overall
emergency planning. Attendees will hear from three academic medical centers on how to plan
for and address major disruptions such as power outages and natural disasters. This webinar is
hosted by the Group on Research Advancement and Development (GRAND) and the Group on
Institutional Planning (GIP), and open to colleagues at all AAMC member institutions.
Questions about webinar registration can be directed to aamc@commpartners.com, and
general questions can be sent to gip@aamc.org or grand@aamc.org.
Register Now
AAMCNews: Rural Americans find little escape from climate change

Farm work, geography, and health care gaps leave those who live in rural areas vulnerable to
extreme weather. But research on the health impacts and effective prevention is thin.
Read More
Michelle Oliva, PMP (she, her, ella)

Director, Constituent Engagement
Group on Diversity and Inclusion
Group on Faculty Affairs
Association of American Medical Colleges
655 K Street, N.W., Suite 100
Washington, D.C. 20001
E moliva@aamc.org
www.aamc.org
Tomorrow's Doctors, Tomorrow's Cures®

From: Kevin Harris
To: Donna Jackson
Subject: FW: Diversity, Equity, and Inclusion Policy
Date: Monday, July 10, 2023 12:33:00 PM
Attachments: 3.3 Consultant Reviewed Response 07102023.docx
image001.png
Importance: High
Hi Donna. I believe you are in route back to VA, but just in case. Need clarification on 3.3 Narrative
numbers for admissions. Thanks! Kevin


Phone: 804-827-2087
From: Kacie Lord <Kacie.Lord@vcuhealth.org>

Sent: Monday, July 10, 2023 10:37 AM
To: Kevin Harris <Kevin.Harris2@vcuhealth.org>; Anita Navarro <Anita.Navarro@vcuhealth.org>
Cc: Luan Lawson <Luan.Lawson@vcuhealth.org>
Subject: RE: Diversity, Equity, and Inclusion Policy
Importance: High
Hello—me again
My apologies for the multiple emails, but would you also be able to look at the red highlighted areas in
the response for the narrative to this element? Lisa has noted a mismatch in some of the numbers and
we will need to confirm and revise these per her comment(s). Once updated, please return to my
attention as I will need a clean copy for DCI inclusion.
Many thanks!
From: Kacie Lord

To: Kevin Harris <Kevin.Harris2@vcuhealth.org>; Anita Navarro <Anita.Navarro@vcuhealth.org>
Cc: Luan Lawson <Luan.Lawson@vcuhealth.org>
Subject: Diversity, Equity, and Inclusion Policy
Importance: High
Good Morning!
Do either of you have a copy of the approved policy that does not include the DRAFT watermark? I’ve
exported the PDF to Word and tried to remove it, but to no avail. I need a clean copy to add into the DCI
for the LCME.
Many thanks!
3.3 Diversity Programs and Partnerships
A medical school has effective policies and practices in place, and engages in ongoing,
systematic, and focused recruitment and retention activities, to achieve mission-
appropriate diversity outcomes among its students, faculty, senior administrative staff, and
other relevant members of its academic community. These activities include the use of
programs and/or partnerships aimed at achieving diversity among qualified applicants for
medical school admission and the evaluation of program and partnership outcomes.
Supporting Data
Table 3.3-1 | Diversity Categories

Provide the specific diversity categories identified in medical school policies that guide recruitment
and retention activities for medical students, faculty, and senior administrative staff. Note that the
medical school may use different diversity categories for each of these groups. If different diversity
categories apply to any of these groups, provide each relevant definition. If the category requires a
definition (e.g., the specific definition of “rural” or “socioeconomically disadvantaged,” provide that
below.
Medical Students Faculty Senior Administrative Staff*
Hispanic/Latinx - persons who
are of Mexican, Puerto Rican,
Cuban, Central or South American,
Black or African-
or other Spanish culture or origin, Black or African-American:
American: (except
regardless of race. (except Hispanic): A person
Hispanic): A person having
having origins in any of the
origins in any of the black
African-American - persons black racial groups of Africa.
racial groups of Africa.
having origins in any of the black
racial groups of Africa. Hispanic/Latino: A person
Hispanic/Latino: A person
of Mexican, Puerto Rican,
of Mexican, Puerto Rican,
Cuban, Central or South
Cuban, Central or South
Socio-economic Disadvantage - American.
American.
persons who qualify under AAMC
AMCAS definition. Gender (Female) - Individuals
Gender (Female) -
who self-identify as female.
Individuals who self-identify
as female.
AMCAS Socioeconomic Status Source: Strategic Plan
Disadvantaged Indicator Matrix Dashboard (vcu.edu)
Source: Strategic Plan
(https://www.aamc.org/media/2
Dashboard (vcu.edu)
8076/download?attachment=&ch
eck_logged_in=1)
*See the Glossary of Terms for LCME Accreditation Standards and Elements at the end of this
DCI for the LCME definition of senior administrative staff.
Table 3.3-2 | Offers Made to Applicants to the Medical School
Provide the total number of offers of admission to the medical school made to individuals in the
school’s identified diversity categories for the indicated academic years. Add rows as needed for each
diversity category.
2021 Entering Class 2022 Entering Class
School-identified # of # of # of # of
Total Total
Diversity Category Declined Enrolled Declined Enrolled
Offers Offers
Offers Students Offers Students
Hispanic/Latinx 28 14 42 23 11 34
Black/African American 44 18 62 28 13 41
Socio-economic
55 37 92 35 26 61
Disadvantaged
Table 3.3-3 | Offers Made for Faculty Positions

Provide the total number of faculty positions available for the given academic year and the total
number of offers. Add rows as needed for each diversity category.
AY 2021-22 AY 2022-23
Total # of Faculty
195 176 (as of 5/1/23)
Positions Available
# of # of
School-identified # of Faculty Total # of Faculty Total
Declined Declined
Diversity Category Hired Offers Hired Offers
Offers Offers
Hispanic/Latino 0 3 3 1 4 5
Female 5 28 68 9 31 40
Table 3.3-4 | Offers Made for Senior Administrative Staff Positions

Provide the total number of senior administrative staff positions available for the given academic year
and the total number of offers. Add rows as needed for each diversity category.
AY 2021-22 AY 2022-23
Total # of Senior
18
Administrative Staff 22
Positions Available
# of # of
School-identified # of Staff Total # of Staff Total
Declined Declined
Diversity Category Hired Offers Hired Offers
Offers Offers
Hispanic/Latino 0 0 0 1 1 1
Female 0 4 4 0 0 0
Table 3.3-5 | Students, Faculty, and Senior Administrative Staff

Provide the requested information for the 2022-23 academic year on the number and percentage of
enrolled students, employed faculty, and senior administrative staff in each of the school-identified
diversity categories (as defined in Table 3.3-1 above). If the diversity categories differ among the groups,
include the category for each group in a separate row and provide the data in the corresponding row.
Senior
First year Employed/
School-identified All Students Administrative
Students Full-Time Faculty
Diversity Category Number (%) Staff
Number (%) Number (%)
Number (%)
Hispanic/LatinX 11 (6%) 42 (6%) 20 (1.58%) 0
Black/African American 15 (8%) 63 (8%) 49 (3.89%) 5 (8.47%)
Socio-economic
14% 124 (17%) N/A N/A
Disadvantaged
Female N/A N/A 507 (42.25%) 28 (47.45%)
Table 3.3-6 | Pipeline Programs and Partnerships

List each current program aimed at broadening the diversity of qualified medical school applicants.
Provide the average enrollment (by year or cohort), target participant group(s) (e.g., college, high school,
other students), and a description of any partners/partnerships, if applicable. Add rows as needed.
Program Year Initiated Target Participants Average Enrollment Partners
Residential / Immersion Program(s)
VCU Division of Student
Engagement and Impact,
Summer Academic VCU School of Dentistry,
2011 College/Post-Bac 55 (15-20 med track)
Enrichment Program VCU School of Pharmacy,
VCU CHP Dept of
Physical Therapy
VCU Division of Student
Engagement and Impact,
VCU School of Dentistry,
VCU Acceleration
2005 College (Freshman) 26 - 38 VCU School of Pharmacy,
Program
VCU School of Nursing,
VCU CHP Dept of
Physical Therapy
VCU Division for Student
Engagement and Impact;
Cosby High School
(Chesterfield Public
Health Sciences
2008 High School 75 - 110 Schools); Richmond
Academy
Community High School
and John Marshall High
School (Richmond
Public Schools)
Capital Area Health
Project ACE 1996 High school 10-15
Education Center
VCU G-Med students;
Medical Science
2020? High school 8 -10 select VCU Faculty (PIs)
Internship Program
(MSIP) – Research-
focused
Awareness / Limited Encounter Program(s)
Academic and Clinical VCU SOM Chapters of
2004 College 50-75
Skills Symposium LMSA and SNMA
VCUSOM Specialty Series VCUHS faculty and
2021 College/Post-Bac 45-60
(virtual) community physicians
“Ready for Med School”
2020 College/Post-Bac 20-35
Series (virtual)
HBCUs in Virginia,
Med School Info Maryland, North
Ongoing College/post-bac 10-35 (per school)
Sessions Carolina, & Washington,
D.C.
Student/Applicant
College/post-bac Approx. 300/year
Advising
Guaranteed / Preferred Applicant Program(s)
Hampton University
Preferred Applicant 2005/2006 College 2 new applicants/year Hampton University
Program
Narrative Response
a. Describe the programs related to the recruitment and retention of medical students from
school-defined diversity categories. In the description, include the following:
1. The funding sources that the medical school has available
2. The individual personnel dedicated to these activities and the time commitment of
each
3. The organizational locus of the individuals involved in these efforts (e.g., the
medical school dean’s office, an office of the sponsoring organization)
Background: VCU School of Medicine (SOM) Commitment to Diversity, Equity and

Inclusion:
The SOM commitment to advancing diversity, equity and inclusion is reflected in the VCU
School of Medicine Statement on Diversity, Equity and Inclusion (Appendix 3.3-1). The DEI
statement serves as the framework for the School’s strategic, operational and programmatic
efforts. The SOM Diversity, Equity and Inclusion Policy (Appendix 3.3-2) codifies the principals
outlined in the School of Medicine Diversity, Equity and Inclusion Statement.
In March 2021, the VCU SOM hired its inaugural Senior Associate Dean for Diversity, Equity
and Inclusion (SADDEI). The SADDEI leads the office of Diversity, Equity and Inclusion
(ODEI) reporting to the Dean, and working collaboratively with the dean’s senior leadership
team. The primary mission of the ODEI is to provide leadership and support toward advancing
the SOM strategic, operational, and fiscal priorities as it interfaces with diversity, equity, and
inclusion. An overarching function of the ODEI is to operationalize the VCU SOM Diversity,
Equity, and Inclusion Statement (DEI Statement).
The following responsibilities reflect the core expectations of the Office:

Leadership and Management
▪ Lead implementation, coordination, evaluation and, as necessary, revising the SOM
Diversity Strategic and Operational Plan as an integrative part of the SOM Strategic Plan.
▪ Establish timelines, accountability measures and benchmarks for implementation of the
SOM Strategic and Operational Diversity Plan.
▪ Develop strategies to ensure SOM diversity, equity, and inclusion efforts are integrated
with other key SOM offices, programs, and committees, including: recruitment and
retention of faculty, staff, and learners, professionalism, curriculum reform, research, and
development.
Culture and Climate

▪ Conduct periodic climate assessments with respect to diversity, inclusiveness, respect,
and cross-cultural understanding; develop strategies, activities and programs to address
areas of concern.
▪ Develop strategies to recognize and reward departments, centers and individual faculty
and staff for noteworthy diversity achievements (for example, recruitment activities,
successful mentoring programs, cross-cultural initiatives, education innovations, research
or service to diverse populations).
▪ Develop DEI-focused strategies and programs to enhance the student experience.
▪ Assist in implementing systems and programs to address student mistreatment to include
data collection processes, reporting, and programming to enhance the student experience.
Training and Education

▪ Host Diversity and Inclusion Lecture
▪ Provide faculty and staff professional development programming to increase DEI core
competencies
▪ Develop website information and other communication vehicles to highlight topics in the
DEI space such as health equity, race and racism in medicine, implicit bias, cultural
competence and humility, gender and sexuality, and intersectionality.
▪ Invite speakers on diversity, health equity, cultural competency and health disparities to
participate in the Dean’s Distinguished Seminar series, grand rounds and other visiting
professor programs.
▪ Assist curriculum leaders in diversifying experiential rotations in underserved
communities for medical students.
DEI Assessment and Impact Evaluation

▪ Monitor progress toward achieving the SOM strategic plan goals from the perspective of
fostering diversity, equity, and inclusion as drivers of excellence and innovation.
▪ Conduct department-level reviews to address individual and systemic bias in policies,
practices, and programs to enhance the SOM experience for employees and learners.
▪ Provide regular reports on the DEI progress-to-goals to the SOM Senior Leadership,
SOM community, university and external community.
In addition, the SADDEI position serves as the SOM’s Group on Diversity and Inclusion (GDI)
representative.
In October 2021, the SOM established the School of Medicine Inclusion Council (Council) to
create and sustain a forum for school-level dialogue on issues directly related to diversity, equity,
and inclusion. The Council provides an overarching coordinating structure for maintaining
ongoing synergy among diversity, equity, and inclusion initiatives. The Council is charged to:
• Identify and build on strengths of the School of Medicine committed to and affirming an
inclusive community as articulated in the VCU School of Medicine Statement on
Diversity, Equity, and Inclusion.
• Generate and pursue ideas in greater depth, including opportunities to increase
representation of diverse populations throughout the SOM, maintain a welcoming and
affirming work and learning environment, and sustain engagement of alumni and
community stakeholders.
• Sustain focused, synergistic, and intentional actions that advance DEI priorities as other
priorities or crisis emerge
• Offer recommendations to the Dean’s Senior Leadership that provide a pathway to
inclusive excellence.
The Council will be accountable to the Dean’s Senior Leadership and will report to the Senior
Associate Dean for Diversity, Equity, and Inclusion. The purpose and principles governing the
council were codified in the VCU School of Medicine Inclusion Council Policy (Appendix 3.3-
3).
Medical Students:
The Office of Student Outreach Programs (OSOP), a division of the Office of Admissions, is
responsible for the medical student pathway, recruitment and retention programs. The OSOP
works in close partnership with the School of Medicine Office of Diversity, Equity, and
Inclusion and the Division for Student Engagement and Impact in the Office of the Senior
Vice President for Health Sciences with respect to program planning and implementation.
Recruitment
Project ACEe (Academic, Clinical and Educational experiences)

The program is an academic enrichment experience designed to expose students from the
Richmond Metropolitan area to the health professions specifically medicine and to provide
them with academic survival skills. The goal of Project ACE is to increase the number of
minority and/or disadvantaged health care practitioners who will practice in the state of
Virginia.
▪ Diversity categories target for program: Hispanic/Latinx, African American/Black,

low socio-economic status
▪ Responsible individual: Donna Jackson, Director, Office of Student Outreach
Programs (FTE – Program effort included in employee scope of work)
▪ Funding source: Funding for this program is built into the overall Admissions budget
– Outreach Initiative line item
▪ Organizational Locus: Office of Student Outreach
Medical Student Internship Program (MSIP)
The Medical Scientist Internship Program (MSIP) is a 6-week summer program designed to
expose high school students to the healthcare and the research component of medicine.
Interns are challenged through clinical shadowing opportunities, lectures from medical
professionals, and researching with a laboratory mentor. MSIP encourages applications from
female, disadvantaged and/or underrepresented minority students. [www.msip.vcu.edu]

Academic and Clinical Skills Symposium (ACSS)

The symposium is designed to give students interested in health careers beneficial
information, in order that they may become competitive professional school applicants. It
will also provide additional insight to the clinical side of health careers by exposing them to
basic clinical skills through hands-on demonstrations

Hampton University Preferred Applicant Program

The Preferred Applicant Program is an alternative for students already enrolled at select
undergraduate colleges and universities, including Hampton University. Students apply at the
end of their sophomore year. If accepted and all requirements are met, those students are
guaranteed admission into the VCU School of Medicine.
▪ Diversity categories target for program: African American/Black,

▪ Responsible individual: Michelle Whitehurst-Cook, Sr. Assoc. Dean for Admissions
(FTE – Program effort included in employee scope of work)
▪ Funding source: No funding required
▪ Organizational Locus: Office of Admissions
Summer Academic Enrichment Program (SAEP)

The Summer Academic Enrichment Program is an intensive, six-week inter-professional
academic enrichment program designed to enhance the academic preparation of junior and
senior undergraduate students, as well as post-baccalaureate students, who are actively
pursuing enrollment in a health professions school. This is a collaborative endeavor with the
Division of Student Engagement and Impact, VCU School of Dentistry, VCU School of
Pharmacy Department of Physical Therapy, in the VCU College of Health Professions.
▪ Diversity categories target for program: Hispanic/Latinx, African-American/Black,

▪ Funding source: Primary funding for this program is split between the Division of
Student Engagement and Impact (VCUHS Campus VP’s Office) which includes
funding for 10 participants to the program’s medicine track. Funding for medicine
track specific activities and additional medicine track participants is built into the
School of Medicine Admissions budget – SAEP line item
Annual LMSA/SNMA Weekend

The program gives accepted students, who are underrepresented in medicine, an opportunity
to interact with faculty, administrators, staff and students, to gain more information about the
school environment and the city of Richmond. Program run jointly with VCU Chapters of the
LMSA and SNMA.
▪ Diversity categories target for program: Hispanic/Latinx, African-American/Black

▪ Funding source: Funding for this program is built into the School of Medicine
Admissions budget – Outreach Initiatives line item
Retention
The Office of Student Outreach seeks to support positive outcomes for all students. To that
end, we collaborate with the Office of Medical Education, including Curriculum and Student
Affairs, in facilitating retention programs for the benefit of all students, including those from
historically underrepresented groups and those from low socio-economic backgrounds.
SOM Pre-matriculation Program

The pre-matriculation program for incoming medical students to acclimate them to our medical
school environment and our external community. This 4-week program includes simulated
medical school coursework, skill building workshops and seminars covering various topics
including cultural competence, and personal health and wellness.
▪ Diversity categories target for program: All students

▪ Funding source: Funding for this program is built into the School of Medicine
Admissions budget – Pre-matriculation Program line item
Peer Assisted Learning Sessions (PALs)
The PALs program is a peer tutoring program designed to help medical students in need of
extra help or simply want an edge when studying for courses, clerkships, or board exams.

▪ Responsible individual: Lelia Brinegar, Asst. Dean of Medical Education (FTE –
Program effort included in employee scope of work)
▪ Funding source: Funding for this program is built into the budget for the Office of
Medical Education
▪ Organizational Locus: Office of Medical Education
Student National Medical Association (SNMA)

The stated mission of the SNMA is a commitment “to supporting current and future
underrepresented minority medical students, addressing the needs of underserved
communities, and increasing the number of clinically excellent, culturally competent and
socially conscious physicians” and are “dedicated both to ensuring that medical education
and services are culturally sensitive to the needs of diverse populations and to increasing the
number of African-American, Latino, and other students of color entering and completing
medical school” [smna.org] As a result, the VCU SNMA Chapter regularly collaborates with
the Office of Student Outreach Programs and its partners, in addition to its own programming
(lunch lectures, community service, Black History Month activities help sessions, etc.), as a
recognized student organization, to assist current student success in medical school. The
director of student outreach programs is the advisor for this organization.

Programs and SNMA President. (FTE: Director, Office of Student Outreach effort
included in employee scope of work. LMSA President is a current medical school
student. FTE is not applicable as this is a volunteer student organization)
Medical Education; Student Affairs
▪ Organizational Locus: Office of Medical Education; Student Affairs
Latino Student Medical Association (LMSA)

This organization started by Hispanic/Latino medical students in recognition of “the need for
mutual support to increase their representation and success within medical school.” The VCU
Chapter of LMSA collaborates with the Office of Student Outreach Programs and its partners,
in addition to its own programming (lunch lectures, community service, Hispanic Heritage
Month activities, Charlas, etc.), as a recognized student organization, to assist current student
success in medical school.

Programs and LMSA President. (FTE: Director, Office of Student Outreach effort
included in employee scope of work. LMSA President is a current medical school
student. FTE is not applicable as this is a volunteer student organization)
Medical Education; Student Affairs
▪ Organizational Locus: Office of Medical Education; Student Affairs
b. Describe the programs related to the recruitment and retention of faculty and of senior
administrative staff from school-defined diversity categories. In the description, include the
following:

2. The individual personnel dedicated to these activities and the time commitment of
each
3. The organizational locus of the individuals involved in these efforts (e.g., the
medical school dean’s office, an office of the sponsoring organization)
Faculty Recruitment, Hiring and Retention
The VCU SOM utilizes the VCU Faculty Search Guidelines (Appendix 3.3-x) to guide searches
and hiring. This policy states:
VCU is an affirmative action and equal opportunity employer. Under the Federal and
State Equal Employment Opportunity laws and VCU policy, it is prohibited to
discriminate against an applicant or employee based on race, color, religion, national or
ethnic origin, age, sex (including pregnancy), political affiliation, veteran status, family
medical and genetic information, sexual orientation, gender identity, gender expression,
or disability. Although these guidelines apply to the recruitment of all faculty eligible for
full Commonwealth of Virginia benefits, principles of equal employment opportunity
apply to all employees, regardless of employment status. All employment decisions at
VCU are based on job requirements and whether candidates have the skills necessary to
perform the work. This applies to all employment actions, including but not limited to
recruitment, selection, hiring, promotion and compensation. Anyone who is involved in
the recruitment or selection process must understand the role of affirmative action and its
integration in the process.
VCU SOM also use the resources provided by VCU in the Diversity and Inclusion Toolkit
(Appendix 3.3-). This includes best practices for recruiting a diverse faculty. Our search
committee members complete a Search Committee Training before serving. As of March, 2023
we are utilizing the university Confidentiality and Code of Ethics Agreement for search members
(Appendix 3.3-).
Recruitment Inclusive Champions (RIC)

• Targeted diversity categories: Black or African American, Hispanic/Latino, Women
• Description: Since 2014, VCU has had a Recruitment Inclusive Champion program
which helps strengthen faculty and staff recruitment efforts by building cohorts of
knowledgeable champions with in units. These RICs participate in a comprehensive
training program and on-going discussions. The role of the RICs over the past year has
expanded. They serve as consultants, resources, and advisors to search committees and
help to support the search process to help ensure a robust, diverse set of qualified
candidates. The SOM is in the process of increasing our pool of RICs.
• The funding sources that the medical school has available: Provost office provides the
training and support of the RICs.
• The individual personnel dedicated to these activities and the time commitment.
Currently 17 personnel are trained and an additional 22 are currently completing their
training in 2023. Time commitment is approximately 6 hours of initial training followed
by 1-5 hours per month.
• The organizational locus of the individuals involved in these efforts: The Office of
Faculty Affairs serves as the coordinating office for the SOM. The individual RIC’s are
located within the dean’s office as well as departments.
Strategic Recruitment Plan Form

• Targeted diversity categories: Black and African American, Hispanic/Latino, Women
• Description: Since 2023, the SOM is utilizing the university’s new Strategic Recruitment
Plan Part 1(Appendix 3.3-8) for faculty hiring. Before a position can be approved for
searching, an SRP form is completed and submitted. This form is to provide additional
support and accountability to recruitment. It covers the search committee composition,
advertisement, requirement for a diversity statement, recruitment strategies, and
anticipated composition of the applicant pool. We provide access to the AAMC gender
and race/ethnicity data to help determine potential pools for clinical and basic Health
science hires. Departments are also encouraged to utilize information from their
specialties to help inform potential pool demographics.
• The funding sources that the medical school has available: No additional cost
• The individual personnel dedicated to these activities and the time commitment: OFA
Executive Director of Personnel, chairs of search committees, RICs
• The organizational locus of the individuals involved in these efforts: The Office of
Faculty Affairs serves as the coordinating office for the SOM. The individual RIC’s are
located within the dean’s office as well as departments.
Advance-VCU
• Targeted diversity categories: Women
• Description: VCU SOM has participated in the National Science Foundation grant since
2018 designed to transform the recruitment and advancement of women faculty in STEM
at VCU. This initiative is led by the VCU Principal Investigator and executive director
Susan Kornstein, MD a professor in the SOM department of Psychiatry and executive
director of the VCU Institute for Women’s Health. This initiative involves over 100
faculty and staff across the institution. VCU SOM faculty have participated in the
leadership, and in each of the initiatives: Immunity to Change Facilitators, Recruitment
and Retention Initiatives, Promotion and Tenure, Career-Life Integration, Department
Chairs as Agents of Change, and Professional Development of Women Faculty.
• The funding sources that the medical school has available: Current NSF grant, SOM
funding of involved administrative and faculty development faculty involved. University
is committed to ongoing support of Advance initiatives following the end of the grant.
• The individual personnel dedicated to these activities and the time commitment: Senior
Associate Dean Office of Faculty Affairs, Associate Dean for Faculty Development, Dr.
Susan Kornstein, Dr. Sarah Spiegel (Chair Biochemistry), Dr. Vanessa Sheppard (former
Chair of Health Behavior Policy, Current Associate Vice President for Population and
Public Health Strategic Initiatives.
• The organizational locus of the individuals involved in these efforts: University Provost
Office university wide. Office of Faculty Affairs for SOM.
Promotion and Tenure

• Targeted diversity categories: Black and African American, Hispanic/Latino, Women
• Description: The Office of Faculty Affairs offers workshops, resources, and one on one
consultation for faculty. These cover both the process and procedures for Promotion and
Tenure and provide individual review of career goals, CV and recommendations for
achieving promotion and or tenure. The OFA also leads the process for tenure review
extension, and track transfer. The OFA also provides training for SOM Promotion and
Tenure committees. The OFA also tracks those going for promotion and tenure as well as
the success rates.
• The funding sources that the medical school has available: Salary support for Senior
Associate Dean and Associate Dean for Faculty Development and administrative support.
• The individual personnel dedicated to these activities and the time commitment: Senior
Associate Dean, Associate Dean for Faculty Development, administrative support.
• The organizational locus of the individuals involved in these efforts: Office of Faculty
Affairs
Women in Science Dentistry and Medicine (WISDM)

• Targeted diversity categories: Black and African- American, Hispanic/Latino, Women
• Description: The VCU Women in Medicine and Science program consists of four
components. The Women in Science Dentistry and Medicine Faculty Organization
(WISDM) was established in 1992 and provides professional development, advancement
opportunities for women leaders by promoting networking, fostering mentorship and
stimulating research collaborations and working cooperatively to change organizational
culture and break down stereotypes. The Women in Medicine Student Organization is
actively involved with the faculty organization and with faculty sponsorship runs a full
calendar of its own activities. Women in Science (WIS) created in 2006 serves graduate
students and other trainees involved in science research.
• The funding sources that the medical school has available: The OFA has support of
WISDM as a line item in their budget. The organization operates with support from the
School of Medicine, School of Dentistry and the Veterans Admiration Hospital. The OFA
provides logistical and administrative support as well as sponsorship from the Senior
Associate Dean for Faculty Affairs.
• The individual personnel dedicated to these activities and the time commitment: Faculty
across the SOM and SOD serve as elected officers in the organization. The OFA Faculty
Affairs and Development Coordinator provides logistic and administrative support.
• The organizational locus of the individuals involved in these efforts: Office of Faculty
Affairs
c. Describe the following for areas of support related to the administration and delivery of
programs aimed at developing a diverse pool of medical school applicants, both locally and
nationally. See the Glossary of Terms for LCME Accreditation Standards and Elements at the
end of this DCI for the LCME definition of “programs aimed at developing a diverse pool of
medical school applicants.”

Education and General funds are assigned though Office of the Dean to
Admissions (line items – Outreach Programs, SAEP, and Pre-matriculation
Program). These funds are allocated to the university each year by the
Commonwealth of Virginia (state funding)
2. The individuals dedicated to support these activities and the time commitment of
each
Personnel in the Office of Student Outreach (1-director, 1-outreach coordinator)
are dedicated to these activities. Current students are enlisted to assist, as
volunteers, for programs/activities, as needed. For the staff of the Office of
Student Outreach, preparation and implementation of these programs/activities
reflect approximately 90% of their full-time employee responsibilities.
3. The organizational locus of the individuals involved in these efforts

The Office of Student Outreach is a division within the School of Medicine’s
Admissions Office. SOM Office of Admissions fall under the Dean’s Office.
d. Describe how the medical school monitors and evaluates the effectiveness of its programs
aimed at developing a diverse pool of medical school applicants. Provide evidence of
program effectiveness, such as the number of participants and data on program outcomes.
The School of Medicine administers its core pathway programs in partnership with the
Division for Student Engagement and Impact (DEIS) comprehensive Diversity
P.A.T.H.S. model, which is situated in the Office of the Senior Vice President for Health
Sciences (OSVPHS). The DSEI is VCU’s central office for the development and
implementation of Diversity P.A.T.H.S. Core programs that are administered by DSEI on
behalf of VCU health sciences schools include: The VCU Health Sciences Academy
(HSA), VCU Acceleration Program (VCUA), Allied Health Career Exploration (AHCE),
and Summer Academic Enrichment Program (SAEP).
The DSEI employs a multi-level evaluation structure to ensure continuous monitoring of

program results and effectiveness. Diversity P.A.T.H.S. programs are evaluated
individually to ensure that relevant outputs are being achieved and initial outcomes met.
Participant tracking is centralized through DSEI with respective health sciences schools
providing support. The purpose of participant tracking is primarily to understand the
longitudinal impact of the programs both individually and as a comprehensive pipeline.
Currently DSEI utilizes two systems for data collection and tracking of students:
▪ Online Application and Data Management: This is a comprehensive, centralized, online

application database system that is used by all of the Diversity P.A.T.H.S. high school
and postsecondary programs. Its centralized nature allows program managers to track
students’ progression, to maintain current contact information for students, and to direct
students to offerings that may be a better match based on age level and academic and
career interests.
▪ Diversity P.A.T.H.S. Tracking Process: The DSEI track participants who have completed
either high school or college level Diversity P.A.T.H.S. programs and have enrolled in a
VCU health sciences program or an external postsecondary education program. Statistics
are based on data from the previous fall retrieved from the VCU Office of Institutional
Research and Decision Support and reports from the National Student Clearinghouse.
Continuous Quality Monitoring: Diversity P.A.T.H.S. data that's shared in annual reports
includes the following metrics:
● Enrollment in pre-health concentrations and prospective majors at VCU (i.e., pre-health:

Nursing, Clinical Radiation Sciences, Medical Lab Sciences, Dental Hygiene;
prospective majors: HPEX, Biology, Psychology, Chemistry, Science, Biomedical
Engineering, Forensic Science, Social Work, etc.)
● Enrollment in graduate and health professions programs at VCU
● Enrollment in graduate and health professions programs at non-VCU institutions
● Health sciences and health professions degrees earned at VCU
● Health sciences and health professions degrees earned at non-VCU institutions
Participant-level (formative) measures are also gathered for core programs and are not reported .
Those specific measures include:
Health Sciences Academy (HSA), 11-12th grades:

▪ Pre- and post-program assessments to measure the impact of the program on career
decision-making self-efficacy, through use of the Career Decision Making Self-Efficacy-
Short Form (CDMSE). This tool allows managers to understand if career information
content was successfully transmitted and if students feel more comfortable and confident
in making career decisions after the program.
▪ Post-program satisfaction survey: Students provide feedback after completing the course
that enables DSEI to understand the perceived effectiveness in delivering information on
careers, information on academic pathways, and effectiveness of the mentors on their
educational journeys in the course. Additionally, informal feedback sessions, through
focus groups, are used to obtain student perceptions on challenges associated with the
course, motivation to complete course assignments, and usefulness of course topics.
▪ Ongoing tracking: Students are tracked to their undergraduate institutions to measure
matriculation to college, matriculation to VCU, and matriculation to VCU health
professions programs.
VCU Acceleration, undergraduate level:

▪ Pre- and post- program assessments include qualitative feedback on confidence for
college level math and science courses, and for vocational identity. Data is collected at
the start of the program to place students into learning communities that are designed
with a flexible structure.
▪ Post-program survey for the summer pre-matriculation program measures student
satisfaction, their confidence levels in transitioning both academically and socially to the
undergraduate environment, and the likelihood of their continuing to pursuing a health
profession career.
▪ Ongoing tracking: Students are tracked to: a) determine if they are retained at the
university after each year, and b) if they remain in satisfactory academic standing.
Summer Academic Enrichment Program (SAEP), undergraduate level:

▪ Pre- and post-program assessments include academic performance in three graduate level
science preparatory courses, they do receive a readiness assessment provided by the
entire SAEP committee [steering faculty and core team members] regarding their success
for admission at their anticipated time of application.
▪ along with any suggestions for how they might strengthen themselves as applicants..
▪ Post-program survey after program completion to determine student satisfaction with
individual program components, their likelihood to continue pursuing entry to health
professions programs, and if they would recommend SAEP and if SAEP helped them
prepare for health profession school.
▪ Ongoing tracking: After program completion, students are tracked to learn if they have
applied to health sciences programs and if they matriculate to these programs.
Diversity P.A.T.H.S. cannot verify demographic numbers due to limitations in our registration
process. Students may or may not self-disclose their identities when registering online for
pathway programs. Therefore, we have no other methods for triangulating any racial/ethnic,
socio-economic, or first-generation information about students because their participation is not
linked to actual enrollment or admissions. In other words, DSEI have to rely solely on vcu health
profession schools to report back when former SAEP participants have actually matriculated into
their health professions programs.
Residential / Immersion Program Outcomes

Specific outcomes below are for Project ACEe and SAEP:
Project ACEe (Academic, Career and Educational Experiences)

The Office of Student Outreach provides an exploratory program for high school students (10th-
12th grades) from the Richmond Public School System, surrounding county school systems and
area private schools. The program provides sessions that will assist student in the high
school/college transition, as well as, those which explore aspects of a medical education.
Participants meet weekly for approx. 10- weeks in the spring semester. It began with a seed
grant from the National Association of Medical Minority Educators. It is currently fully funded
by the School of Medicine, with an annual budget of $1500.
Projects ACEe 2020 2021 2022

Total number of students that
participated 8 11 8
Black/African American 4 4 5
Hispanic/Latino 0 1 2
LSE 5 5 3
Note: Additional detailed outcomes data are reported annually via DSEI. Related program
presentations and publications also provide summative outcomes.
Summer Academic Enrichment Program (SAEP)

This program is our flagship collaborative with the Schools of Dentistry and Pharmacy and the
Department of Physical Therapy in the VCU College of Health Professions. It is a 6-week
experience providing course-work, learning skills and community service experience for
underrepresented students interested in one of the four “tracks”. The School of Medicine accepts
15-20 students for its track. Initiated in 2012, SAEP is jointly funded between the Division of
Student Engagement and Impact and the collaboration schools and department. For the SOM,
the first 10 students are funded by the Division of Student Engagement and Impact with the
remaining students (5-10) funded by the SOM. Current SOM budget for this program is
$22,000.
SAEP 2020 2021 2022

Total number of students that
participated 17 16 17
Black/African American 11 7 13
Hispanic/Latino 0 5 0
LSE 6 11 7
Note: Programming for SAEP and VCUA were conducted virtually 2020 and 2021.
Supporting Documentation
1. Formal medical school policies addressing activities to support student, faculty, and senior
administrative staff diversity.
Appendix 3.3-1 VCU School of Medicine Statement on Diversity, Equity, and Inclusion
Appendix 3.3-2 School of Medicine Diversity, Equity and Inclusion Policy
Appendix 3.3-3 School of Medicine Inclusion Council Policy
Appendix 3.3-4 Faculty Search Guidelines
Appendix 3.3-5 Diversity and Inclusion Tool Kit
Appendix 3.3-6 Confidentiality and Code of Ethics Agreement
Appendix 3.3-7 Strategic Recruitment Plan Form 2023
Appendix 3.3-8 Strategic Recruitment Plan
From: Kevin Harris
To: Ashli Phillips
Subject: Fw: Register now! AAMC webinar on the SCOTUS Decisions on Race-conscious Admissions
Date: Friday, July 7, 2023 1:55:27 PM
Please share w DEI leaders, thx


Phone: 804-827-2087
From: Anita Navarro <Anita.Navarro@vcuhealth.org>

Sent: Wednesday, July 5, 2023 3:22 PM
To: Betsy Ripley <elizabeth.ripley@vcuhealth.org>; Brian Aboff <Brian.Aboff@vcuhealth.org>; Cathy
Wood <Catherine.Wood@vcuhealth.org>; Heather Masters <heather.masters@vcuhealth.org>;
Kevin Harris <Kevin.Harris2@vcuhealth.org>; Luan Lawson <Luan.Lawson@vcuhealth.org>; Michael
Donnenberg <Michael.Donnenberg@vcuhealth.org>; MICHELLE Whitehurst Cook
<michelle.whitehurst-cook@vcuhealth.org>; Niles Eggleston <Niles.Eggleston@vcuhealth.org>;
Ralph Clark III <ron.clark@vcuhealth.org>; Robert Winn <Robert.Winn@vcuhealth.org>; Arturo
Saavedra <Arturo.Saavedra@vcuhealth.org>; Donna Jackson <donna.jackson@vcuhealth.org>
Subject: FW: Register now! AAMC webinar on the SCOTUS Decisions on Race-conscious Admissions
Hi, all. Donna, thanks for sending this notice about the webinar. Sending along per our
discussion in the DSLT meeting today.
Thanks!
Anita
Anita M. Navarro, Ed.D.

Chief of Staff
VCU School of Medicine
PO Box 980565
Richmond VA 23298-0565
804-828-7521
Pronouns: she/her/hers
From: gsalist@lists.aamc.org <gsalist@lists.aamc.org>

Sent: Friday, June 30, 2023 2:06 PM
To: Donna Jackson <donna.jackson@vcuhealth.org>
Cc: Amy Addams <aaddams@aamc.org>; Holistic Review <holisticreview@aamc.org>
Subject: [gsalist] Register now! AAMC webinar on the SCOTUS Decisions on Race-conscious
Admissions
The AAMC is holding a webinar, “The recent SCOTUS Decisions on Race-conscious Admissions and Implications for Academic Medicine,” on Monday, July 10 from 2: 00-3: 00 pm ET. Register for the webinar Description The Supreme Court released

The AAMC is holding a webinar, “The recent SCOTUS Decisions on

Race-conscious Admissions and Implications for Academic

Medicine,” on Monday, July 10 from 2:00-3:00 pm ET.
Register for the webinar
Description
The Supreme Court released its decisions on the Students for Fair Admission v.
Harvard and Students for Fair Admission v. University of North Carolina (UNC) on
June 29. In this webinar on July 10, Frank Trinity, JD and Heather Alarcon, JD, the
AAMC’s legal counsel, will discuss these decisions and potential implications for
improving the diversity in medical and other health professions schools and the health
care and medical research workforce.
This webinar is intended for the broad academic medicine community. The webinar
will be recorded and is a part of a series of webinars and resources that the AAMC
will provide its member institutions and other organizations following the Supreme
Court decisions.
Please contact holisticreview@aamc.org if you have any questions.
Details
Date: Monday, July 10
Time: 2:00-3:00pm ET
You are currently subscribed to the GSA Listserv.

To unsubscribe send a blank message to unsubscribe-gsalist@lists.aamc.org.
To respond to the sender only, simply click "reply" and respond to the sender.
To send a message to the entire list, send your message to gsalist@lists.aamc.org.
From: Kevin Harris
To: Kacie Lord
Cc: Ashli Phillips
Subject: Fw: VCU Strategic Recruitment Plan Requirements
Date: Friday, June 30, 2023 3:27:05 PM
Attachments: Instructions for Search Committee Training.docx
Confidentiality_and_Code_of_Ethics_Agreement.docx.pdf
Strategic Recruitment Plan - implemention steps for HRPs & RICs (with links)(1).docx
Strategic Recruitment Plan Part I - blank.pdf
Strategic Recruitment Plan Part I - Examplar.pdf
Analytics_CompensationbyGenderandRaceEthnicity_Basic_Science.xlsx
Analytics_CompensationbyGenderandRaceEthnicity_Clinical_Science.xlsx
Importance: High


Phone: 804-827-2087
From: Katherine Mulloy <katherine.mulloy@vcuhealth.org>

Sent: Tuesday, January 24, 2023 1:01 PM
To: Andrea Buonomo <Andrea.Buonomo@vcuhealth.org>; Christy Mack
<Christine.L.Mack@vcuhealth.org>; Michael Vasell <michael.vasell@vcuhealth.org>; Robert Young
<Robert.Young@vcuhealth.org>; Chris Liekweg <Christopher.Liekweg@vcuhealth.org>; Kim Pinch
<Kimberly.Pinch@vcuhealth.org>; Daniel Douthit <Daniel.Douthit@vcuhealth.org>; John Forbes
<John.Forbes@vcuhealth.org>; Megan Quinn <megan.quinn@vcuhealth.org>; Kevin O'Keefe
<kevin.okeefe@vcuhealth.org>; Joe Derrico <Joseph.Derrico@vcuhealth.org>; Gary Southard
<Gary.Southard@vcuhealth.org>; Anne Chan <Anne.Chan@vcuhealth.org>; Suzanne Balduzzi-
Williams <suzanne.balduzzi-williams@vcuhealth.org>; Sherry Elliott <sherry.elliott@vcuhealth.org>;
Katie Golob <Caitilin.Golob@vcuhealth.org>; Jodi Humpage <jodi.humpage@vcuhealth.org>;
Caroline Boyd <caroline.boyd@vcuhealth.org>; Julian Owens <julian.owens@vcuhealth.org>; Paul
Peterson <Paul.Peterson@vcuhealth.org>
Cc: Sara DInnocenzo <Sara.Dinnocenzo1@vcuhealth.org>; Sharlene Shannon
<sharlene.shannon@vcuhealth.org>; Denise Mitchell <Denise.Mitchell1@vcuhealth.org>; Marcus
Johnson <marcus.johnson@vcuhealth.org>; Jane Markow <jane.markow@vcuhealth.org>; Sharon
Seward <sharon.seward@vcuhealth.org>; Erin Krevonick <erin.krevonick@vcuhealth.org>; Nancy
Veney <nancy.veney@vcuhealth.org>; Janet Salmon <janet.salmon@vcuhealth.org>; Mario Lacic
<mario.lacic@vcuhealth.org>; JoAnn Hendren <joann.hendren@vcuhealth.org>; Robin Songer
<Robin.Songer@vcuhealth.org>; Jewel Jefferson <Jewel.Jefferson@vcuhealth.org>; Nickie Thomas
<raysheena.thomas@vcuhealth.org>; Rebecca Green <Rebecca.Green@vcuhealth.org>; Tammy
Beltz <Tammy.Beltz@vcuhealth.org>; Jean Ashton <jean.ashton@vcuhealth.org>; Jessica Carey
<Jessica.Carey@vcuhealth.org>; Ann-marie Taranto <ann-marie.taranto@vcuhealth.org>; Meredith
Lane <Meredith.Lane@vcuhealth.org>; Brittany Usera <Brittany.Usera@vcuhealth.org>; Deidra
Trabosh <deidra.trabosh@vcuhealth.org>; Linda DownesPiazza <linda.downes-
piazza@vcuhealth.org>; Sharon Flores <sharon.flores@vcuhealth.org>; Bonnie McCarthy
<Bonnie.McCarthy@vcuhealth.org>; Andrea Wade <afwade@vcu.edu>; Betsy Ripley
<elizabeth.ripley@vcuhealth.org>; Lucas Wright <lucas.wright@vcuhealth.org>; Leigh Ann Ways
<leighann.ways@vcuhealth.org>; MCVP Payouts <MCVPPayouts@vcuhealth.org>; Cathy Wood
<Catherine.Wood@vcuhealth.org>; Kevin Harris <Kevin.Harris2@vcuhealth.org>
Subject: VCU Strategic Recruitment Plan Requirements
Hi all,
Apologies for the long email, but this is important information departments will need in
order to submit any VCU recruitment requests - effective immediately.
VCU has recently enacted their Strategic Recruitment Plan which is designed to increase
awareness across Schools/Departments and in particular, among Search Committee
members, Department Chairs and Department Administrators, the importance of ensuring
diversity in our faculty recruitment and search processes. Although details of the plan will
be communicated in multiple venues shortly, there are some immediate impacts to faculty
searches in the departments.
For any faculty search (VCU only or dually employed) requested after January 1, 2023, the
following steps must be completed:
All Search Committee members must complete required Search Committee Training
in Talent@VCU.edu (document with links attached)
All Search Committee members must review and sign the Confidentiality & Code of
Ethics Agreement in DocuSign (document with links attached – HRP will need to
send to each Search Committee member)
Department must complete Strategic Recruitment Plan – Part 1 form and have the
Hiring Manager/Department Chair, Search Committee Chair and Departmental
HR/Administrator sign (fillable PDF attached – will be added to Faculty Recruitment
Resources/Teams). I’ve attached an completed SRP Part 1 form for your review to
use as an example of how to complete forms specific to your department.
Strategic Recruitment Plan – Part II will be completed at the time of offer for any
position posted after January 1, 2023. More information/training on that to come.
The Strategic Recruitment Plan – Part 1 form requires several attestations by the
department:
Search Committee Composition is diverse (with detail as how diversity is

represented)
All Search Committee Members have completed the Search Committee Training
All Search Committee Members have signed and returned the Confidentiality & Code
of Ethics Agreement
Job description and postings have been reviewed for diversity/inclusive language
Diversity statement required by all applicants
Departments/Schools are taking “proactive” recruitment strategies
Includes an estimate of the diversity of your potential representative applicant pool
(AAMC Source is attached to this email)
AAMC Source – Representative Candidate Pool
I’ve identified a source of AAMC data that should assist departments in identifying what a
representative pool for a particular faculty search might look like. Pivot tables for clinical
and T&R faculty are attached for your review and use to estimate what the available pool
for specific types of faculty positions. Please scan the tables for your specific
department/division/subspecialty. If you have more detailed information available to you
based on clinical, professional or academic qualifications you can supplement with that
data, but wanted to give you a starting point.
Please review all the attached materials. I’m sure there will many questions as we move
forward. I’ll be sending information out regarding training sessions for Department
Administrators and HR staff to assist in implementing this process in SOM.
Thanks in advance for your help.
Kit
Katherine Mulloy, MBA, BS (she, her)

Director, Faculty Affairs
Virginia Commonwealth University
School of Medicine
Primary Ph: cell: 913-707-3858
kmulloy@vcu.edu
Katherine.mulloy@vcuhealth.org
Instructions for Search Committee Training
1) Log into Talent@vcu at go.vcu.edu/talentatvcu.

2) Click on the “Learning Center” icon.
3) Where it says “Hi…what would you like to learn today”, type in “Search Committee Training”
- the full title for the course should appear in the dropdown menu. Click on it to go to the
course site.
4) Click “Launch” to start the course.
5) Complete the course.
6) Notify Department HRA/HRP it has been completed
NOTE: VCU Health System staff and other non-VCU employees may need to access the training
via Canvas if they don’t have access to Talent@VCU. You may request a “Guest Account” in
Talent: Guest Account Request
DocuSign Envelope ID: 2E321335-F65A-4F14-AAC0-4AB37B674799
Confidentiality and Code of Ethics Agreement for

INSERT POSITION TITLE
the_____________________________________ Search Committee
Virginia Commonwealth University
Agreement to Confidentiality and Code of Ethics

I am a member of the search committee asked to assist in recruiting and assessing candidates for the
above position. I understand that each member of the search committee is asked to execute this
agreement to maintain confidentiality and to adhere to a code of ethics. By my signature below, I pledge
to adhere to the following:
1. As a member of the search committee, I accept my responsibility to protect the integrity of every
prospect and candidate. I understand the work of the search committee requires that I have
access to information developed and received about candidates and their employing institutions. I
understand that confidentiality of this information is necessary to attract high quality finalists, to
avoid putting their current position in jeopardy, and to protect the integrity of Virginia
Commonwealth University. I agree that I will not reveal the identity of, or any other information
about, candidates either during the search or after the search committee completes its work,
unless obligated to reveal such under the law.
2. If contacted by the news media about the search, I acknowledge that I will contact the
chairperson who will work with University Relations to communicate with them.
3. I certify that I am not a candidate for the position and that I do not have a predetermined
candidate for the position.
4. I agree to disclose promptly to the search committee any relationship between a candidate and
myself that creates a conflict of interest, the potential for such conflict, or even the appearance of
In Process
a conflict. I will avoid practices that would conflict with my ability to be fair and unbiased.
5. I will be active in and committed to building a diverse pool of candidates and foster an
environment of inclusion.
6. I will be fair, accurate, honest and responsible in my management of information germane to the
search. I will guard against inaccuracies, carelessness, bias, and distortion made by either
emphasis or omission of information. I will strive to treat issues impartially and handle
controversial subjects dispassionately.
7. I will give accurate and complete reports on candidates to the search committee chairs. I will
place the best interest of VCU ahead of all special and personal interest, and I will use common
sense and good judgment in applying principles of screening work.
8. I will treat all applicants fairly, consistent with state and federal laws, and in compliance with
Virginia Equal Opportunity Executive Order EO-1 which prohibits discrimination on the basis of
race, sex, color, national origin, religion, sexual orientation, gender identity, age, political
affiliation, veterans, or against otherwise qualified persons with disabilities.
9. I understand that the chair of the search committee may dismiss me from the search committee if
I violate this agreement, and that the chair of the search committee may be dismissed if they
violate this agreement.
10. I will adhere to the highest standards of ethical and professional conduct not only in the treatment
of candidates, but also with colleagues who serve on the committee in the best interests of the
institution.
_____________________ ______________________ _____________

Print Name Signature Date
Strategic Recruitment Plan (SRP)
Steps for HRPs and RICs
Roles/Responsibilities:
● Hiring Manager = Dean or Dean’s designee (i.e., department chair)

● Search Committee Chair = individual selected by hiring manager to chair the search
committee for this particular search.
● Human Resources Professional (HRP) = top HR person in each unit who provides technical
support and guidance regarding faculty searches, sometimes with the assistance of an HR
Associate (HRA).
● Recruitment Inclusive Champion (RIC) = faculty or staff member trained on diverse and
inclusive recruitment strategies.
Steps:
1. Hiring Manager “announces” that the unit will be launching a faculty search
2. Hiring Manager typically identifies/selects a search committee chair.
3. Hiring manager notifies HRP.
4. HRP identifies and notifies the RIC(s) in the unit about the search
5. Hiring Manager, Search Committee Chair, HRP and RIC meet to discuss process and next
steps
6. Strategic Recruitment Plan (SRP) Part 1
a. Complete top portion of the SRP form

b. Identify Search committee members. Goal is to put together a relatively small
but diverse group of individuals to serve.
i. Hiring manager invites members to serve
ii. Search Committee Chair completes Search Committee Composition
portion of form once participation is confirmed
1. Check appropriate boxes
2. Write response in text box
c. Search Committee Chair will ask committee members if they have completed the
Online Search Committee Training*
*If a search committee member has not completed the online training, provide
the following instructions: 1) Log into Talent@vcu at go.vcu.edu/talentatvcu. 2)
Click on the “Learning Center” icon. 3) Where it says “Hi…what would you like to
learn today”, type in “Search Committee Training” - the full title for the course
should appear in the dropdown menu. Click on it to go to the course site. 4) Click
“Launch” to start the course. 5) Complete the course. NOTE: VCU Health System
staff and other non-VCU employees will need to access the training via Canvas if
they don’t have access to Talent@VCU.
d. HRP can send out the Confidentiality and Code of Ethics Agreement in a docusign
to each committee member for them to sign.
e. Complete Job Advertisement portion of form (checkbox only)

i. The ad/posting language should be reviewed by:
1. Hiring Manager (or designee)
2. Search Committee Chair
3. HRP and RIC
4. Search Committee members (optional)
f. Complete Diversity portion of form (checkbox only)

i. A diversity statement is required for all faculty searches
1. Refer applicants to the Guidelines available online if needed
2. Rubric template is available online although search committee are
not required to use it
g. Complete Proactive Recruitment Strategies portion of form

i. In addition to the Centralized Advertising Plan (CAP) what other proactive
recruitment strategies are being used? Complete text box if needed.
h. Complete Building Diverse Applicant Pools portion of form

i. Search Committee Chair can identify items from a pre-defined checklist
of survey data to identify which source(s) were used to determine
representativeness of the applicant pool.
ii. Steps for using the Survey of Earned Doctorates
1. Steps for reviewing these forms

a. Review Field of Studies Definition document
i. There are 8 Field of Studies (highlighted in orange)
ii. Find the Field of Studies section that your unit falls
under. Please note: The heading under which your
field of study falls will be the heading you use on
the following two tables on gender and race.
b. Review the Field and Sex Table
i. Find your Field of Studies on the table
ii. Review the data
c. Review the Field, Ethnicity and Race Table
i. Find your Field of Studies on the table
ii. Review the data
2. Describe the data in your text box and talk about what a
representative search pool might look like for this search. (Refer
to Strategic Recruitment Plan Part 1 - Exemplar for an example.)
i. Review the Approval Checklist
i. Check appropriate boxes
j. Complete Signature portion and submit the form as an attachment to the
Request to Recruit application in Cornerstone.
7. Search is reviewed and approved by the Provost’s Office or Office of the SVP for Health
Sciences.
8. Once approved, the job is automatically posted on sources that are a part of our
Centralized Advertising Plan (CAP). Units may post to other ad sources independently
(paid for by the unit.)
9. Search is officially launched.
Strategic Recruitment Plan (SRP) Part 2
The Hiring manager, search committee chair, will work together with the HRP and RIC
as needed:
● in reviewing and approving the applicant pool
● in reviewing of the selection of candidates for the first round of interviews
and
● in reviewing the selection of candidates for the campus visits.
At the conclusion of the interview process (i.e. when a final candidate has been selected
to fill the position) this form must be signed/completed and submitted with the request
to offer.
Documents in SRP Google Drive Folder:
● Strategic Recruitment Plan – Part 1
o Part 1 -Exemplar
● Strategic Recruitment Plan – Part 2
● Confidentiality Statement sample
● Diversity website - https://provost.vcu.edu/faculty/prospective/
o Diversity Statement required for all faculty searches
o Guidelines for writing the Diversity Statement
o Diversity Statement Rubric
● Survey of Earned Doctorates (In RIC folder)
o Form 1 – Field of Studies Definitions: (i.e., units – departments)
o Form 2 – NSF PhD Gender data
o Form 3 – NSF PhD Race data
Office of Faculty Recruitment & Retention Part I: Submitted with Requisition Request
The goal of the Strategic Recruitment Plan (SRP) is to provide additional support and accountability to every
phase of the faculty search process. Your unit’s HR Professional and Recruitment Inclusive Champion (RIC) will
work with the Hiring Manager and Search Committee Chair in the development and completion of this plan.
College/School Department/Unit Position
Hiring Manager/Designee (name) Search Committee Chair (name)
Recruitment Inclusive Champion (name) HR Professional (name)
Search Committee Composition
The search committee is comprised of individuals with diverse identifiers, to include (check all that apply):
Gender (identifies male, female, non-binary, genderqueer, etc.)
Race, ethnic, geographical, and/or cultural
Employee class (faculty, adjunct, staff, student, hourly, etc.)
Senior faculty member(s)
Junior faculty member(s)
Content expert(s)
Key stakeholder(s)
Please briefly describe how this committee offers diverse representation:
Prior to completing this form, all search committee members have:
Completed the Online Search Committee Training
Signed the Confidentiality and Code of Ethics Agreement

Job Advertisement and Position Description:
The job ad and position description has been reviewed for diversity/inclusive language.
Examples of commitment to diversity and inclusion can include:
● Using gender-inclusive language such as “their” or “the incoming faculty,” rather than “his or her” or “she
or he” and avoid exclusionary language such as “the ideal candidate”
● Using statements such as: “Demonstrated experience working in and fostering a diverse faculty, staff, and
student environment or commitment to do so as a faculty member at VCU” or “Experiential learning
through lived experiences and/or professional service that inform worldviews and/or perspectives about
minority group status, to include race, age, ethnicity, gender, sexuality, religion, and disability”
Diversity Statement:
The diversity statement is a requirement for all faculty searches.

The diversity statement conveys VCU’s commitment to diversity and inclusion at the university. It is also an
opportunity for us to evaluate a candidate’s experiences and commitment to diversity and inclusion. We ask
that the committee discuss how they will use the statement in the overall evaluation process prior to
reviewing the applications.
Proactive Recruitment Strategies:

The Office of the Provost supports a Centralized Advertising Plan (CAP) which includes advertising on
DiverseJobs, ChronicleVitae, and HigherEdJobs online platforms.
Please select all active recruitment efforts:
Discipline-specific job sites that highlights commitment to diversity and inclusion

Attending and recruiting at conferences through networks, recruitment tables, or reception
Discussing and posting employment opportunities with network listservs and/or social media
Active sourcing of passive candidates
Other, please explain in box below:
Building Diverse Applicant Pools:
Please estimate your potential representative applicant pool using available data source: Survey of Earned
Doctorates. In addition: Check any other of the following resources that were used to identify anticipated
demographics of the applicant pool:
Incumbency statistics
Affirmative Action Plan data
Survey of Earned Doctorates database
NCES degree completion data
Data re: faculty demographics at similarly situation institutions from accreditation body
Other, please explain in box(es) below:
Describe representative applicant pool here.
Approval Checklist and Signatures
The Hiring Manager, Search Chair, HRP and/or RIC collaborated and consulted together:
In the selection of the search committee members
In the development/review of the job advertisement and position description
In implementation/evaluation of the Diversity Statement
In the development of a proactive recruitment strategy
In the establishment of a representative applicant pool
By signing below, the Hiring Manager, Search Chair, HRP and/or RIC agree with the SRP as submitted:
Hiring Manager Printed Name Hiring Manager Signature Date
Search Chair Printed Name Search Committee Chair Signature Date
HRP Printed Name HRP Signature Date
RIC Printed Name RIC Signature Date
This completed form must be attached to the requisition in Talent

Office of Faculty Recruitment Part I: Submitted with Requisition Request
The goal of the Strategic Recruitment Plan (SRP) is to provide additional support and accountability to every
phase of the faculty search process. Your unit’s HR Professional and Recruitment Inclusive Champion (RIC) will
work with the Hiring Manager and Search Committee Chair in the development and completion of this plan.
College/School Department/Unit Position
Hiring Manager/Designee (name) Search Committee Chair (name)
Recruitment Inclusive Champion (name) HR Professional (name)
Search Committee Composition
The search committee is comprised of individuals with diverse identifiers, to include (check all that apply):
Gender (identifies male, female, non-binary, genderqueer, etc.)
Race, ethnic, geographical, and/or cultural
Employee class (faculty, adjunct, staff, student, hourly, etc.)
Senior faculty member(s)
Junior faculty member(s)
Content expert(s)
Key stakeholder(s)
Please briefly describe how this committee offers diverse representation:
Prior to completing this form, all search committee members have:
Completed the Online Search Committee Training
Signed the Confidentiality and Code of Ethics Agreement

Job Advertisement and Position Description:
The job ad and position description has been reviewed for diversity/inclusive language.
Examples of commitment to diversity and inclusion can include:
● Using gender-inclusive language such as “their” or “the incoming faculty,” rather than “his or her” or “she
or he” and avoid exclusionary language such as “the ideal candidate”
● Using statements such as: “Demonstrated experience working in and fostering a diverse faculty, staff, and
student environment or commitment to do so as a faculty member at VCU” or “Experiential learning
through lived experiences and/or professional service that inform worldviews and/or perspectives about
minority group status, to include race, age, ethnicity, gender, sexuality, religion, and disability”
Diversity Statement:
The diversity statement is a requirement for all faculty searches.

The diversity statement conveys VCU’s commitment to diversity and inclusion at the university. It is also an
opportunity for us to evaluate a candidate’s experiences and commitment to diversity and inclusion. We ask
that the committee discuss how they will use the statement in the overall evaluation process prior to
reviewing the applications.
Proactive Recruitment Strategies:

The Office of the Provost supports a Centralized Advertising Plan (CAP) which includes advertising on
DiverseJobs, ChronicleVitae, and HigherEdJobs online platforms.
Please select all active recruitment efforts:
Discipline-specific job sites that highlights commitment to diversity and inclusion

Attending and recruiting at conferences through networks, recruitment tables, or reception
Discussing and posting employment opportunities with network listservs and/or social media
Active sourcing of passive candidates
Other, please explain in box below:
Building Diverse Applicant Pools:
Please estimate your potential representative applicant pool using available data source: Survey of Earned
Doctorates. In addition: Check any other of the following resources that were used to identify anticipated
demographics of the applicant pool:
Incumbency statistics
Affirmative Action Plan data
Survey of Earned Doctorates database
NCES degree completion data
Data re: faculty demographics at similarly situation institutions from accreditation body
Other, please explain in box(es) below:
Describe representative applicant pool here.
Approval Checklist and Signatures
The Hiring Manager, Search Chair, HRP and/or RIC collaborated and consulted together:
In the selection of the search committee members
In the development/review of the job advertisement and position description
In implementation/evaluation of the Diversity Statement
In the development of a proactive recruitment strategy
In the establishment of a representative applicant pool
By signing below, the Hiring Manager, Search Chair, HRP and/or RIC agree with the SRP as submitted:
Hiring Manager Printed Name Hiring Manager Signature Date
Search Chair Printed Name Search Committee Chair Signature Date
HRP Printed Name HRP Signature Date
RIC Printed Name RIC Signature Date
This completed form must be attached to the requisition in Talent

AAMC FY2022, PhD ‐ Basic Health Science Departments
Sum of Count Column Labels
Men Men Total Women
Row Labels Assistant Professor Associate Professor Chair Chief Instructor Professor Assistant Professor Associate Professor Chair Chief Instructor Professor
Anatomy 16 9 2 1 3 20 51 7 5 1 3
American Indian or Alaska Native 1 1
Asian 10 3 1 1 1 16 2 5 1 1
Black or African American 3 3 1
Hispanic, Latino, or of Spanish origin 2 1 1 3 7 1
Other 1 1
White 2 5 1 1 1 13 23 4 1
Basic Sciences Total 189 196 78 24 19 460 966 149 115 20 6 22 128
American Indian or Alaska Native 2 1 3 1
Asian 80 82 8 3 7 126 306 54 56 3 1 12 43
Black or African American 6 6 1 2 2 12 29 9 2 2
Hispanic, Latino, or of Spanish origin 17 15 3 2 2 18 57 7 5 1 2 10
Multiple Race ‐ Hispanic 2 1 2 5 3 2 1
Multiple Race ‐ Non‐Hispanic 1
Native Hawaiian or Other Pacific Islander 1 1 1 1
Other 4 1 5 2 2
White 78 93 64 16 8 301 560 73 50 14 2 8 72
Biochemistry 6 12 8 1 33 60 5 7 1 3
Asian 4 7 1 11 23 2 5 1
White 1 4 6 19 30 2 1 1 2
Bioethics/Medical Humanities 4 3 1 1 5 14 2 2 1 2
Asian 1 1 1
Black or African American 1
Hispanic, Latino, or of Spanish origin 1 1
White 3 2 1 1 5 12 1 2 1 1
Biomedical Informatics 10 10 7 4 18 49 3 4 1 1 1
Asian 3 3 1 4 11 1 1
Hispanic, Latino, or of Spanish origin 1 1 1 1
White 7 6 6 4 14 37 1 4 1
Biostatistics 2 7 2 2 6 19 4 7 1 1 5
Asian 5 2 7 2 3 1
Black or African American 1 1
Multiple Race ‐ Hispanic 1 1
White 2 2 2 2 3 11 1 3 1 1 4
Genetics 23 17 11 2 49 102 25 13 1 1 3 20
Asian 6 7 2 14 29 8 7 2 9
Multiple Race ‐ Hispanic 1
Other 2 1 3 1
White 12 9 9 2 34 66 13 6 1 1 1 11
Microbiology 21 12 5 40 78 16 6 2 1 2 14
Asian 8 3 1 15 27 5 4 1 2 7
Black or African American 1 1 2 1 1
Hispanic, Latino, or of Spanish origin 1 1 1 3 1
White 11 8 4 23 46 10 1 2 6
Molecular & Cellular Biology 17 16 3 2 36 74 8 12 1 4 15
Asian 8 9 9 26 4 4 2 6
Native Hawaiian or Other Pacific Islander 1
Other 1
White 9 6 3 2 25 45 3 6 1 6
Neurosciences 18 15 6 1 1 53 94 11 6 2 18
Asian 5 7 9 21 9 3 3
Other 1
White 8 7 5 1 37 58 2 3 1 14
Other Basic Sciences 37 46 14 6 5 71 179 29 21 4 1 3 21
Asian 16 16 1 1 21 55 6 12 2 4
Black or African American 1 2 2 1 5 11 1 1
Hispanic, Latino, or of Spanish origin 5 3 1 9 2 1 2
Multiple Race ‐ Hispanic 2 1 3 2 1
Native Hawaiian or Other Pacific Islander 1 1 1
White 12 25 12 3 3 44 99 17 9 4 1 13
Pharmacology 19 17 9 1 3 49 98 20 17 2 3 7
Asian 9 10 1 1 19 40 8 8 1 1 4
Hispanic, Latino, or of Spanish origin 1 1 1
White 8 7 9 2 30 56 11 8 1 2 3
Physiology 8 15 6 3 4 50 86 4 6 2 2 9
Asian 6 10 1 1 4 15 37 2 2 1 2 6
Hispanic, Latino, or of Spanish origin 1 1 1 1 4 2 2 1 1
White 2 4 4 1 33 44 2 2
Population Health and Public Health 8 17 4 3 30 62 15 11 4 1 10
American Indian or Alaska Native 1 1 1
Asian 4 2 1 6 13 4 3 1
Black or African American 2 3 1 2 8 2
Other 1 1 1
White 1 8 2 1 21 33 8 7 2 9
Grand Total 378 392 156 48 38 920 1932 298 230 40 12 44 256
Women Total Grand Total
16 67
1
9 25
1 4
1 8
1
5 28
440 1406
1 4
169 475
13 42
25 82
6 11
1 1
2 3
4 9
219 779
16 76
8 31
1 2
1 7
6 36
7 21
1 2
1 1
1
5 17
10 59
2 13
2 3
6 43
18 37
6 13
2 2
1
10 21
63 165
26 55
1
2 5
1 1
1 4
33 99
41 119
19 46
2 4
1 4
19 65
40 114
16 42
1 1
4 7
1 1
1 1
1 1
16 61
37 131
15 36
1
1 14
1
1 1
20 78
79 258
1
24 79
2 13
5 14
3 6
1 2
44 143
49 147
22 62
1 2
1 2
25 81
23 109
13 50
1
6 10
4 48
41 103
1 2
8 21
2 10
1 7
1 1
1 1
1 2
26 59
880 2812
AAMC FY2022, PhD ‐ Basic Health Science Departments
Sum of Count Column Labels
Men Men Total Women
Row Labels Assistant Professor Associate Professor Chair Chief Instructor Professor Assistant Professor Associate Professor Chair Chief Instructor Professor
Anatomy 16 9 2 1 3 20 51 7 5 1 3
Asian 10 3 1 1 1 16 2 5 1 1
Other 1 1
White 2 5 1 1 1 13 23 4 1
Basic Sciences Total 189 196 78 24 19 460 966 149 115 20 6 22 128
American Indian or Alaska Native 2 1 3 1
Asian 80 82 8 3 7 126 306 54 56 3 1 12 43
Black or African American 6 6 1 2 2 12 29 9 2 2
Hispanic, Latino, or of Spanish origin 17 15 3 2 2 18 57 7 5 1 2 10
Multiple Race ‐ Hispanic 2 1 2 5 3 2 1
Native Hawaiian or Other Pacific Islander 1 1 1 1
Other 4 1 5 2 2
White 78 93 64 16 8 301 560 73 50 14 2 8 72
Biochemistry 6 12 8 1 33 60 5 7 1 3
Asian 4 7 1 11 23 2 5 1
White 1 4 6 19 30 2 1 1 2
Bioethics/Medical Humanities 4 3 1 1 5 14 2 2 1 2
Asian 1 1 1
Hispanic, Latino, or of Spanish origin 1 1
White 3 2 1 1 5 12 1 2 1 1
Biomedical Informatics 10 10 7 4 18 49 3 4 1 1 1
Asian 3 3 1 4 11 1 1
White 7 6 6 4 14 37 1 4 1
Biostatistics 2 7 2 2 6 19 4 7 1 1 5
Asian 5 2 7 2 3 1
White 2 2 2 2 3 11 1 3 1 1 4
Genetics 23 17 11 2 49 102 25 13 1 1 3 20
Asian 6 7 2 14 29 8 7 2 9
Other 2 1 3 1
White 12 9 9 2 34 66 13 6 1 1 1 11
Microbiology 21 12 5 40 78 16 6 2 1 2 14
Asian 8 3 1 15 27 5 4 1 2 7
Black or African American 1 1 2 1 1
White 11 8 4 23 46 10 1 2 6
Molecular & Cellular Biology 17 16 3 2 36 74 8 12 1 4 15
Asian 8 9 9 26 4 4 2 6
Native Hawaiian or Other Pacific Islander 1
Other 1
White 9 6 3 2 25 45 3 6 1 6
Neurosciences 18 15 6 1 1 53 94 11 6 2 18
Asian 5 7 9 21 9 3 3
Other 1
White 8 7 5 1 37 58 2 3 1 14
Other Basic Sciences 37 46 14 6 5 71 179 29 21 4 1 3 21
Asian 16 16 1 1 21 55 6 12 2 4
Black or African American 1 2 2 1 5 11 1 1
Hispanic, Latino, or of Spanish origin 5 3 1 9 2 1 2
Multiple Race ‐ Hispanic 2 1 3 2 1
Native Hawaiian or Other Pacific Islander 1 1 1
White 12 25 12 3 3 44 99 17 9 4 1 13
Pharmacology 19 17 9 1 3 49 98 20 17 2 3 7
Asian 9 10 1 1 19 40 8 8 1 1 4
Hispanic, Latino, or of Spanish origin 1 1 1
White 8 7 9 2 30 56 11 8 1 2 3
Physiology 8 15 6 3 4 50 86 4 6 2 2 9
Asian 6 10 1 1 4 15 37 2 2 1 2 6
Hispanic, Latino, or of Spanish origin 1 1 1 1 4 2 2 1 1
White 2 4 4 1 33 44 2 2
Population Health and Public Health 8 17 4 3 30 62 15 11 4 1 10
American Indian or Alaska Native 1 1 1
Asian 4 2 1 6 13 4 3 1
Black or African American 2 3 1 2 8 2
Other 1 1 1
White 1 8 2 1 21 33 8 7 2 9
Grand Total 378 392 156 48 38 920 1932 298 230 40 12 44 256
Women Total Grand Total
16 67
1
9 25
1 4
1 8
1
5 28
440 1406
1 4
169 475
13 42
25 82
6 11
1 1
2 3
4 9
219 779
16 76
8 31
1 2
1 7
6 36
7 21
1 2
1 1
1
5 17
10 59
2 13
2 3
6 43
18 37
6 13
2 2
1
10 21
63 165
26 55
1
2 5
1 1
1 4
33 99
41 119
19 46
2 4
1 4
19 65
40 114
16 42
1 1
4 7
1 1
1 1
1 1
16 61
37 131
15 36
1
1 14
1
1 1
20 78
79 258
1
24 79
2 13
5 14
3 6
1 2
44 143
49 147
22 62
1 2
1 2
25 81
23 109
13 50
1
6 10
4 48
41 103
1 2
8 21
2 10
1 7
1 1
1 1
1 2
26 59
880 2812
From: Arturo Saavedra
To: Anita Navarro; Luan Lawson; Betsy Ripley
Subject: Re: A Message for the Dean
Date: Thursday, July 6, 2023 8:22:41 PM
Thank you!
Get Outlook for iOS

Sent: Thursday, July 6, 2023 8:21:19 PM
To: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>; Luan Lawson <Luan.Lawson@vcuhealth.org>;
Betsy Ripley <elizabeth.ripley@vcuhealth.org>
Subject: RE: A Message for the Dean
I will alert Kevin as well.

AN
From: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>

Sent: Thursday, July 6, 2023 8:21 PM
To: Anita Navarro <Anita.Navarro@vcuhealth.org>; Luan Lawson <Luan.Lawson@vcuhealth.org>;
No, I have not.
Get Outlook for iOS

Sent: Thursday, July 6, 2023 8:18:42 PM
Has anyone alerted Donna Jackson? If not, I can.

Anita

To: Luan Lawson <Luan.Lawson@vcuhealth.org>; Betsy Ripley <elizabeth.ripley@vcuhealth.org>;
Anita Navarro <Anita.Navarro@vcuhealth.org>
Its all over the web too….

Art Saavedra, MD, PhD, MBA
Dean, VCU School of Medicine
Executive Vice President for Medical Affairs, VCU Health
Phone: 804-828-9788
Executive Assistant: Karen Olinger (karen.olinger@vcuhealth.org)
From: Luan Lawson <Luan.Lawson@vcuhealth.org>

To: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>; Betsy Ripley
<elizabeth.ripley@vcuhealth.org>; Anita Navarro <Anita.Navarro@vcuhealth.org>
I received as well so guessing multiple folks were Bcc.
Luan
To: Betsy Ripley <elizabeth.ripley@vcuhealth.org>; Luan Lawson <Luan.Lawson@vcuhealth.org>;
§2.2-3705.1(2), attorney-client privilege

Phone: 804-828-9788
From: Betsy Ripley <elizabeth.ripley@vcuhealth.org>

Subject: FW: A Message for the Dean
Hello,
Just wanted to be sure that you received this.
Betsy
From: AFL Info <info@aflegal.org>
Subject: A Message for the Dean
Good afternoon, Please see the attached letter from America First Legal for the Dean and the Admissions Office. Thank you for your time and attention. Sincerely, America First Legal Foundation ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍
This Message Is From an Untrusted Sender Report Suspicious ‌

You have not previously corresponded with this sender.
Good afternoon,
Please see the attached letter from America First Legal for the Dean and the
Admissions Office.
Thank you for your time and attention.
Sincerely,
America First Legal Foundation
From: Kevin Harris
To: Anita Navarro; Donna Jackson
Date: Friday, July 7, 2023 6:21:53 AM
Thanks for sharing.


Phone: 804-827-2087

To: Kevin Harris <Kevin.Harris2@vcuhealth.org>; Donna Jackson <donna.jackson@vcuhealth.org>
Hi, for your awareness also. §2.2-3705.1(2), attorney-client privilege

.
AN
From: Betsy Ripley <elizabeth.ripley@vcuhealth.org>

Hello,
Just wanted to be sure that you received this.
Betsy
From: AFL Info <info@aflegal.org>

Subject: A Message for the Dean
Good afternoon, Please see the attached letter from America First Legal for the Dean and the Admissions Office. Thank you for your time and attention. Sincerely, America First Legal Foundation ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍ ‍
This Message Is From an Untrusted Sender Report Suspicious ‌

You have not previously corresponded with this sender.
Good afternoon,
Please see the attached letter from America First Legal for the Dean and the
Admissions Office.
Thank you for your time and attention.
Sincerely,
America First Legal Foundation
To: Carly Katz
Cc: Karah Gunther; Anita Navarro
Subject: RE: AAMC Webinar on SCOTUS Decision
Date: Wednesday, July 12, 2023 9:37:00 PM
Carly,
First of all, thanks for sending this. It is past 9 pm and I thoroughly enjoyed reading this carefully. It
is thought provoking and important.
Second, I love the way this ends: “be hopeful for yourself and for our country.”
Third, can you explain to me why the courts state that the admissions process is a “zero-sum” gain?
I don’t understand that statement or concept.
Finally, can I forward this to select members of our leadership team and the admissions office?
Have a restful evening.
Art S

Phone: 804-828-9788
From: Carly Katz <cbkatz@vcu.edu>

To: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>
Cc: Karah Gunther <klgunther@vcu.edu>; Anita Navarro <Anita.Navarro@vcuhealth.org>
Subject: Re: AAMC Webinar on SCOTUS Decision
Hi all,
In case you haven't already seen it, I wanted to share an additional resource: an issue brief on the
SCOTUS decision published by the American Council on Education. It isn't specifically focused on
medical schools like the AAMC, but it provides helpful background and commentary.
Regards,
Carly
On Wed, Jul 12, 2023 at 8:57 PM Arturo Saavedra <Arturo.Saavedra@vcuhealth.org> wrote:

This message was sent securely using Zix®
Many thanks. I greatly appreciate this. I was in a Deans’ Council meeting with the AAMC and
much was similar to this report.
An additional suggestion was made to have a “legal counsel” interest group so that institutional
lawyers could also participate.
§2.2-3705.1(2), attorney-client privilege .
Thanks again!
Art S

Phone: 804-828-9788
From: Karah Gunther <klgunther@vcu.edu>

Sent: Wednesday, July 12, 2023 10:16 AM
To: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>; Anita Navarro
<Anita.Navarro@vcuhealth.org>
Cc: Carly Katz <cbkatz@vcu.edu>
Subject: Fwd: AAMC Webinar on SCOTUS Decision
Art and Anita,

I believe several members of your team attended this webinar earlier in the week, but I wanted to
be sure to share Carly's excellent notes with both of you. (Art, I don't believe you and Carly have
had the chance to meet yet, but you are going to enjoy one another immensely! We will
facilitate a meeting upon her return from vacation.)
Look forward to our further conversation on this topic next Wednesday.

Best,
Karah
Karah L. Gunther, JD, MHA

Vice President of External Affairs and Health Policy
Virginia Commonwealth University and VCU Health System
(804) 828-6879 - Office
(804) 332-2350 - Cell phone
---------- Forwarded message ---------

From: Carly Katz <cbkatz@vcu.edu>
Date: Mon, Jul 10, 2023 at 2:50 PM
Subject: AAMC Webinar on SCOTUS Decision
To: Karah Gunther <klgunther@vcu.edu>, Mark Hickman <hickmanmp@vcu.edu>
Here are few notes from this afternoon's webinar, which was recorded and will be posted online:
The SCOTUS Decisions on Race-conscious

Admissions and Implications for Academic
Medicine
7/10/23
Panel:
Lina Metha, MD, Associate Dean for Admissions, Case Western Reserve School of
Medicine
Heather Alarcon, JD, Senior Director of Legal Services, AAMC
Frank Trinity, JD, Chief Legal Officer, AAMC
SCOTUS is saying that distinguishing between racial groups is the same thing as
invidious discrimination. Even if it’s just one factor of many, this court will see it as
making race-based decisions and therefore problematic
Majority talks about race in two ways, one of which is now off-limits and one of
which is permissible. Indirect discussion of race is permissible. So you can
contribute attributes that relate to an applicant's race — their lived experience. E.g.
challenges overcomed, skills developed, achievement or something the applicant
takes pride in. Can discuss how race affects things like these, but the consideration
in the documentation must only be about the applicant’s lived experience.
A word of legal caution: have read about attempts to identify proxies for race.
There’s a legal tenet that you can’t do indirectly what you’re prohibited from doing
directly.
Can we use race and ethnicity once an offer is made to connect students with
resources, offer supports, etc?
Questions to ask yourself: Are you conferring a material benefit on a person
because of their membership in a specific group? Are you excluding anyone
because of that person’s membership in a specific group?
If it’s a program with information widely available and you want to do extra
outreach to some students, that’s probably okay
Is it still okay to use the term “underrepresented” in medicine? Will it be okay to use
the NIH diversity consortium (?)
Yes
What about residency recruitment programs?
It’s tough because the decision was about admissions — so we don’t know
the answer yet when it comes to programs outside of admissions.
By opening up a program more broadly, you decrease your legal risk
Can get complicated when it comes to scholarships and financial aid
Articulation programs between medical schools and undergraduate institutions.
Any implications?
Will require some review at the program level to see if there’s some type of
exclusion of who can participate in the program or some race-based
admissions element
How will the decision affect diversity related accreditation requirements?
We will defer to the accreditor to communicate about any impact
Will this decision extend down to GME and residency training?
Residency is considered employment and is subject to Title VII of the Civil
Rights Act. Weren’t previously allowed to consider race and still won’t be
able to.
What are some bottom-line takeaways as we think about how to move forward?
This is a change in the paradigm. The inferences that the court drew about
having race status in the mix, they drew negative inferences based on that
and didn’t give universities any benefit of the doubt. They called out the
integrity and professionalism of every admissions officer whose notes were
pored over.
At this point, we’re going to forge ahead and try to understand how to apply
the decision in the admissions context as well as signal how this new
orientation will guide our consideration of issues outside of admissions. More
to come on this. We know that opponents of DEI are using this decision as
leverage and trying to exploit it, so we anticipate that there will be other
battles in the coming months and year.
We need to focus on our mission, be innovative, be collaborative, and we will
adapt. The goal is better health for everyone and we need a diverse
healthcare workforce to accomplish that.
Dr. Geoffrey Young, Senior Director, Transforming Health Care Workforce, AAMC
We’re encouraged that SCOTUS affirmed the use of holistic review in admissions
We will roll out tools and resources to help you recruit, matriculate, and graduate
diverse classes of students to meet your institutions’ needs
AAMC utilizes an Experiences, Attributes, and Metrics model when talking about
diversity
Experiences = life circumstances and chosen activities. Thinking about the
applicant and their context. What they did/didn’t have access to in terms of
health care, housing security, educational opportunities, etc. And also
includes what they’ve chosen to pursue, e.g. volunteerism, athletics, music,
etc.
Attributes = current skills, abilities, characteristics, personal qualities,
demographic factors.
Academic metrics = portfolio consisting of GPA, standardized test scores,
grade trends, and prerequisites taken.
Emphasis: it’s the intersection of these dimensions that inform who an
individual is, shapes their motivation for a career in medicine and research,
and ultimately determines what they may contribute to a school in terms of
medicine and academic research
Holistic admissions process:
Mission-driven
Strategically focused
Acknowledges diversity as essential to institutional excellence
Informed by data
AAMC’s work to diversify the healthcare workforce
If we’re going to achieve this, we need to begin the pathways into medicine
that reach all the way back into the K-12 space. We are prioritizing
populations who have been historically excluded but whose presence is
sorely needed
AAMC Pathways to Health Professions Summit July 20-21 in DC
More info on this initiative here: https://www.aamc.org/services/member-capacity-
building/holistic-review
--
Carly Katz
Senior Director of Federal Government Relations
Office of the President
Virginia Commonwealth University and the VCU Health System
Cell: (757) 572-4573

cbkatz@vcu.edu
This message was secured by Zix&#174.
--
Carly Katz
Senior Director of Federal Government Relations
Office of the President
Virginia Commonwealth University and the VCU Health System
Cell: (757) 572-4573

cbkatz@vcu.edu
To: Karen Olinger
Cc: Anita Navarro; DAVID Cifu
Subject: RE: Agendas for Executive Committee & BHS Chairs Wednesday
Karen, see additions below:
Dave, can the innovation center VA anesthesiologist come next Wednesday to meet with the Basic
science chairs? Its at 3pm.
If not, karen can provide the next opportunity.

Phone: 804-828-9788
From: Karen Olinger <karen.olinger@vcuhealth.org>

Sent: Monday, July 10, 2023 3:33 PM
Cc: Anita Navarro <Anita.Navarro@vcuhealth.org>
Subject: Agendas for Executive Committee & BHS Chairs Wednesday
Hello,
We have both of these meetings on Wednesday and here are the agenda items I have so far:
Executive Committee
ATR update – Cathy & Paul
LCME – Luan
Fac Affairs - Betsy
I have polled Michael D., Niles, Betsy to see if they would like time on the agenda (good)
BHS Chairs
LCME – Luan (waiting to hear back if she’s available)
Participation in admissions
VAMC Innovation (for July 26 mtg.?)
Space strategy
Recruitment/HR
Thanks,
Karen
Karen Lovelien Olinger, Executive Assistant to the Dean, School of Medicine || Virginia Commonwealth
University (VCU), MCV Campus ||Location: McGlothlin Medical Education Center, 1201 E. Marshall St., 4th Floor ||
Mailing Address: Box 980565, Richmond, VA 23298-0565 || Phone: 804-828-5100 || Fax: 804-828-7628 || Email:
Karen.Olinger@vcuhealth.org || http://www.medschool.vcu.edu/
--------------------------------------------------
This email may contain confidential or privileged information. If you are not the intended recipient, please advise the sender
by return email and delete immediately without reading or forwarding to others.
From: Kevin Harris
To: Deborah DiazGranados; Patrick Nana-Sinkam
Subject: RE: DEI Role for the Wright Center
Date: Thursday, June 29, 2023 5:04:00 PM
Attachments: SOM Diversity Statement Implementation_2022.pdf
Dear Colleagues.
Great connecting with you, and excited to contribute to the Wright Center in any way I can. Here’s
the document I shared that speaks to operationalizing the SOM DEI statement. I will also share the
new Strategic Recruitment Plan document soon. I am rushing out to an event just now.
Be in touch soon,
Kevin


Phone: 804-827-2087
-----Original Appointment-----
From: Ashli Phillips On Behalf Of Kevin Harris
Sent: Thursday, June 15, 2023 12:28 PM
To: Kevin Harris; Deborah DiazGranados; Patrick Nana-Sinkam
Subject: DEI Role for the Wright Center
When: Thursday, June 29, 2023 4:00 PM-4:45 PM (UTC-05:00) Eastern Time (US & Canada).
Where: https://vcuhealth.zoom.us/j/96568914539
Join Zoom Meeting

https://vcuhealth.zoom.us/j/96568914539
Meeting ID: 965 6891 4539
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Meeting ID: 965 6891 4539
taking on in DEI for the Wright Center.

VCU SOM Diversity, Equity, and Inclusion Statement
DEI Statement Operationalized
FOCUS AREA PROGRAMS / EVENTS / RESOURCES KEY METRICS / INDICATORS

PRE- AND POSTAMBLE
We reaffirm the core values of human dignity and  Individual and Systemic Bias Review in Policies,  VCU Organizational Culture and Climate Survey
of mutual, unconditional respect, and we Procedures, Practices, and programs Results
acknowledge our responsibility to condemn racism  DEI Training and Development (e.g., Implicit  SOM Administrative Unit Survey Results
and all forms of discrimination Bias Training, cultural humility, anti-racist/bias  Student Experience and Mistreatment
frameworks) Outcomes
 Level of participation in DEI training and
Education (e.g., History and Health, iExcel)
 Levels of participation in Stepping In Program
We continuously strive for our workplace and  Affirmative Action Program Analysis  VCU Organizational Culture and Climate Survey
learning environment to reflect the demographic  East Marshall Street Well Project – Results
and social milieu of the communities we serve, to (Collaboration)  SOM Administrative Unit Survey Results
advocate for these principles beyond our walls and  History and Health (Collaboration)  Student Experience and Mistreatment
to be a place of dignity, professionalism, mutual  iExcel Diversity Certification Program Outcomes
respect and inclusivity.  iExcel Education Program  Level of participation in DEI training and
Education (e.g., History and Health, iExcel)
 Levels of participation in Stepping In Program
 School and Unit-level Demographic Profiles
 DEI Dashboard Indicators
STAKEHOLDER GROUPS
As educators and mentors, we support all  Faculty DEI Advisory Collaborative Action  Participation in SOM professional
our learners in achieving their professional Agenda development program
goals while acknowledging unique experiences as a  SOM Faculty Development Program  Participation in VPHS Health Equity and
function of different backgrounds, culture,  VPHS Faculty Development Program Structural Racism Professional Development
immigration or socioeconomic status.  Implementation of Anti-bias Curriculum  Participation in Mentor Training Programs
Review  Degree of implementation of Anti-bias
 iExcel Education Program Curriculum Review
 Mentor Training and Development
 Junior and Mid-level Faculty Fellows Network
As researchers, we work to close the gaps that  Changing the Face of Research Program  Engagement in faculty development and
racism and other forms of discrimination have (COHD) training programs
created by broadening our research scope,  History and Health Faculty Symposium  Publications focused on DEI-related topics
diversifying participation in our clinical trials and  DEI and Health Equity Faculty Directory
improving the justice of dissemination and
implementation of evidence-based medicine. In
order to improve our ability to deliver precision
care to all populations, we facilitate research that
includes those who, historically, have been
excluded and have not seen the benefits of those
trials.
As clinicians, we protect all who pass through our  Stepping In Program  Reports of discrimination and bias
doors and care for them with dignity, compassion  Departmental Grand Rounds
and the best that medicine has to offer.
As learners, we understand the cause and effect of  Anti-bias / discrimination Curriculum Review  Student Experience Survey Outcomes
racism and discrimination and their and Implementation  Student Mistreatment Outcomes
impact on the lives of those in our community and  Student organizations and Student Interest
nation. We are vigilant in our pursuit of knowledge Group DEI-focused initiatives
so that we may mobilize it as the next generation  Implementation of Student Experience Surveys
of physicians and scientists to find solutions to (e.g., Graduate Student Survey Action Items)
present day and future problems in society and
health.
As colleagues and peers, we ensure that every  VCU Organizational Culture and Climate Survey  Climate Survey Results
member of our School of Medicine community is  Administrative Unit Survey Results
respected and valued for who they are and for the
diverse qualities they bring to our education,
research and patient care endeavors every day.
To: Lida Junghans
Subject: RE: Follow up regarding Preclinical Medical Education search
Date: Wednesday, July 12, 2023 7:59:00 PM
Hi! You can certainly prepare that for her. She would appreciate it.
But most importantly, enjoy vacation!!!!
Art

Phone: 804-828-9788
From: Lida Junghans <ljunghans@zurickdavis.com>

Sent: Wednesday, July 12, 2023 10:53 AM
Subject: FW: Follow up regarding Preclinical Medical Education search
Dear Art, Thanks for your note. I can’t help but be optimistic that wise people will design effective ways to continue advancing goals of equity, diversity and inclusion in admissions. But still, what a diversion and distraction of resources.

Dear Art,
Thanks for your note. I can’t help but be optimistic that wise people will design effective ways to
continue advancing goals of equity, diversity and inclusion in admissions. But still, what a diversion
and distraction of resources. I’d love to know your high level perspective.
Below is a note I wrote to Luan following our conversation last Friday. I haven’t submitted a formal
proposal describing our process in a concise, step-wise manner and I think that might be helpful to
her, but I’m reluctant to bombard her with more follow ups. Please let me know if you recommend
that I do (after I return from a little vacation next week.).
All best,
Lida
From: Lida Junghans

Sent: Friday, July 7, 2023 1:51 PM
To: Luan Lawson <Luan.Lawson@vcuhealth.org>
Cc: Betsy Ripley <elizabeth.ripley@vcuhealth.org>; Darrell Griffith <darrell.griffith@vcuhealth.org>;
Matt Mangels <matthew.mangels@zurickdavis.com>
Subject: Follow up regarding Preclinical Medical Education search
Dear Luan,
It was a pleasure to connect with you earlier today and to hear more about your vision for VCU’s
next leader of preclinical medical education.
I understand that, depending on experience, the person could enter as an Assistant Dean or as an
Associate. You are also flexible regarding background in either medical education, clinical practice &
medical education, or basic science. I think that the approach we take at ZurickDavis, of presenting a
diverse array of possible prototypes at a benchmark meeting early in the process will serve you well.

In addition to a strong background in the core areas, your Assistant or Associate Dean will need to
have familiarity with the Step 1 licensing exam. They must also inspire confidence that they will be
effective at mediating communications and relationships between institutional requirements and
student and faculty experience and perspectives. This final element takes emotional intelligence,
diplomatic skill, and cultural awareness. I believe that ZurickDavis excels at sensing these intangible
elements of an individual’s approach to institutional citizenship.
Please do send a copy of the job description when you have a chance. I understand that the target
compensation is $200-$300K based on 1.0 FTE.
We look forward to getting to know you and the VCU community in the process of this search. After
the business aspects are settled, we would like to connect via Zoom with key stakeholders and
search committee members as part of our “discovery” process. “We” would be me and one of my
colleagues who would join me in the research, identification, and preliminary vetting of prospective
candidates. In the meantime, we have initiated research on prospective candidates and sources of
recommendations and insight whom we will reach out to, once the search is ready to “go live.”
Please let me know if you have any questions.
Best regards,
Lida
Lida Junghans, PhD l she/her l Vice President

ZurickDavis l 400 TradeCenter, Suite 5900 l Woburn, MA 01801
781 305 2947 Office
ljunghans@zurickdavis.com
www.ZurickDavis.com | @ZurickDavis
Strategic Solutions in Healthcare Search
To: Anita Navarro; Karen Olinger
Subject: RE: Register now! AAMC webinar on the SCOTUS Decisions on Race-conscious Admissions
Date: Thursday, July 6, 2023 9:59:00 AM
Fantastic thank you

Phone: 804-828-9788

Sent: Thursday, July 6, 2023 9:59 AM
To: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>; Karen Olinger
<karen.olinger@vcuhealth.org>
Absolutely. I already put a debriefing on the DSLT agenda for the meeting directly after this webinar.
And, we can do something more in-depth if the content warrants and it may.
Anita

To: Anita Navarro <Anita.Navarro@vcuhealth.org>; Karen Olinger <karen.olinger@vcuhealth.org>
Thank you thank you
Maybe we have you lead a session with Deans and Chairs who want to learn more about this……?

Phone: 804-828-9788

To: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>; Karen Olinger
<karen.olinger@vcuhealth.org>
Yes, have already registered, especially since Donna is out of pocket. Will take copious notes.
AN

To: Karen Olinger <karen.olinger@vcuhealth.org>
Cc: Anita Navarro <Anita.Navarro@vcuhealth.org>
Oh boy. Anita, will you be at the AAMC seminar?

Phone: 804-828-9788
From: Karen Olinger <karen.olinger@vcuhealth.org>

You have the One VCU academic repositioning task force kick off meeting at Cabell Library at that
time.
Karen
Karen Lovelien Olinger, Executive Assistant to the Dean, School of Medicine || Virginia Commonwealth
University (VCU), MCV Campus ||Location: McGlothlin Medical Education Center, 1201 E. Marshall St., 4th Floor ||
Mailing Address: Box 980565, Richmond, VA 23298-0565 || Phone: 804-828-5100 || Fax: 804-828-7628 || Email:
Karen.Olinger@vcuhealth.org || http://www.medschool.vcu.edu/
--------------------------------------------------
This email may contain confidential or privileged information. If you are not the intended recipient, please advise the sender
by return email and delete immediately without reading or forwarding to others.

To: Karen Olinger <karen.olinger@vcuhealth.org>
Can you register me for this?

Phone: 804-828-9788

To: Betsy Ripley <elizabeth.ripley@vcuhealth.org>; Brian Aboff <Brian.Aboff@vcuhealth.org>; Cathy
Wood <Catherine.Wood@vcuhealth.org>; Heather Masters <heather.masters@vcuhealth.org>;
Kevin Harris <Kevin.Harris2@vcuhealth.org>; Luan Lawson <Luan.Lawson@vcuhealth.org>; Michael
Donnenberg <Michael.Donnenberg@vcuhealth.org>; MICHELLE Whitehurst Cook
<michelle.whitehurst-cook@vcuhealth.org>; Niles Eggleston <Niles.Eggleston@vcuhealth.org>;
Ralph Clark III <ron.clark@vcuhealth.org>; Robert Winn <Robert.Winn@vcuhealth.org>; Arturo
Saavedra <Arturo.Saavedra@vcuhealth.org>; Donna Jackson <donna.jackson@vcuhealth.org>
Hi, all. Donna, thanks for sending this notice about the webinar. Sending along per our
discussion in the DSLT meeting today.
Thanks!
Anita
Anita M. Navarro, Ed.D.

Chief of Staff
VCU School of Medicine
PO Box 980565
Richmond VA 23298-0565
804-828-7521
Pronouns: she/her/hers
From: gsalist@lists.aamc.org <gsalist@lists.aamc.org>

Sent: Friday, June 30, 2023 2:06 PM
Cc: Amy Addams <aaddams@aamc.org>; Holistic Review <holisticreview@aamc.org>
Subject: [gsalist] Register now! AAMC webinar on the SCOTUS Decisions on Race-conscious
Admissions
The AAMC is holding a webinar, “The recent SCOTUS Decisions on Race-conscious Admissions and Implications for Academic Medicine,” on Monday, July 10 from 2: 00-3: 00 pm ET. Register for the webinar Description The Supreme Court released

The AAMC is holding a webinar, “The recent SCOTUS Decisions on

Race-conscious Admissions and Implications for Academic

Medicine,” on Monday, July 10 from 2:00-3:00 pm ET.
Description
The Supreme Court released its decisions on the Students for Fair Admission v.
Harvard and Students for Fair Admission v. University of North Carolina (UNC) on
June 29. In this webinar on July 10, Frank Trinity, JD and Heather Alarcon, JD, the
AAMC’s legal counsel, will discuss these decisions and potential implications for
improving the diversity in medical and other health professions schools and the health
care and medical research workforce.
This webinar is intended for the broad academic medicine community. The webinar
will be recorded and is a part of a series of webinars and resources that the AAMC
will provide its member institutions and other organizations following the Supreme
Court decisions.
Please contact holisticreview@aamc.org if you have any questions.
Details
Date: Monday, July 10
Time: 2:00-3:00pm ET
You are currently subscribed to the GSA Listserv.

To unsubscribe send a blank message to unsubscribe-gsalist@lists.aamc.org.
To respond to the sender only, simply click "reply" and respond to the sender.
To send a message to the entire list, send your message to gsalist@lists.aamc.org.
To: Anita Navarro; Donna Jackson
Cc: Kevin Harris; Karah Gunther; Carly Katz; Mark Hickman
Subject: Re: SCOTUS Update
Date: Thursday, June 29, 2023 9:51:13 AM
Thanks to all!
Get Outlook for iOS

Sent: Thursday, June 29, 2023 9:44:40 AM
Cc: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>; Kevin Harris
<Kevin.Harris2@vcuhealth.org>; Karah Gunther <klgunther@vcu.edu>; Carly Katz
<cbkatz@vcu.edu>; Mark Hickman <hickmanmp@vcu.edu>
Subject: RE: SCOTUS Update
Donna, good morning and thank you for this high-level summary. It’s great that you have this
national role at this critical time. I’m looping in selected leaders in SOM and government relations to
suggest that we have a call soon to discuss in detail what was shared and the decision we are
expecting today.
Sincerely,
Anita
Anita Navarro, Ed.D.
VCU SOM Chief of Staff
From: Donna Jackson <donna.jackson@vcuhealth.org>

Sent: Thursday, June 29, 2023 9:25 AM
To: Anita Navarro <Anita.Navarro@vcuhealth.org>
Subject: SCOTUS Update
Good morning,
At the AAMC GSA Leadership Week, it was expected that SCOTUS would rule on the Race-
based admissions cases on Tuesday. That didn’t happen. Next decision date is today, so we
will see.
However, in our SCOTUS update session, we were encouraged not to move to hastily after
decision in order to digest full opinion – looking for additional clarification concerning
graduate & professional schools. To help us decipher the opinion, the AAMC will host a
webinar for admissions officers within 2 weeks of the decision. Another webinar that will be
open to everyone will follow.
We do know that the American Council of Education will have a webinar on Thursday, July 6,
2023 at 1:00 PM EST. Additional information and registration information can be found here -
View in browser.
Donna H. Jackson
Donna H. Jackson, Ed.D.
Assistant Dean for Admissions
Director, Office of Student Outreach Programs
Virginia Commonwealth Univ. School of Medicine
To: Michael Grotewiel; Cathy Wood
Subject: RE: UME:CERT integration CRM
Good afternoon, sir.
The answer is yes. Cathy and I have discussed and want to partner with you at making this happen.
Thanks for bringing this up and advocating for these programs.
Art

Phone: 804-828-9788
From: Michael Grotewiel <michael.grotewiel@vcuhealth.org>

To: Arturo Saavedra <Arturo.Saavedra@vcuhealth.org>; Cathy Wood
<Catherine.Wood@vcuhealth.org>
Subject: UME:CERT integration CRM
Good morning Art, good morning Cathy,
As you know we are working on a more robust way to redirect applicants rejected from UME into
our premedical CERT program. Scott Ramsey (CERT program director) and I have discussed what I
believe is a great idea to operationalize this integration. In broad strokes, the digital advertising
company we are using to promote CERT can set-up a companion CRM that would use UME rejected
applicant information to engage with them about CERT via email and digital marketing. The cost is
$40k to deploy the CRM in FY24. I anticipate being able to redirect $20k from the Grad Ed
operational budget for this, so am asking for an additional $20k in the FY24 Grad Ed budget to
support the remainder.
I realize I am asking for funding in a challenging financial climate and that FY24 budgets are not
worked out yet, but think the $40k total CRM investment has the potential to forcefully drive the
UME:CERT admissions integration which will lead to increased CERT enrollment. And the CRM would
be paid for if it were to generate only 2 or 3 additional CERT students, which seems very doable.
I’d be happy to chat through this, if so would be a good idea to include Scott Ramsey as he is the
point person on this.
Many thanks for considering,
Mike
From: Kevin Harris
To: theariagroup2013@gmail.com; Samantha Marrs; Margaret Ann Bollmeier; Kathleen Rudasill; Susan Bodnar-
Deren; jbonfili@vcu.edu; streetsmartzoversafety@gmail.com; melissa3richards@gmail.com; pastor@smzb.org;
tiffany.thomas@partnershipforthefuture.org; smiller@bgcmr.org; skv2cobbs@vcu.edu; Norm Bedford; Verenda
Cobbs
Subject: RE: VCU Project Gabriel Scholarships Workgroup - Introductions, Background & Next Steps
Date: Thursday, July 20, 2023 12:46:00 PM
Attachments: Scholarships_Summer Forums_2023 Report.docx
Dear Project Gabriel Scholarship Workgroup,
Attached are notes from the recent community meetings pertaining to Scholarships. The report is
essentially raw data, feel free to re-organize it as you see fit to informing your thinking on this topic.
Look forward to meeting with you all soon.
Best,
Kevin


Phone: 804-827-2087
From: Ashli Phillips <Ashli.Phillips@vcuhealth.org>

Sent: Monday, July 17, 2023 3:49 PM
To: theariagroup2013@gmail.com; Samantha Marrs <swmarrs@vcu.edu>; Margaret Ann Bollmeier
<MargaretAnn.Bollmeier@vcuhealth.org>; Kathleen Rudasill <kmrudasill@vcu.edu>; Susan Bodnar-
Deren <smbodnar@vcu.edu>; jbonfili@vcu.edu; streetsmartzoversafety@gmail.com;
melissa3richards@gmail.com; pastor@smzb.org; tiffany.thomas@partnershipforthefuture.org;
smiller@bgcmr.org; skv2cobbs@vcu.edu; Norm Bedford <bedfordn@vcu.edu>; Verenda Cobbs
<s2vkcobb@vcu.edu>
Cc: Kevin Harris <Kevin.Harris2@vcuhealth.org>
Subject: RE: VCU Project Gabriel Scholarships Workgroup - Introductions, Background & Next Steps
Good afternoon,
I hope this email finds you all well. Please see the doodle poll link below for providing all of your
availability for the workgroup meeting. I will follow up with a calendar invite and Zoom link with the
best time for the group. Please let me know if you have any questions.
https://doodle.com/meeting/participate/id/e1472JPd
Best,
Ashli Phillips, MHA
Executive Assistant & Program Coordinator
VCU School of Medicine, Office of the Dean
McGlothlin Medical Education Center
1201 E. Marshall St., 4th Floor
PO Box 980565, Richmond, VA 23298
Office: 804-628-4156
Fax: 804-828-7628
From: Kevin Harris <Kevin.Harris2@vcuhealth.org>

Sent: Friday, July 14, 2023 11:56 AM
To: theariagroup2013@gmail.com; Samantha Marrs <swmarrs@vcu.edu>; Margaret Ann Bollmeier
<MargaretAnn.Bollmeier@vcuhealth.org>; Kathleen Rudasill <kmrudasill@vcu.edu>; Susan Bodnar-
Deren <smbodnar@vcu.edu>; jbonfili@vcu.edu; streetsmartzoversafety@gmail.com;
melissa3richards@gmail.com; pastor@smzb.org; tiffany.thomas@partnershipforthefuture.org;
smiller@bgcmr.org; skv2cobbs@vcu.edu; Norm Bedford <bedfordn@vcu.edu>; Verenda Cobbs
<s2vkcobb@vcu.edu>
Cc: Ashli Phillips <Ashli.Phillips@vcuhealth.org>
Subject: VCU Project Gabriel Scholarships Workgroup - Introductions, Background & Next Steps
Dear Colleagues.
Many thanks for agreeing to participate on the VCU Project Gabriel Scholarships Workgroup. We
know have representation from key stakeholders within VCU and our surrounding community, so
let’s jump right into the task. As you were informed in the invitation email from Sheryl Garland, we
are charged with developing an operational plan to support the proposed recommendations for
Project Gabriel scholarships. Attached is a template that was created to provide us guidance to
complete this process. This format is being utilized to assist in translating information from each of
the Work Groups into the Commission’s final report to be presented to the BOV in September.
Note, that we may need to modified the current template as a result of the feedback received during
community forums that were recently held. The feedback report from the community forums will
be shared with me on Tuesday and will be shared with you all soon after.
Our goal is to wrap up the Work Group activities and have the Scholarship Operational Plan
submitted by Friday, August 18, 2023. To maximize our time before our first meeting, I would like
each of us to add our ideas to the attached template individually. Nothing extensive, high level bullet
points are fine. (I’m suggesting we leave the Projected Cost column out of this initial phase to allow
us to focus on big ideas first, without consideration of limiting financial constraints). Otherwise,
please focus only on those areas in the template document that you feel comfortable addressing,
understanding each of us brings different expertise. I have attempted to address item 3 – “advising
and wrap-around services” as an example of the level of detail needed. Please email your plan
document to me by COB Friday, July 21st, I will compile our ideas into one document which will
then serve as a working template for the remainder of our time.
My colleague, Ashli Phillips, will send a request for availability for at least three meetings (Zoom)
within the timeframe we are provided. Ideally, our first meeting can occur early in the week of July
24th. If you have not done so, please let us know whom best to contact for your scheduling.
Looking forward to working with each of you on this important effort. Please let me know if you
have further questions or feedback, or for time-sensitive matters, reach my cell – 804-955-8925.
Best,
Kevin


Phone: 804-827-2087
Scholarships
Top themes from feedback:
1. Barriers and Criteria for Scholarships:

- Other institutions involved in other projects.
- Historic connection to slavery and defining projects based on the number of slaves owned.
- Scholarships based on need and not limited to a specific group.
- Consideration of students' capabilities, potential, and diverse learning abilities.
2. Recommendations and Strategies:

- Sustaining funding and finding new sources of funding.
- Building up core funding to sustain scholarships.
- Designating a development person from VCU staff.
- Ensuring proper representation and accountability from the MCV Board and VCU
Foundation.
- Earmarking private dollars for scholarships.
- Considering community engagement and commitment from students.
- Showcasing scholarship recipients at events.
- Partnering with HBCUs and collaborating with Richmond Public Schools.
3. Thoughts on Recommendations:
- Appreciation for specific, concrete recommendations.
- Questioning the limitation to STEM and healthcare fields.
- Balancing focus on STEM with a liberal arts education.
- Expanding the focus beyond STEM and healthcare.
- Concerns about charging black people for Gabriel's ball.
4. Challenges and Solutions:

- Collaborating with RPS Talent Pathways Program and ensuring readiness.
- Addressing perception barriers, such as affirmative action concerns.
- Determining historic connections to slavery and fleshing out the process.
- Providing wraparound services and dedicated staff for student support.
- Collaborating with current students and community organizations.
5. Priority and Positive Impact:

- Prioritizing funding and sustainability.
- Prioritizing wraparound services and support.
- Viewing success as not just job placement but also socioemotional follow-up.
- Creating a network of alumni for Gabriel scholars.
- Expecting a positive impact on the community through scholarships and partnerships.
6. Anticipated Outcomes and Changes:
1
- Offering a different perspective to the VCU community.
- Acknowledging the realities of history and building a different future.
- Addressing the negative reputation of MCV Hospital in the community.
7. Recommendations with Higher Priority:

- Addressing poverty in Southside Richmond and supporting students in need.
- Focusing on the Jackson Ward community and supporting minority-owned property.
- Improving support for students during college and avoiding property acquisition issues.
8. Resources and Partnerships:

- Exploring VCU's official relationship with Virginia Union.
- Involving churches, volunteer organizations, sororities/fraternities, and Big Brother Big Sister
program.
- Exploring partnerships with Virginia Union University, UR, and local organizations.
9. Involving the Community:

- Utilizing positive publicity and public statements from VCU.
- Focusing on community impact and improvement.
- Engaging police officers, mental health intervention, and health facilitators.
- Ensuring active participation through engagement, support, and interfaith efforts.
10. Supporting Implementation:

- Supporting the Gabriel ball and the overall project as VCU staff.
- Volunteering, campaigning, and utilizing existing community organizations.
- Identifying potential candidates and utilizing interfaith connections.
11. Enhancing Impact and Success:

- Early identification and exposure for students.
- Providing comprehensive services and programs for youth.
- Building relationships and connections within the community.
- Addressing equity, cultural competence, and social determinants of health.
- Supporting mentorship programs and workforce development.
12. Additional Ideas and Suggestions:

- Providing physical space for Gabriel Scholars on campus.
- Involving professionals, mentors, and community partners.
- Addressing equity, cultural competence, and social determinants of health.
- Creating incentives, cohort activities, and service-oriented scholarships.
- Supporting internships, local organizations, and expanding eligibility beyond STEM.
13. Perspectives and Misalignments:

- Extending scholarships to Henrico and Chesterfield County students.
- Clarifying the requirements for historical connections to slavery.
- Prioritizing and narrowing the possibilities for scholarships.
2
- Considering alternative paths for students who choose not to attend college.
14. Scholarships for Elementary and Middle School Students:

- Early identification and exposure for students.
- Consistent pathway programs for elementary and middle school students.
- Building relationships and connections with students.
- Providing unique programs and support for youth.
15. Community Engagement and Perspectives:

- Community perceptions and negative outlook on higher education.
- Parental support and education to encourage college attendance.
- Involvement of a multi-disciplinary team and community partners.
- Engaging organizations and agencies to support youth.
16. Funding and Success Measures:

- Matching funding from donors and ensuring sustainability.
- Measuring success by graduates giving back to the community.
- General Assembly supplying funding for underfunded communities and schools.
17. Inclusivity and Diversity:

- Extending scholarships beyond Richmond and including other regions.
- Ensuring diversity in perspectives and interests throughout the project's execution.
- Addressing the diverse needs of the community.
Scholarships (Raw data)

June 29
● What Barriers to consider?
○ There are other institutions involved in other projects. Historic Connection to
slavery – MCV owned 5 – 6 slaves. All other Universities/Institutions define their
projects differently based on the number of slaves owned.
● Criteria for scholarships
○ Based on need
○ Not just a specific group
○ Balance between students, not just having high GPA’s, but student’s capability to
○ learn and potential. Students learn differently and are proficient in some areas
○ more than others.
● Recommendations – Do we think they are practical and can be implemented
○ Sustain funding – how to navigate around what VCU already has. We cannot use
3
○ funding that VCU already has, we have to find new money.
○ Build up core funding to sustain scholarships.
● Questions asked.
○ As we craft a strategy to get funding, how does VCU show their commitment?
○ Will a development person be designated, such as VCU staff talent management
from VCU and not outside VCU. Will VCU commit their personnel.
■ Volunteers are on board
■ Proper representation and accountability has been established from the
MCV Board in the person of Clifton Peay (board member)
■ Sheryl Garland (VCU Foundation is heading project)
○ Should person be of African descent (what does this really mean, is there a way
that you can prove this?
● Private dollars should be earmarked
● Scholarships are based on the numbers of slaves owned. There is a formula in place.
● Students should have an element of commitment, such as community engagement.
● How can we ensure that the funding will actually help the community.
○ Suggested that they should be Richmond Public School students.
● Hold accountable support implementations
● We should showcase students by presenting them at some sort of an event, ex. Ball.
● Funding come in through development
● Impact the community for people who need it.
● Partner with HBCU’s
● In general, what are your thoughts about the recommendations for scholarships?
Like the idea of specific, concrete things like reparations
○ Like that it is carefully worded to be perpetual, but question why they are being
limited to STEM and healthcare fields
○ Would like to know how the community’s needs are determined and who’s
determining them
○ There is a lot of focus on STEM fields as a guarantor of good fields, which
contradicts the purpose of a liberal arts education
■ Agree with the focus on STEM and healthcare, but should be expanded
○ Would like to know more about who’s creating the scholarships
○ Issue with charging black people for Gabriel’s ball
● What potential challenges or barriers do you foresee that might make it difficult to
implement the proposed actions? Can you suggest any solutions or strategies to
overcome these challenges?
a. Collaborating with RPS Talent Pathways Program is exciting a challenge could
be on whether RPS is ready and able to engage and promote scholarships
b. Perception barriers (affirmative action)
c. How do you determine someone’s historic connection to slavery? Flesh this out
more.
4
d. Wraparound services that are needed for students to succeed; a dedicated staff
member that checks in with students, builds relationships with them
e. Collaboration with students currently on campus and
f. Bonds with community organizations (ie: surrogate parents), relationships that tie
in with the city
● Of these recommendations, which do you think should be the priority in the

implementation phase?
○ Needs to be funded and sustainable
○ How many years will it take to get an endowment?
○ Wraparound services, extra support
○ Viewing success as not just having a job but also socio and emotional follow-up
for people as they’re transitioning out of college
○ A network of alumni for Gabriel scholars
● Which do you believe would have the greatest positive impact on the community?
i. Showing people it can be done
● What specific outcomes or changes do you anticipate if these recommendations

are implemented? How do you think they would improve the quality of life or
address the community's needs?
■ Would give a different perspective to VCU community, a stepping stone to
bring all communities in together
■ Opens the conversation to acknowledging the realities of the history of
the city and its cornerstone institutions and provides a different future
using tangible resources to get there
■ People from Richmond do not have a positive reputation of MCV hospital,
distrust
● Are there any recommendations that you feel should be given higher priority over
others? Can you explain your reasoning behind this prioritization?
○ Get the money
○ Who receives the scholarships? How do we improve the surrounding area in
Richmond (poverty in Southside); Make sure we don’t think about this as a
scholarship trying to address minority students but support students who need to
escape economic and social oppression
○ Address Jackson Ward community, who are often forgotten
○ Support for students during their time in college
○ At VCU, one of the things that has always been an issue is VCU buying up
minority-owned property and demolishing it
■ Don’t want to see an issue with VCU saying they support minorities, then
buying up all of their property
○ How many people are going to be responsible for managing the scholarship?
5
■ Look at the data and really assess the needs; If we are targeting five
schools, then how many students do we already have coming to VCU
from Richmond Public Schools and the specific schools we’re targeting?
What existing support systems do they have?
○ What do resources actually look like? How do we set up an environment of
support that is not a stigma?
■ The member went to VCU and there was a program that supported her
with her reading, math skills, and when she began failing classes, they
intervened.
● Are there any resources or partnerships that you think would be valuable for VCU
to explore in order to bring these recommendations to life?
○ What is VCU’s official relationship with Virginia Union?
● How can we involve the community in the execution of these recommendations?

What strategies or approaches do you think would ensure active participation and
engagement from community members?
○ Positive publicity, folded into some sort of public history initiatives, like East
Marshall St. Well Project
○ VCU make a public statement and list all they’re doing
○ Stop talking about reckoning and talk about moving forward. Talk about the
Gabriel Project, its importance, the principles we live by, building upon his
legacy;
○ How does it affect the whole community?
○ Compassion fatigue
○ Improve all parts of the city
● How can you support the implementation of these recommendations?

○ Buy a ticket to the Gabriel ball
○ As VCU staff, help serve the students, overall project
○ Helping to campaign
○ Use volunteer organizations in the city
○ Use sororities and fraternities to get the information out
○ Partner with churches to solicit students for scholarships
○ Implementing a connection with scholarship recipients and the Big Brother Big
Sister program
○ Target the little storefront churches
○ Have specifics on what is needed for Gabriel Project
○ Doing more interfaith
Identifying potential candidates: What is the process? Will VCU use the same model as VUU
with identifying scholarship candidates?
Richmond Talent Pathways Program Overview 8th-High School
6
In general what are your thoughts about the recommendations discussed? Is there
anything else that you would add?
Scholarships are essential for helping families in Richmond to matriculate. First important thing
is to inspire students and parents to believe in the importance of education. At the elementary
age the discussion should start in order to encourage students to want to go to college.
Start with bringing ES to VCU. Discussing the Pilot Program: extended calendar. Focus on the
“Hawthorne Effect” To encourage students to know that they are special and that they have the
ability to attend college have opportunities
Responses: Project Gabriel Scholarships and Additional Information
A. EARLY IDENTIFICATION AND EXPOSURE FOR STUDENTS (ELEMENTARY

SCHOOL) as early as 3rd Grade (6th Grade is a better opportunity to connect in Middle
School Students) Mentoring Programs (** Partner with schools to identify students and
program development for student engagement)
Consistent Pathway Programs needed for students that are in elementary and middle
school programs in addition to High School programs for programs
B. COLLEGE CAMPUS, HEALTH SERVICES AND GUEST SPEAKERS-COLLEGE

STUDENTS
C. DEVELOP COMPREHENSIVE SERVICES AT VCU AND IN-COMMUNITY

PROGRAMS
D. INCREASING EARLY INTERACTIONS FOR YOUNGER STUDENTS
E. COMMITTED GROUP of adults that can show up and “pour into the students”
Group needed: Social Workers-resources/access for youth
Agencies needed to step up to be a part of this group
Leadership group needed that will work collaboratively to collaborate to develop

programs
F. CREATING UNIQUE PROGRAMS FOR YOUTH THAT COULD INCLUDE:
· Workforce Development
· Exposure to career fields
· Early intervention and wrap around supports for students and families
7
· State participation and investment to ensure sustainability
· Relationship development- mentoring/enrichment programs
Feedback: Historically, students in RPS have a negative outlook on Higher Education
The community has perceptions about access and engagement related to VCU
Lombardy/Broad to 12th Street
Youth and families have had negative experiences with VCU (Law Enforcement and VCU
Campus)
Educational, social, financial barriers that have impacted student’s ability to attend VCU
in Richmond community
Parental Support and Education needed to encourage college attendance and

engagement
What team will be in-place to engage with families within the community to build
relationships with the students?
Multi-disciplinary team that will undergirds the guiding of our children, so that they can
receive the scholarships. (Parents, teachers, counselors, law enforcement, and service
professionals)
Examples of Programs: Student Dental Program curriculum, Mentoring Program
Programs and Organizations: VCU Partnership Needed to Engage Youth in intervention.

Focused on build relationships and connections
Virginia Department for Aging and Rehabilitation Services: Carolyn Turner
VCU Dental School: Example of Building relationships
VCU School of Education
COMMUNITY INVOLVEMENT: Community has to step up in order to engage in the

conversation and connections. Gentrification has impacted the connection
Ideas of Community Partners to Engage:
8
Police Officers-Safety Focus
Mental Health Intervention
Build Relationships with students
Health Facilitators
** Potential Partnership with UR
Priorities for Recommendations:
1. Establishment of Gabriel Scholars: Fundraising events, activities that young

people can be able to attend-Suggesting earlier engagement 8 years and up
2. Ensure that scholarships are augmented with robust advising and wrap around
services to ensure the success of participants BEFORE, during and after attendance at
VCU. Ensure that students are able to connect with on-campus staff upon arrival
3. Explore ways to collaborate with VCU’s new federally-funded Richmond Talent

Pathways programs focused on RPS students from 5 high schools
4. Annual Gabriel Scholars ball to support the scholarship development strategy
5. Partnering with schools to identify students early on that could be eligible for
scholarships.
July 11
Approach to Scholarships
1. If there is a demonstrated connection, it should not be limited to Richmond.
2. There should be a more tiered approach with a specified number of scholarships for those
sharing a connection in RPS and other regions.
3. A missing component is why isn’t there more visibility from RPS students
4. How does the supreme court affirmation action ruling affect this scholarship
5. In addition to admitting students, we want to find ways to retain with these scholarships
6. There should be a conversation about wrap-around services. Specifically black men. How
are we framing notions of family and familial relations? What type of criteria are we asking for
9
them to use to define family? What are we doing so that students understand that they can ask
for help?
7. There is a lot of ADHD in the black community. Students are unaware that resources are
available to them.
8. What happens after the student begins with the scholarship? Is there a commitment to
retain them?
9. If we can get students engaged that will increase their likelihood to stay
10. Scholarship participants can have cohort activities such as a course. Something where
students are tied to doing some work to show ownership of the scholarship that they earned.
Take advantage of the services that are currently available.
11. There is a model called the Bonner Foundation. Scholarships are tied to community service.
If you are a recipient you have to provide 15 hours of service a week.
12. Tiered based on students’ GPA. Merit-based at renewal. Or a merit bonus at renewal based
on GPA. As an incentive
Community
1. Provide internship opportunities for students.
2. Local organizations can provide opportunities
3. Stem requirement limits the number of students that are eligible.
4. If limited to STEM students should be able to retain scholarships if there is a shift in major
and no longer STEM
Funding
1. If you look to the black community for funding (churches etc.), you will learn that churches
are already funding several areas in the community.
2. Development should match with the donor. When a donor provides funding for a program
then they should be required to match for a scholar. Or ask donors if they are willing to match.
Ask select donors to match.
What does success look like
Would like to see students graduate and give back to the community in 10 years. Being
successful and sending their family back into the program.
10
Additional comment
There is no funding for the project but we have been asked to share recommendations. General
Assembly should supply funding. The Black communities and schools are underfunded. These
things continue to be underfunded.
The university should use cause when determining how to identify a connection.
1) In general, what are your thoughts about the recommendations for

scholarships? Specific to these recommendations, is there anything else you
would add?
a. Do you think the recommendations we have gathered are practical and can be
successfully implemented in our community? Why or why not?
i. General Thoughts:
1. Scholarships are feasible and can be successfully implemented

assuming we allocate funding through fundraisers such as galas and
donations from VCU alumni
2. Question on number of scholarships offered in total by VCU to see

if 5-8 full scholarships seems realistic and practical
3. Need clarification on scope of scholarships and whether it is just for

4 years or can be extended for those seeking masters, PhD, or
professional school
ii. Additional recommendations:
1. Need more action items in relation to justice, not just naming it
a. Focus on justice, education reform, and support for African

American teachers specifically
b. Address the injustice and make sure justice is explicitly

stated and carried out
2. Need more support in the lower grades like elementary and middle
school to provide exposure to career pathways and opportunities
a. Engage youth within RPS and provide them the resources to

succeed on the route to teaching or healthcare, etc.
11
b. Ex. Have meetings on Saturdays on a specific topic of
interest and have a peer facilitator who gives the students different
assignments to complete
c. Ex. Have mentorship pathway programming on site and

bring this into schools in the district
3. Need more focus on equity by incorporating mentorship/cultural

competence/humility training for teachers that are willing to donate their
time to this cause
a. Focus on not only academics, but also emotional aspects

and healing of students
b. Ex. Including social determinants of health in education

points
c. Ex. Mentor and mentee both apply to the mentorship

program and are paired; they could even get stipends as an
incentive for showing their commitment to volunteering; ensure they
get paired with someone who can understand their
background/triggers/past trauma and is willing and able to work
with them
b. What potential challenges or barriers do you foresee that might make it difficult to
implement the proposed actions? Can you suggest any solutions or strategies to
overcome these actions?
i. Challenges:
1. How do we identify those with a historic connection to slavery? Is

this something the committee is already doing and researching?
2. How much money and what components are included in these

scholarships?
a. Does this include cost of living, laptops, books, etc. or only

tuition? What exactly do these scholarships entail?
b. Focus on just academics or also financial aid based? Who is

the target population of these scholarships?
12
3. Restriction of affirmative action in college admission – how does
this affect race-based scholarships?
ii. Solutions:
1. Hire someone to do in depth research into VCU and Richmond

history of enslaved individuals
2. Scholarships should be all encompassing and include funding of all

necessary things in order for the student to feel fully supported and
empowered to succeed (whether this means food, housing, or even family
support)
3. Work around the ruling on affirmative action and find ways we can
still help give scholarships to those students in need
2) Of these recommendations, which do you think should be the priority in the

implementation phase?
a. Which do you believe would have the greatest positive impact on

the community?
i. Priority should be determining

parameters of scholarships and who the scholarships will be
offered to
1. Broaden focus to other majors such as history and

humanities rather than only on STEAM
2. Establish the target audience
a. Could broaden scope to include support of

inner city high schools in Richmond AND surrounding
areas including Hopewell, Petersburg, Huguenot,
Henrico, etc.
3. Need to determine cost of tuition to know minimum

amount scholarship needs to cover
ii. Gear scholarship programs toward

children and providing math and science programs to these
disadvantaged schools that actually need them the most (focusing
on educations gaps)
13
iii. Have administrative representation at
high schools that are a part of Project Gabriel and can be
deliberate about which students would most be helped by these
scholarships as they enter college
1. We should get high school counselors more involved

again with navigating the pathway to college and helping
move Project Gabriel forward
b. What specific outcomes or changes do you anticipate if these

recommendations are implemented? How do you think they would
improve the quality of life or address the community’s needs?
i. Give students/recipients something

concrete to look forward to; incentivize it so they know there is
hope and that applying for this scholarship won’t be a lost cause for
them
ii. If administration recommends multiple

individuals for the scholarships, could interview these students to
be able to hear their story in their own words and determine who
would best be helped by these scholarships
c. Are there any recommendations that you feel should be given

higher priority over others? Can you explain your reasoning behind this
prioritization?
i. Focus on scholarships specifically to aid

the financial burden of health professional students (seems fitting
since MCV was built using the labor of enslaved people)
ii. For target audience of scholarships,

focus on disadvantaged areas in Richmond such as Gilpin Court
which has lower life expectancy (by 20 years) than more affluent
neighborhoods just a few miles away such as Westover Hills (VCU
study on healthcare gap: https://www.styleweekly.com/richmond/a-
mile-makes-a-difference-vcu-researchers-study-life-expectancy-in-
richmond/Content?oid=2201366)
3) How do you envision VCU implementing this recommendation in a way that

best serves the needs of the community?
14
a. What specific actions or strategies do you believe VCU should
consider when implementing this recommendation?
i. Targeting an intentional audience
b. Are there any resources or partnerships that you think would be

valuable for VCU to explore in order to bring these recommendations to
life?
i. Partnership should be established with

VUU and other HBCUs in our backyard to provide scholarships to
students, etc.
c. How can we involve the community in the execution of these

recommendations? What strategies or approaches do you think would
ensure active participation and engagement from community members?
i. Members of disadvantaged communities

should be part of the committee, need representation from both the
community and schools
ii. Incentives can ensure active participation

as well as the idea of having a community of similar individuals who
can relate on shared experiences
d. Are there any specific groups or individuals within the community

that should be included or consulted during the implementation process? Why do
you think their input would be valuable?
i. Positions and fields that have

knowledge in this area and can contribute in implementation
ii. Community businesses and

small, local businesses can introduce networks, sponsorships, and
exposure for students
1. Ex. Can introduce recipients to different conferences and

summer internships/programs they can participate in which will set
them up for success
e. What steps can we take to ensure that the recommendations reflect the
diverse perspectives and interests of the community? How can we make sure
everyone feels represented and heard throughout the project’s execution?
15
i. Link those that are
academically educated and those that have obtained wisdom from their
life experiences
4) How can you support the implementation of these recommendations?
a. Are there others who should be involved?

i. Focus on professionals/mentors that can broaden
the vision of students
ii. Have those ‘outsiders’ that have been able to pave
a more privileged path for themselves go into impoverished communities and give back to
where they came from
iii. We don’t need saviors, we need community partners
5) Are there any additional ideas or suggestions you would like to share that can
enhance the impact and success of this project? These can be related to enhancing the
impact and success of this project or any other aspect that you feel is important to
consider.
a. VCU Gabriel Scholars should have physical space on campus where they can
encourage each other and connect through shared experiences
i. Partnership/community between the program
members itself will be important in showing empowerment and knowing they have the help to
succeed
How well do the presented recommendations align with your thoughts and perspectives?
Are there any areas where you feel they may be misaligned or not accurately reflecting
the charge of the Commission and your initial ideas?
● I think this is a wonderful recommendation! However, I feel this should also be extended
to Henrico and Chesterfield County students. Especially Henrico, given its close
proximity to VCU (eastern Henrico is only 2 or so miles away from the MCV campus).
● I'm not guite sure what's meant by "a demonstrated historical connection to slavery". Will
assumptions be made? Will this requirement for historical verification?
Among the presented recommendations, which do you believe should be prioritized or

given higher importance in the implementation phase? Why?
● They all seem to be directed towards establishing scholarships. It reads as if the plan is
to have several different scholarships. If that's the case, narrow the possibilities.
How do you envision VCU implementing this recommendation in a way that best serves
the needs of the community? What specific actions or strategies do you believe VCU
should consider when implementing this recommendation? Are there any resources or
partnerships that you think would be valuable for VCU to explore in order to successfully
implement this recommendation?
16
● Consider what is expected for students to be able to do was they gone through the
program. While the plans for scholarships implies attending college, what about the
student who opts to not go to college? While there be alternative paths available, such
as career tracking?
● Staff for Gabriel scholars (w/ specific training) at career services center (retention is a
problem)
● Tying Gabriel’s scholars to specific courses (like the transform courses that already have
a community services component and work with local organizations to do
multidisciplinary, real-world problem-solving
● Academic advisors who are trained/hired to specifically support Gabriel’s scholars
● Advising is a big piece of retention that is often ignored. I’m always hearing from
students how advisors have either completely transformed students’ academic
trajectories for the better or completely alienated them from academic life
● ESP advisors for STEM majors
● Retaining academic advisors at current salaries is very difficult
● Should the scholarships require in-person components?
17

Virginia Commonwealth University Affirmative Action 'Work Around' Emails

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From: Kevin Harris

To: Anita Navarro

For upcoming discussion, item 2 particularly.

Kevin Harris, PhD, MSA

School of Medicine | Virginia Commonwealth University

From: gdi@lists.aamc.org <gdi@lists.aamc.org>

This Message Is From an External Sender Report Suspicious ‌

New AAMC resources following SCOTUS decision on race-conscious admissions

Sign on to support AAMC statement on SCOTUS decision

Seeking participants for the AAMC/Vizient Patient Portal Messages Survey

Register now: AAMC webinar on emergency preparedness in the research enterprise at

AAMCNews: Rural Americans find little escape from climate change

Michelle Oliva, PMP (she, her, ella)

Tomorrow's Doctors, Tomorrow's Cures®

Kevin Harris, PhD, MSA

School of Medicine | Virginia Commonwealth University

From: Kacie Lord <Kacie.Lord@vcuhealth.org>

From: Kacie Lord

Table 3.3-1 | Diversity Categories

Table 3.3-3 | Offers Made for Faculty Positions

Table 3.3-4 | Offers Made for Senior Administrative Staff Positions

Table 3.3-5 | Students, Faculty, and Senior Administrative Staff

Black/African American 15 (8%) 63 (8%) 49 (3.89%) 5 (8.47%)

Table 3.3-6 | Pipeline Programs and Partnerships

Background: VCU School of Medicine (SOM) Commitment to Diversity, Equity and

The following responsibilities reflect the core expectations of the Office:

Culture and Climate

Training and Education

DEI Assessment and Impact Evaluation

Project ACEe (Academic, Clinical and Educational experiences)

▪ Diversity categories target for program: Hispanic/Latinx, African American/Black,

▪ Diversity categories target for program: Hispanic/Latinx, African American/Black,

Academic and Clinical Skills Symposium (ACSS)

▪ Diversity categories target for program: Hispanic/Latinx, African American/Black,

Hampton University Preferred Applicant Program

▪ Diversity categories target for program: African American/Black,

Summer Academic Enrichment Program (SAEP)

▪ Diversity categories target for program: Hispanic/Latinx, African-American/Black,

Annual LMSA/SNMA Weekend

▪ Diversity categories target for program: Hispanic/Latinx, African-American/Black

SOM Pre-matriculation Program

▪ Diversity categories target for program: All students

▪ Diversity categories target for program: All students

Student National Medical Association (SNMA)

▪ Diversity categories target for program: All students

Latino Student Medical Association (LMSA)

▪ Diversity categories target for program: All students

1. The funding sources that the medical school has available

Faculty Recruitment, Hiring and Retention

Recruitment Inclusive Champions (RIC)

Strategic Recruitment Plan Form

Promotion and Tenure

Women in Science Dentistry and Medicine (WISDM)

1. The funding sources that the medical school has available

3. The organizational locus of the individuals involved in these efforts

The DSEI employs a multi-level evaluation structure to ensure continuous monitoring of

▪ Online Application and Data Management: This is a comprehensive, centralized, online

● Enrollment in pre-health concentrations and prospective majors at VCU (i.e., pre-health:

Health Sciences Academy (HSA), 11-12th grades:

VCU Acceleration, undergraduate level:

Summer Academic Enrichment Program (SAEP), undergraduate level:

Residential / Immersion Program Outcomes

Project ACEe (Academic, Career and Educational Experiences)

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