Asst. Professor University of Utah Salt Lake City, Utah, United States
Introduction:: Diversity, Equity, and Inclusion (DEI) issues are paramount to address in the modern era. Doing so will provide better access to educational and research opportunities for all passionate scientists and engineers, and expedite progress toward solving human health challenges. Tackling DEI issues requires open evaluation of challenges within the enduring systemic and social structures. Within an undergraduate and graduate-serving biomedical engineering department, several approaches to improve cognizance of and assess DEI topics were conducted.
Materials and Methods:: At an undergraduate and graduate-serving biomedical engineering department, students and faculty were subjected to DEI-related training experiences at various career stages alongside implementation of discussion forums at departmental events. A survey was conducted to assess the climate experienced by students, faculty, and staff. Questions were designed to cover demographics, environment and experiences, bias and discrimination, and policy and practices. The survey was emailed to approximately 800 department members including undergraduate and graduate students, postdocs, faculty, and staff. 104 responses were received.
Results, Conclusions, and Discussions:: DEI issues are a challenge in STEM fields nationwide and continue to warrant evaluation. Opportunities for open discussion of challenges, experiences, and solutions are viewed favorably by students as a catalyst for positive change and to improve morale. Training experiences integrated into department events result in improved attendance and participation. Climate survey demographic breakdown of responses was not significantly different from University census data for the department. Data indicated support and interventions at specific career stages will be most effective for retention and positive student experiences. Our climate survey provided a voluntary and anonymous, opportunity for department members to have their voices heard. Response rates were relatively similar across department members of various positions as students, faculty, and staff.