By Glenn Hare
Not long after the 91探花 launched the Race and Equity Initiative Joel Berg, the dean of the School of Dentistry, knew his colleagues needed to address diversity, inclusion and institutional bias head on. His concerns sharpened at the school鈥檚 annual Partners in Diversity event. 鈥淚 knew then that we were preaching to the choir. The same people always attended. The awareness never went beyond the same group, and we needed to do more.鈥�
That began some 鈥渟oul searching鈥� among the leadership, faculty, staff and student body. After several poignant conversations and intense workshops, a diversity roadmap was developed. Partly modeled after The University鈥檚 , the School of Dentistry鈥檚 plan comprises six focus areas. Among them are a commitment to creating a welcoming climate; a drive towards a more diverse and inclusive body of students, faculty, and staff; a reduction of oral health disparities and a pledge to rich learning experiences both inside and outside of the classroom.
Once approved, the newly formed Diversity Committee established goals and began shepherding the plan throughout the School.
鈥淔rom the beginning, our intent was to create a living document, not something to be filed away,鈥� says Douglass Jackson, a clinical professor of dentistry who is helping lead the effort.
Among the early successes was the incorporation of a race and equity component to dental education. As a part of the school鈥檚 new curricular threads, the care of diverse populations is integrated throughout a student鈥檚 training, and the care for patients from underserved communities, senior citizens and the disabled is paramount.
Through numerous service-learning experiences, which take place in clinics, senior care facilities, the University鈥檚 Tent City, as well as across Washington State to places like Spokane and Skagit counties, students learn to value human difference and diversity. 鈥淭hey embrace community engagement,鈥� adds Berg. 鈥淭his generation comes to service easily.鈥�
Berg is also proud of the way the staff has been involved. 鈥淭he staff were early supporters,鈥� he says.
The work continues as members of the Diversity Committee develop metrics for the faculty. This is a much harder challenge, explains Jackson. 鈥淲e鈥檙e having conversations that most of our senior faculty have never had. We鈥檙e addressing core beliefs and biases 鈥� in what we hope are safe environments 鈥� to build trust and understanding.鈥�
Jackson envisions a school where faculty teaching, research, and service happens through frameworks that include aspects of racial equity. The meetings, retreats and mentoring are ongoing, with discussions taking place at all levels. It is his job to illustrate how diversity, race and equity are assets to their work. He demonstrates success and helps facilitate collaboration between colleagues. 鈥淲hat we are experiencing is an evolution,鈥� continues Jackson. 鈥滲ringing these concerns to the forefront of someone鈥檚 work is a slow cultural shift.鈥�
鈥� We believe this training is as important as the clinical training students receive. Future dentists must know how to care for people from all social, economic and cultural backgrounds,鈥� says Berg. 鈥淲e stress this from day one.鈥�
Both Jackson and Berg know the shift is worth the effort and valuable.
鈥淭his is our responsibility,鈥� Berg says. 鈥淔uture dentists must be highly skilled and deeply compassionate.鈥�
Move over, Jackson knows these steps are milestones towards improvement. 鈥淚n the School of Dentistry, we pride ourselves on excellence 鈥� whether as practitioners, researchers and teachers,鈥� he says. 鈥淭hese are our steps towards being excellent citizens, and you can鈥檛 be excellent without diversity and inclusion.鈥�