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.

Goal 1:Promote equity in educational pathways to health and science careers

Goal 2: Increase the diversity of the leadership, faculty, and student body in the health professions

Goal 3: Integrate cultural competence and population health within health professions education

Goal 4: Graduate health professionals who will work with medically underserved populations and/or high-need specialties to improve access to care

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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.

Strategy 1: Facilitate entry into health and STEM careers through pipeline programs

Strategy 2: Recruit students from local areas and target communities

Strategy 3: Increase college success and equity

Strategy 4: Broaden participation and success of students in STEM fields

Strategy 5: Broaden participation and success of students in health professions programs

Strategy 6: Provide access to financial resources for students in health professions programs

Strategy 7: Foster an inclusive climate to support student success

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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 1: K-12 pipeline program participation, by student population

Measures:

  • Number of under-represented racial and ethnic minority (URM) students in health/STEM K-12 pipeline programs
  • Number of low-income students in health/STEM K-12 pipeline programs
Intermediate

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
Intermediate

Indicator 3: Post-baccalaureate health program participation, by student population

Measures:

  • Number of under-represented racial and ethnic minority (URM) students in post-baccalaureate health programs
  • Number of first-generation students in post-baccalaureate health programs
Basic

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
Complex
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Select the indicators you would like to measure for Strategy 2: Recruit students from local areas and target communities

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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
Intermediate

Indicator 2: Undergraduate student enrollment from target communities

Measures:

  • Incoming graduate-level health professions students who originate from local areas, as a percentage of total incoming health professions students
Complex

Indicator 3: Graduate-level health professions students who originate from local areas

Measures:

  • Incoming undergraduate students enrolled from target communities, as a percentage of total incoming undergraduate students
Complex

Indicator 4: Graduate-level health professions student who originate from target communities

Measures:

  • Incoming graduate-level health professions students who originate from target communities, as a percentage of total incoming health professions students
Complex
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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
Basic

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
Complex

Indicator 3: Academic advising experience

Measures:

  • Number of students per academic advisor
  • Student satisfaction with academic advising effectiveness, as assessed by the Noel Levitz Student Satisfaction Inventory, the National Survey of Student Engagement (or other institutional survey).
Intermediate

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
Basic

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
Basic

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
Complex

Indicator 7: Graduates, by student population

Measures:

  • Number of graduates who are under-represented racial and ethnic minority (URM), by academic year
  • Number of graduates who are first-generation, by academic year
  • Number of graduates who have received a Pell grant, by academic year
Basic

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)
Basic

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
Intermediate
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Select the indicators you would like to measure for Strategy 4: Broaden participation and success of students in STEM fields

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Indicator 1: Participation of students under-represented in STEM and health majors

Measures:

  • Percent of all students who pass clinical/licensure certification exams on their first attempt, by health profession program
  • 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
Intermediate

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
Intermediate

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
Intermediate

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)
Intermediate

Indicator 5: STEM remediation success rate

Measures:

  • Percent of students with passing grades in all remedial courses required to enter STEM “gateway” courses (i.e. 100-level courses)
Intermediate

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
Intermediate

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
Intermediate

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
Basic

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
Intermediate
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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)
Basic

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
Basic

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
Complex
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Select the indicators you would like to measure for Strategy 6: Provide access to financial resources for students in health professions programs

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Indicator 1: Unmet financial need

Measures:

  • Average amount of unmet financial need
  • Percent of students with high levels of unmet financial need
Basic

Indicator 2: Tuition cost

Measures:

  • Average total tuition, fees, room and board for full-time students
Basic

Indicator 3: Median student debt

Measures:

  • Median debt held by graduating students, by health professions program
  • Median debt held by graduating students, by socioeconomic status of the student
Intermediate

Indicator 4: Institutional grant total

Measures:

  • Total institutional dollars available for need-based scholarships, by health professions program
Intermediate
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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
Intermediate

Indicator 2: Interactions with diverse students

Measures:

  • Percent of students reporting high levels of interactions with diverse others when responding to the National Survey of Student Engagement(NSSE) (or other institutional survey)
Intermediate
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Select the strategies you would like to measure for Goal 2: Increase the diversity of the leadership, faculty, and student body in the health professions

Click all that apply.

Strategy 1: Build a diverse student body in the health professions

Strategy 2: Increase linguistic diversity among students

Strategy 3: Diversify the health professions faculty and leadership

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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
Intermediate

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
Basic

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
Complex

Indicator 4: Holistic Review practices

Measures:

  • Percent of health professions schools at the institution that state they are using a holistic admissions process
  • Number of holistic review practices in use, by health profession school
Intermediate
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Select the indicators you would like to measure for Strategy 2: Increase linguistic diversity among students

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Indicator 1: Enrollment of students who speak a foreign language

Measures:

  • Percent of incoming students who speak one or more languages other than English, by health professions program
Basic

Indicator 2: Graduates’ foreign language proficiency

Measures:

  • Percent of health professions graduates who have learned another language in training, by health professions program
Intermediate
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Select the indicators you would like to measure for Strategy 3: Diversify the health professions faculty and leadership

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Indicator 1: Under-represented racial and ethnic minority (URM) faculty, by rank

Measures:

  • Percent of all faculty (by headcount) who are under-represented racial and ethnic minority (URM)
  • Percent of full-time tenure-track faculty who are under-represented racial and ethnic minority (URM)
Basic

Indicator 2: Female faculty, by rank

Measures:

  • Percent of all faculty who are female
  • Percent of full-time tenure-track faculty who are female
Basic

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
Basic

Indicator 4: Female faculty advancement

Measures:

  • Percent of female faculty with tenure
  • Percent of female faculty who hold the rank of professor (highest rank)
  • Time in rank for female tenure-track faculty compared to male tenure-track faculty
Basic

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)
Intermediate

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
Basic

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)
Basic

Indicator 8: Faculty gender gap/ratio

Measures:

  • Ratio of male to female faculty in tenure-track positions (who do not yet have tenure)
  • Ratio of male to female faculty with tenure
  • Ratio of male to female faculty who hold the rank of professor (highest rank)
Basic
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Select the strategies you would like to measure for Goal 3: Integrate cultural competence and population health within health professions education

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Strategy 1: Integrate Training to Develop Students’ Cultural Competence

Strategy 2: Integrate Training to Develop Students’ Knowledge of Population Health

Strategy 3: Expand community-based/service learning opportunities for students

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Select the indicators you would like to measure for Strategy 1: Integrate Training to Develop Students’ Cultural Competence

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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)
Complex

Indicator 2: Students’ cultural competence

Measures:

  • Percent of graduates with passing score on a validated cultural competency assessment
Complex
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Select the indicators you would like to measure for Strategy 2: Integrate Training to Develop Students’ Knowledge of Population Health

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Indicator 1: Integration of population health into curriculum

Measures:

  • Percent of required pre-clinical and clinical courses that have integrated content related to population health
Complex
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Select the indicators you would like to measure for Strategy 3: Expand community-based/service learning opportunities for students

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Indicator 1: Undergraduate student participation in service learning

Measures:

  • Percent of undergraduate degree recipients who participated in a service learning course (as defined by the institution)
Intermediate

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
Complex

Indicator 3: Campus organizations and partnerships that promote community-based/service learning

Measures:

  • Number of campus organizations offering community-based/service learning experiences for students
Complex
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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.

Strategy 1: Graduate health professionals who will work in local and/or high-need geographic areas

Strategy 2: Develop health professions admissions strategies aligned with the school’s mission

Strategy 3: Increase and sustain student interest in working with medically underserved populations

Strategy 4: Support education and training opportunities in medically underserved communities

Strategy 5: Increase and sustain interest in primary care and high-needs specialties

Strategy 6: Train community health workers and integrate in clinical teams

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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

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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
Intermediate

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
Complex

Indicator 3: National Health Service Corps participation

Measures:

  • Percent of incoming students who apply for the National Health Service Corps
  • Number of graduates participating in the National Health Service Corps
Intermediate
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Select the indicators you would like to measure for Strategy 2: Develop health professions admissions strategies aligned with the school’s mission

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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
Basic

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
Complex

Indicator 3: Holistic Review practices

Measures:

  • Percent of health professions schools at the institution that state they are using a holistic admissions process
  • Number of holistic review practices in use, by health profession school
Intermediate
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Select the indicators you would like to measure for Strategy 3: Increase and sustain student interest in working with medically underserved populations

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Indicator 1:Intent to work in medically underserved areas

Measures:

  • Percent of entering health professions students with an intent to practice in underserved urban or rural areas
  • Percent of graduating health professions students with an intent to practice in underserved urban or rural areas
Complex

Indicator 2: Intent to serve Medicaid and uninsured populations

Measures:

  • Percent of entering health professions students with an intent to serve Medicaid and uninsured populations
  • Percent of graduating health professions students with an intent to serve Medicaid and uninsured populations
Complex
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Select the indicators you would like to measure for Strategy 4: Support education and training opportunities in medically underserved communities

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Indicator 1: Student training with medically underserved populations

Measures:

  • Percent of students who participate in clerkships/clinical rotations at sites with primary mission to care for underserved
  • Number of required rotations at sites with primary mission to care for underserved
Intermediate

Indicator 2: Clinical training sites/partnerships within medically underserved community

Measures:

  • Number of partnering community-based clinical placement sites with primary mission to care for underserved
  • Number of community-based clinical placement sites located within urban or rural HPSAs
Intermediate

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)
Intermediate
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Select the indicators you would like to measure for Strategy 5: Increase and sustain interest in primary care and high-needs specialties

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Indicator 1: Student interest in primary care

Measures:

  • Percent of students indicating interest in pursuing primary care
Intermediate

Indicator 2: Student interest in high-need specialties

Measures:

  • Percent of students indicating interest in pursuing high-need specialties
Intermediate

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)
Basic

Indicator 4: Graduates pursuing high-need specialties

Measures:

  • Percent of health professions graduates who pursue high-need specialties
Intermediate
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Select the indicators you would like to measure for Strategy 6: Train community health workers and integrate in clinical teams

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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
Complex

Indicator 2: Integration of community health workers in care teams

Measures:

  • Number of clinical training sites that have integrated community health workers into their care model
  • Percentage of students who worked directly with community health workers in clinical training/rotations
Intermediate
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