Faculty Development Committee Subcommittee on Faculty Diversity and Inclusion Report

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Executive Summary

Our ability to retain our current and incoming, excellent, diverse faculty and students reflects the climate, engagement, and access to opportunities that are available within the university and medical center. Moreover, by increasing efforts towards dialogue, cultural competency, and reducing unconscious bias, GUMC is sure to be successful in achieving sustained excellence and inclusivity.

The following table is an executive summary of the four design teams of the FDI and the main deliverables and action items that each team has produced in the last three years, between 2018-2021. These deliverables will be submitted to the Office of the EVP at GUMC for review and approval. The FDI welcomes feedback on items in preparation for wider dissemination and adoption across GUMC.

Diversity of faculty is a necessary part of building great institutions of higher learning and is critical to the GUMC’s mission and values as faculty are essential for creating a learning environment that cultivates and celebrates diversity. The strategies outlined in our plan to improve facets of faculty diversity focus primarily on improving recruitment and faculty development efforts. Our strategies center on diversifying representation on search committees, ensuring alignment with IDEAA policies, and increasing the likelihood of diverse faculty being attracted to work and sustain their careers at GUMC. We are also focused on efforts that contribute to an environment in which those diverse faculty would thrive and feel a strong sense of inclusion and belonging. One objective that should be highlighted is the institution of a faculty mentorship program to help new faculty acclimate to GUMC culture and social life, as well as create new channels for feedback on how to improve new faculty’s experiences.

Design Team

Design Teams Deliverables & Action Items


I. Recruitment

  • Developed new criteria to provide standardization and transparency of our hiring and onboarding process. This will optimize equitable recruitment and monitoring of the applicant pool for diverse candidates.
  • Developed new procedures to expand the depth of the applicant search and establish more consistent communication with applicants will minimize bias, and enhance GUMC’s reputation for authenticity in building a diverse and inclusive faculty, with equity in professional opportunity.
  • Developed a top ten list of universal best practices to guide departments and sectors in the hiring and recruitment process.
  • Devised a plan to implement departmental ambassadors to ensure continuity of hiring and onboarding after the initial orientation


II. Support & Training

  • Developed a list of online resources for native and non-native English speakers
  • Completed survey to gauge interest and ideas for needs of non-native English-speaking faculty
  • Coordinated training to CAP and APT about implicit bias
  • Requested FDI representation on all GUMC search committees
  • Developed online tool for guidance on inclusive pedagogy


III. Curriculum Design

  • Created the Faculty Inclusive Teaching Practices Survey to better understand needs for diversity and inclusion training in the classroom and data requests related to students and their needs of faculty in the classroom around diversity & inclusion.
  • Developed the methodology for receiving short personal essays, poems, artwork or short videos that capture student reflections that will enlighten faculty.
  • Created online resources to train faculty on DEI terminology. Resources included diversity definition flash cards and short teaching videos, called DEI in 5.


IV. Leadership

  • Analyzed data related to actions on promotion and tenure to examine patterns over time. Specifically reviewed data relating to faculty promotion (and tenure, when relevant) based on gender and race/ethnicity.
  • Developed an exit interview process to help GUMC gather data about who is leaving the University and what factors influenced their decision to leave.
  • Developed a review process for departing employees to provide an important perspective on the climate and culture of the workplace. The university can then utilize those perspectives to improve the working environment at GUMC, thereby working toward a more inclusive, equitable workplace.