
Metrics Generator
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This tool allows you to obtain a customized list of measures to assist in your evaluation of efforts to enhance and expand a diverse, culturally sensitive, and prepared health and scientific workforce.
To get started, select the goals that you would like to measure:
Click all that apply.
Select the strategies you would like to measure for Goal 1:Promote equity in educational pathways to health and science careers
Click all that apply.
Select the indicators you would like to measure for Strategy 1: Facilitate entry into health and STEM careers through pipeline programs
Click all that apply.
Indicator 2: Undergraduate pipeline program participation, by student population
Measures:
- Number of under-represented racial and ethnic minority (URM) students in health/STEM undergraduate pipeline programs
- Number of Pell grant recipients in health/STEM undergraduate pipeline programs
- Number of first-generation students in health/STEM undergraduate pipeline programs
Indicator 4: Pipeline participants’ enrollment in health profession or STEM degree program
Measures:
- Percent of K-12 pipeline participants who enroll in college with a declared STEM or health major
- Percent of undergraduate pipeline program participants who enroll in graduate-level STEM and health professions programs
- Percent of post-baccalaureate program participants who enroll in graduate-level STEM and health professions programs
Select the indicators you would like to measure for Strategy 2: Recruit students from local areas and target communities
Click all that apply.
Indicator 1: Undergraduate student enrollment from local areas
Measures:
- Incoming first-time undergraduate students enrolled from nearby high schools, as a percentage of local high school graduates (i.e. college-eligible students)
- Incoming first-time undergraduate students enrolled from nearby high schools, as a percentage of total incoming first-time undergraduate students
- Incoming transfer undergraduate students enrolled from nearby 2- or 4-year colleges, as a percentage of total incoming transfer undergraduate students
- Incoming undergraduate students enrolled from nearby high schools/colleges, as a percentage of total incoming undergraduate students
Select the indicators you would like to measure for Strategy 3: Increase college success and equity
Click all that apply.
Indicator 1: Incoming student enrollment from target student groups
Measures:
- Percent of first-year undergraduate students enrolled that are under-represented racial and ethnic minority (URM) students
- Percent of first-year undergraduate students enrolled that are first-generation
- Percent of first-year undergraduate students enrolled that are Pell grant recipients
Indicator 2: Participation in high-impact practices, by student population
Measures:
- Percent of under-represented racial and ethnic minority (URM) degree recipients who participated in 2 or more high-impact practices, compared to non-URM degree recipients
- Percent of first-generation degree recipients who participated in 2 or more high-impact practices, compared to non-first-generation degree recipients
- Percent of degree recipients who participated in 2 or more high-impact practices and who received a Pell grant in the past, compared to degree recipients that did not receive a Pell grant
Indicator 4: First-year retention rates, by student population
Measures:
- Percent of first-year, full-time under-represented racial and ethnic minority (URM) students who return the following fall semester
- Percent of first-year, full-time first-generation students who return the following fall semester
- Percent of first-year, full-time Pell grant recipients who return the following fall semester
Indicator 5: 6-year graduation rates from the same institution, by student population
Measures:
- Percent of first-year, full-time under-represented racial and ethnic minority (URM) students who graduate from the current institution within 6 years
- Percent of first-year, full-time first-generation students who graduate from the institution within 6 years
- Percent of first-year, full-time Pell grant recipients who graduate from the institution within 6 years
- Graduation rate for full-time transfer students from the same institution
Indicator 6: 6-year graduation rates from any institution, by student population
Measures:
- Percent of first-year, full-time under-represented racial and ethnic minority (URM) students who graduate from any institution within 6 years
- Percent of first-year, full-time first-generation students who graduate from any institution within 6 years
- Percent of first-year, full-time Pell grant recipients who graduate from any institution within 6 years
Indicator 8: Achievement gap, by student population
Measures:
- Difference in first-year retention rate between under-represented racial and ethnic minority (URM) students and non-URM students
- Difference in 6-year graduation rate between under-represented racial and ethnic minority (URM) students and non-URM students (current institution)
- Difference in first-year retention rate between first-generation and non-first-generation students
- Difference in 6-year graduation rate between first-generation students and non-first-generation students (current institution)
- Difference in first-year retention rate between Pell grant recipients and non-Pell grant recipients
- Difference in 6-year graduation rate between Pell grant recipients and non-Pell grant recipients (current institution)
Indicator 9: Credit hours at completion, by sub-population
Measures:
- Number of credit hours at completion for students who are under-represented racial and ethnic minority (URM)
- Number of credit hours at completion for students who are first-generation
- Number of credit hours at completion for students who have received a Pell grant
Select the indicators you would like to measure for Strategy 4: Broaden participation and success of students in STEM fields
Click all that apply.
Indicator 1: Participation of students under-represented in STEM and health majors
Measures:
- Number of under-represented racial and ethnic minority (URM) students in STEM and health majors, by area of study
- Number of first-generation students in STEM and health majors, by area of study
- Number of female students in low-representation STEM fields, by area of study
- Number of students with a disability in STEM majors
Indicator 2: Drop/Fail/Withdraw (DFW) rates in introductory STEM courses, by student population
Measures:
- DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for under-represented racial and ethnic minority (URM) students in year one
- DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for women in low-representation STEM fields in year one
- DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for students with a disability in year one
- DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for students who are first generation in year one
Indicator 3: Average number of STEM credits completed, by student population
Measures:
- Average number of STEM credits completed in year one by under-represented racial and ethnic minority (URM) students
- Average number of STEM credits completed in year one by students with a disability
- Average number of STEM credits completed in year one by students who are first generation
Indicator 4: Persistence in a STEM major, by student population
Measures:
- Percent of under-represented racial and ethnic minority (URM) students with a declared major in a STEM field, who graduate with a STEM degree (within 6 years, at the same institution)
- Percent of female students with a declared major in a low-representation STEM field, who graduate with a degree in that field (within 6 years, at the same institution)
- Percent of students with a disability and a declared STEM major, who graduate with a STEM degree (within 6 years, at the same institution)
- Percent of first-generation students with a declared STEM major, who graduate with a STEM degree (within 6 years, at the same institution)
Indicator 6: Undergraduate research with faculty members, by student population
Measures:
- Percent of under-represented racial and ethnic minority (URM) students in STEM majors who participate in undergraduate research with faculty members
- Percent of first-generation students in STEM majors who participate in undergraduate research with faculty members
Indicator 7: Interacting with faculty outside of class, by student population
Measures:
- Percent of under-represented racial and ethnic minority (URM) students in STEM majors that report high levels of engagement with faculty outside of class when responding to the National Survey of Student Engagement (NSSE), or other surveys
- Percent of first-generation students in STEM majors that report high levels of engagement with faculty outside of class when responding to the National Survey of Student Engagement(NSSE), or other surveys
Indicator 8: Graduates with a STEM degree, by student population
Measures:
- Number of graduates in STEM fields who are under-represented racial and ethnic minority (URM) students, by academic year
- Number of female graduates in low-representation STEM fields, by academic year
- Number of graduates in STEM fields who are first generation, by academic year
- Number of graduates in STEM fields, with a disability, by academic year
Indicator 9: Participation of students from groups under-represented in STEM, who are enrolled in STEM doctoral programs
Measures:
- Percent of under-represented racial and ethnic minority (URM) students in STEM doctoral programs, by field of study
- Percent of female students in low-representation STEM doctoral programs, by field of study
- Percent of first-generation students in STEM doctoral programs, by field of study
- Number of students with a disability in STEM doctoral programs, by field of study
Select the indicators you would like to measure for Strategy 5: Broaden participation and success of students in health professions programs
Click all that apply.
Indicator 1: Participation of students from groups under-represented in health professions
Measures:
- Percent of under-represented racial and ethnic minority (URM) students, by health professions program
- Percent of students from low-income backgrounds, by health professions program
- Percent of male students in low-representation health fields (e.g. nursing and some allied health fields)
Indicator 2: Health professions graduation rate, by student population
Measures:
- Percent of incoming students who graduate, by health professions program
- Percent of under-represented racial and ethnic minority (URM) students who graduate, by health professions program
- Percent of students from a low-income background who graduate, by health professions program
Indicator 3: Clinical exam pass rate, by student population
Measures:
- Percent of all students who pass clinical/licensure certification exams on their first attempt, by health professions program
- Percent of low-income students who pass clinical/licensure certification exams on their first attempt, by health professions program
- Percent of under-represented racial and ethnic minority (URM) students who pass clinical/licensure certification exams on their first attempt, by health professions program
Select the indicators you would like to measure for Strategy 6: Provide access to financial resources for students in health professions programs
Click all that apply.
Select the indicators you would like to measure for Strategy 7: Foster an inclusive climate to support student success
Click all that apply.
Indicator 1: Perceptions of campus climate, by student population
Measures:
- Percent of students surveyed who perceive campus climate positively
- Percent of under-represented racial and ethnic minority (URM) students surveyed who perceive campus climate positively
- Percent of first-generation students surveyed who perceive campus climate positively
- Percent of LGBTQ students surveyed who perceive the campus climate positively
- Percent of students with a disability who perceive the campus climate positively
Select the strategies you would like to measure for Goal 2: Increase the diversity of the leadership, faculty, and student body
Click all that apply.
Select the indicators you would like to measure for Strategy 1: Build a diverse student body in the health professions
Click all that apply.
Indicator 1: Student diversity, by sub-group
Measures:
- Percent of under-represented racial and ethnic minority (URM) students, by health professions program
- Percent of students from low-income backgrounds, by health professions program
- Percent of male students in nursing programs, or other fields where men are under-represented
- Percent of students who are active military or veterans, by health professions program
- Percent of students who have a disability, by health professions program
- Percent of students who self-identify as LGBTQ, by health professions program
- Percent of students who are foreign born, by health professions program
Indicator 2: Under-represented racial and ethnic minority (URM) admissions success rate, by admissions pathway
Measures:
- Percent of applicants who are under-represented racial and ethnic minority (URM), by admissions pathway
- Percent of applicants offered admission who are under-represented racial and ethnic minority (URM), by admissions pathway
- Percent of applicants who accepted an offer of admission who are under-represented racial and ethnic minority (URM), by admissions pathway
- Percent of applicants who enrolled who are under-represented racial and ethnic minority (URM), by admissions pathway
Indicator 3: Admissions success rate for students from target communities, by admissions pathway
Measures:
- Percent of applicants who are from target communities, by admissions pathway
- Percent of applicants offered admission who are from target communities, by admissions pathway
- Percent of applicants who accepted an offer of admission who are from target communities, by admissions pathway
- Percent of applicants who enrolled who are from target communities, by admissions pathway
Select the indicators you would like to measure for Strategy 2: Increase linguistic diversity among students
Click all that apply.
Select the indicators you would like to measure for Strategy 3: Diversify faculty and leadership
Click all that apply.
Indicator 3: Under-represented racial and ethnic minority (URM) faculty advancement
Measures:
- Percent of under-represented racial and ethnic minority (URM) faculty with tenure
- Percent of under-represented racial and ethnic minority (URM) faculty who hold the rank of professor (highest rank)
- Time in rank for URM tenure track faculty compared to non-URM tenure-track faculty
Indicator 5: Under-represented racial and ethnic minority (URM) leadership, by rank
Measures:
- Percent of department chairs who are under-represented racial and ethnic minority (URM)
- Percent of Deans or Vice Deans who are under-represented racial and ethnic minority (URM)
- Percent of academic leadership/governance positions (including President/Chancellor, Provost, Associate Provost, Vice Presidents, Associate Vice Presidents, Board of Trustees) who are under-represented racial and ethnic minority (URM)
Indicator 6: Female leadership, by rank
Measures:
- Percent of department chairs who are female
- Percent of Deans or Vice Deans who are female
- Percent of academic leadership/governance positions (including President/Chancellor, Provost, Associate Provost, Vice Presidents, Associate Vice Presidents, Board of Trustees) who are female
Indicator 7: Under-represented racial and ethnic minority (URM) faculty ratio
Measures:
- Ratio of white to under-represented racial and ethnic minority (URM) faculty in tenure-track positions (who do not yet have tenure)
- Ratio of white to under-represented racial and ethnic minority (URM) faculty with tenure
- Ratio of white to under-represented racial and ethnic minority (URM) faculty who hold the rank of professor (highest rank)
Select the strategies you would like to measure for Goal 3: Integrate cultural competence and population health within health professions education
Click all that apply.
Select the indicators you would like to measure for Strategy 1: Integrate Training to Develop Students’ Cultural Competence
Click all that apply.
Indicator 1: Integration of cultural competence into the curriculum
Measures:
- Percent of required pre-clinical and clinical courses that have integrated cultural competency instruction
- Percent of TACCT items integrated across the curriculum (medical schools)
- Percent of D-TACCT items integrated across the curriculum (dental schools)
Select the indicators you would like to measure for Strategy 2: Integrate Training to Develop Students’ Knowledge of Population Health
Click all that apply.
Select the indicators you would like to measure for Strategy 3: Expand community-based/service learning opportunities for students
Click all that apply.
Indicator 2: Health professions’ student participation in community-based/service learning
Measures:
- Percent of health professions degree recipients who participated in service learning courses, by health professions school
- Percent of health professions degree recipients who engage in community-based activities
Select the strategies you would like to measure for Goal 4: Graduate health professionals who will work with medically underserved populations and/or high-need specialties to improve access to care
Click all that apply.
Select the indicators you would like to measure for Strategy 1: Graduate health professionals who will work in local and/or high-need geographic areas
Click all that apply.
Indicator 1: Retention of health professions graduates within local communities
Measures:
- Percent of practicing health professionals in the state who graduated from the institution
- Percent of practicing health professionals in the local community who graduated from the institution
- Percent of graduates who are retained within the state or local community
Indicator 2: Graduates working in underserved areas
Measures:
- Percent of graduates who work in primary care, mental health or dental Health Professions Shortage Areas (HPSAs)
- Percent of health professions graduates who work in medically underserved areas (MUAs)
- Percent of health professions graduates who work in areas of high poverty
Select the indicators you would like to measure for Strategy 2: Develop health professions admissions strategies aligned with the school’s mission
Click all that apply.
Indicator 1: Under-represented racial and ethnic minority (URM) admissions success rate, by admissions pathway
Measures:
- Percent of applicants who are under-represented racial and ethnic minority (URM), by admissions pathway
- Percent of applicants offered admission who are under-represented racial and ethnic minority (URM), by admissions pathway
- Percent of applicants who accepted an offer of admission who are under-represented racial and ethnic minority (URM), by admissions pathway
- Percent of applicants who enrolled who are under-represented racial and ethnic minority (URM), by admissions pathway
Indicator 2: Admissions success rate for students from target communities, by admissions pathway
Measures:
- Percent of applicants who are from target communities, by admissions pathway
- Percent of applicants offered admission who are from target communities, by admissions pathway
- Percent of applicants who accepted an offer of admission who are from target communities, by admissions pathway
- Percent of applicants who enrolled who are from target communities, by admissions pathway
Select the indicators you would like to measure for Strategy 3: Increase and sustain student interest in working with medically underserved populations
Click all that apply.
Select the indicators you would like to measure for Strategy 4: Support education and training opportunities in medically underserved communities
Click all that apply.
Indicator 3: Student participation in medically underserved track or pathway
Measures:
- Number of students who participate in designated tracks or pathways with focus on providing care to underserved areas
- Number of graduates from designated tracks or pathways who work in a HPSA or medically underserved areas (MUAs)
Select the indicators you would like to measure for Strategy 5: Increase and sustain interest in primary care and high-needs specialties
Click all that apply.
Indicator 3: Graduates pursuing primary care
Measures:
- Percent of medical graduates who pursue residencies in family medicine, internal medicine, or pediatrics
- Percent of health professions graduates practicing primary care, by health profession (i.e. physicians, nurse practitioners, physician assistants)
Select the indicators you would like to measure for Strategy 6: Train community health workers and integrate in clinical teams
Click all that apply.
Indicator 1: Training of community health workers
Measures:
- Number of community health workers (CHWs) trained at the university (i.e., have earned credits through formal educational programs), by academic year
- Number of peer wellness specialists trained at the university (i.e., have earned credits through formal educational programs), by academic year
- Number of patient navigators trained at the university (i.e., have earned credits through formal educational programs), by academic year
You're all finished!
To view a full summary and report of your personalized plan, simply click the link below to generate a printable PDF report.
- goals
- goal1
- strategy1
- strategy2
- strategy3
- strategy4
- strategy5
- strategy6
- strategy7
- goal3
- strategy8
- strategy9
- strategy10
- goal4
- strategy11
- strategy12
- strategy13
- goal5
- strategy14
- strategy15
- strategy16
- strategy17
- strategy18
- strategy19
- review