According to legend, a president of the United States visited NASA in the ’60s and was struck by a janitor’s intense focus on PRSSLQJWKHÁRRU´:KDWDUH\RXGRLQJ"µDVNHGWKHSUHVLGHQW “Helping to put a man on the moon” was the proud reply.

KLVVWRU\KDVQHYHUEHHQFRQÀUPHG+RZHYHULWKDVEHHQ retold for over half a century because it captures the ideal Tof an organization where everyone from the highest- to the lowest-ranking employee has a sense of mission. Before 2010, Des Moines University would have been an unlikely setting for such a story. While faculty and programs were committed to excellence, the planning process was generally top-down rather than inclusive; communication about our mission and vision was limited; each college’s goals and priorities were developed in isolation rather than aligned with DMU’s overall mission. In 2010, senior leaders began working with Michael Hovda of InsideOut Leadership to develop a more inclusive strategic planning process. $s the 2010²2012 University 6trategic 3lan was developed,

we recognized the need to better communicate our mission, vision, and values, and to develop a culture of accountability.

DMU SELF-STUDY 26 Vision The University will improve the health of society through its distinctive health professions graduates, focus on health promotion, discovery of knowledge, empowerment of individual re- sponsibility for health, and direct service to the community.

Values Excellence—Pursue continuous improvement so that outcomes surpass peer performance. Leadership—Create a vision that ensures progress and accountability while fostering en- Criterion One gagement and integrity. Collaboration—Foster an environment that Mission and integrity supports teamwork among internal stakeholders and collaborative partnerships among external stakeholders. Stewardship—Exercise responsible use of :HRSHUDWHZLWKLQWHJULW\WRHQVXUHWKHIXOÀOOPHQW resources. Professionalism—Engage in interpersonal of our mission through structures and processes behavior that demonstrates trustworthiness, hon- esty, mutual respect and ethical practice. that involve the Board, administration, faculty, Humanism—Acknowledge the inherent value of each person through equitable and inclusive staff, and students. treatment of all. Social Responsibility—Promote community service, wellness, and improvement to public health. CORE COMPONENT 1A Mission documents Learning—Promote high performance in all educational practices, foster inquiry, and encour- hen the Des Moines University Board of age life-long learning. Our mission documents are clear and Trustees approved the 2010²2012 6tra- The mission statement, vision statement and tegic 3lan in May 2010, they reafÀrmed articulate publicly our commitments. W core values of Des Moines University appear the mission, vision and values statements below. in institutional and college-based documents, These core mission documents are being reviewed including the University Strategic Plan and as part of the new strategic planning process Des Moines University’s mission documents board books submitted to members of the Board begun by President Franklin in July 2011. provide an accurate view of our purpose, our of Trustees prior to quarterly board meetings. values and our expectations of the entire DMU They are distributed and communicated to new Mission community. Board members and new employees as part of the The University will develop distinctive health orientation process. Mission documents also ap- professionals committed to health promotion, pear on web-based forums such as the University the discovery of knowledge, and service to the portal and public website. While they are readily community.

DMU SELF-STUDY 27 CRITERION ONE available online and in publications, they are not Our mission documents express our commit- visible around our physical facilities. ment to maintain high academic standards, Our core mission documents are reviewed by advance excellence in higher learning and achieve the Strategic Planning Team at least every three broad goals for learning. The University’s mis- years. The committee may recommend changes to sion is to develop distinctive health professionals the documents. ModiÀcations must be approved committed to health promotion and the discovery by the Board of Trustees. of knowledge. Our values include “Excellence— Pursue continuous improvement so that outcomes surpass peer performance” and “Learning— Promote high performance in all educational Sense of mission practices, foster inquiry, and encourage life-long learning.” es Moines University has a clear sense of All clinical programs have a long track record its identity and mission. Our Articles of of national board exam results exceeding the national mean. Residency placement for both os- Bryon Laycock, in the white lab coat, works with DIncorporation, University Bylaws and faculty member Paul Kimberly, D.O.’40, during an Determination Letter identify DMU as a non- teopathic and podiatric students has been equally osteopathic technique lab. On the far right, stand- proÀt graduate health science institution with exceptional, with students typically receiving ing, is Harold Dresser, D.O., also a faculty member. tax-exempt status. These documents give the their Àrst or second choice in residency programs (DMU Archives photo, circa 1951–1952.) University a distinctive identity as an institution and osteopathic medical students their choice of committed to educating health professionals. specialty. Des Moines University is continually Ànd- For the past several years, Student Services ing new ways to carry out our mission. We have has conducted an online Graduate Satisfaction Mission documents, review become a leader in health promotion through Survey of students enrolled in the on-campus and strategic planning unique programs designed to improve the overall clinical programs. The survey is administered health of the University community and external before students return to campus for commence- rior to the 2010²2012 strategic planning constituencies. The Wellness department’s initia- ment activities. Questions address satisfaction in process, the procedure for approval of the tives and outcomes have received national recog- four main categories: academic support services, Pmission and vision statements and the nition (see Core Component 5a). DMU students, administrative services, student support services University’s strategic plan was top-down rather faculty and staff serve the health needs of the and quality of education. than inclusive. Des Moines community through service activities Our benchmark for student satisfaction surveys The vice president for planning was responsible that include special lecture forums on disease is 80 percent Good to Excellent responses. Areas for strategic planning. Once Ànalized by the vice prevention and wellness, the Mini Medical School falling below the benchmark are to be evalu- president, the University’s plan would go to the program, Senior Health Fair, Mobile Clinic, ated with appropriate interventions designed to president for approval. The plan was then distrib- Osteopathic Finish Line and school-age student improve the services provided or the quality of uted to the President’s Cabinet for informational sports history and physicals. We are also recruit- education. purposes and to the Board of Trustees for ap- ing and training primary health care providers to The results of the 200²200 Quality of Educa- proval. The process did not encourage meaningful serve in rural areas. tion Experiences component of the Graduate and dialogue with members of the President’s Cabinet Research has become a priority since the Second Year surveys for the D.O., D.P.M., D.P.T. or the Trustees. Higher Learning Commission visit in 2001. The and PA programs consistently achieve the 80 An even greater concern was the monitoring OfÀce of Research provides a summary of events percent benchmark. Results in all clinical pro- and oversight process. It was not uncommon for and development of the research enterprise at grams over the three-year period trend in a posi- individuals across the campus to learn that they Des Moines University. For more information on tive direction. These results are discussed more held leadership responsibility for a strategy or research initiatives and opportunities, see Core fully under Core Components 2a, 3c and 3d. objective only when they were asked for a prog- Component 4b. ress report. Reports to the Board of Trustees by

DMU SELF-STUDY 28 CRITERION ONE the vice president for planning did not always between our mission and vision statements. Also, accurately reÁect actual progress on the plan while the mission is generally understood and CORE COMPONENT 1B objectives. Frustration with the strategic plan- supported, we need to promote a greater under- ning process was consistent across the University standing of how speciÀcs of the mission connect In our mission documents, we recognize community. with our individual work. the diversity of our learners, other As we developed our most recent strategic plan, We recommend that these steps be taken dur- the feeling across the campus was that previous ing the next strategic planning cycle: constituencies, and the greater society plans were not fully integrated into University ‡ Revise the mission and vision statements. The we serve. culture, and lack of communication about prog- vision statement should answer the question ress brought less than optimal results. These deÀ- Where are we going? The mission statement ciencies made it difÀcult for us to work together to should answer Why we are going there? Our location in the middle of Iowa presents achieve our mission and vision. challenges to developing an ethnically diverse In the spring of 2010, the University began ‡ Continue to provide frequent updates on prog- community, but Des Moines University continues a new strategic planning process that invited ress toward strategic planning goals to the to enhance diversity and inclusiveness through participation from across the entire internal com- University community. its programs and initiatives. We recognize the munity and external communities of interest. As ‡ Conduct follow-up surveys to monitor opinion value and importance of having a workforce described in the Introduction, all Board members, of the University community on alignment of and student body with varied backgrounds and employees and students were asked for sugges- goals with mission, views of senior leadership experiences to support teaching and learning. tions and feedback concerning the mission. The and mission-based achievement of objectives in Furthermore, we consider it an educational suggestions made will be considered for future strategic plans. imperative that DMU’s students are prepared to revisions of the mission statement. During this serve the needs of all segments of society and to comprehensive planning process, minor edits to address disparities in the availability of health the existing mission documents were suggested. care services. However, the mission statement, vision statement Our Àrst policy on diversity appeared in the and core values of the University were reafÀrmed. 1899 catalogue for Still College: “Women are admitted on the same terms as men” with “the same opportunities” and “the same requirements” RECOMMENDATIONS FOR CORE COMPONENT 1A: Our mission documents are clear and articulate publicly our commitment.

The 2010 strategic planning process was designed to engage our community in identify- ing key goals and aligning those goals with University-level plans. The process is now more transparent because progress on plan objectives is reported and quality is monitored through sur- veys. This improved planning process will make it easier to align our efforts and see progress toward achieving our mission and vision. Feedback during the planning process showed ;OLJSHZZVM ^HZ[OLÄYZ[[VNYHK\H[LMYVT strong agreement with the mission across our the reorganized Still College of Osteopathy, whch offered a third optional year of medical training. community. However, we discovered overlap

DMU SELF-STUDY 29 CRITERION ONE while pursuing “the same studies” with identical Definition of diversity Diversity is an essential value at DMU because lectures, rules, and examinations. it encourages learning and dialogue among From 1898 to the present, DMU has sought Our deÀnition of diversity has expanded far people with different backgrounds, abilities and to provide care to under-served populations (as beyond the gender equality practiced in 1898: perspectives. The University’s commitment to discussed under Criterion Five). Our core value of diversity better enables it to prepare members Humanism recognizes the inherent value of each DMU deÀnes diversity as a campus envi- of its community for productive citizenship.” person through equitable and inclusive treatment ronment shaped by individuals and groups ‡ The strategic plan for the College of Osteopath- of all. This value was made more explicit in the that offer a broad spectrum of cultural ic Medicine includes the value of “Diversity: 2011 revision of the Professional Integrity Code, differences, life experiences, and distinct Being respectful of and, in fact, celebrating which identiÀes inclusiveness as one of the basic characteristics they bring to our institu- differences in personality, work style, religion, tenets of integrity: tion. These include, but are not limited to, educational background and performance, race, ethnicity, gender, sexual orientation, Inclusiveness–I pledge to support a cul- gender, race, ethnicity, age, socio-economic disability, socio-economic level, educational at- ture of inclusiveness, respect and under- background, leadership qualities, employ- tainment and general work experience, know- standing of all members of the academic ment experiences, talents, geographical ing that collective differences enhance College and health care communities. I realize background and other attributes that culture.” that a diverse and inclusive educational afÀrm the University’s commitment to ‡ Enrollment plans speciÀc to individual aca- community impacts my ability to serve creating an inclusive environment. demic programs call for the recruitment of a the health care needs of an increasingly diverse pool of applicants. diverse society when I am a practicing This deÀnition is included in admissions pub- professional. Furthermore, I accept my lications; documents on the University website; Within the campus environment, Student ethical responsibility to work to eliminate various faculty and staff policies, including Services actively promotes diversity and inclu- health disparities and to contribute to Accommodations of Disability in Employment siveness through the extracurricular activities of improved medical outcomes for disadvan- and Discrimination and Harassment Policy; and student organizations and scholarships deÀned by taged populations. I will not discriminate, student handbooks. donors. Student clubs include the Jewish Medical nor will I tolerate discrimination, on any Student Association, the Muslim Student As- basis, but rather, I will strive to promote sociation, the International Medicine Club, the understanding and acceptance. Women’s Medical Alliance, the Student National Medical Association (dedicated to minority stu- Attracting a diverse student body and work- Promotion of diversity dents), and the Gay Straight Alliance, which is force has proven to be a greater challenge. As we iversity is more comprehensively ad- working to establish gay, lesbian and transgender gathered information for the 2010²2012 strategic dressed in the departmental strategic “Safe Zone” designations throughout the campus. plan, questions and comments from employees plans, in the Clinic plan, in academic Scholarships include the Glanton scholarship, and students indicated a clear desire for a more D program plans and in annual enrollment plans: which provides access to medical and health diverse DMU community. More recently, the cam- sciences education for minority students, and pus was engaged in a discussion regarding GLBT ‡ The DMU Clinic has established a goal “to re- the Dorgan Scholarship, which is restricted to issues that brought into sharp focus the need for main sensitive [to] and appreciative of patients’ African American students. compassionate dialogue on diversity and inclu- values, beliefs, ethnic, cultural, psychosocial, Educational Support Services (ESS) promotes siveness. Our challenge now is to develop a diver- spiritual and lifestyle diversities.” programming to increase understanding and sity plan that deÀnes the framework to achieve ‡ The Public Health program’s application for appreciation of diverse cultures, attempting to the ideals, practices and educational priorities CEPH accreditation states, “It is the goal of the reduce prejudice, educate, and promote social necessary to educate health care professionals for University to cultivate a campus climate that justice. This ofÀce also helps students interpret the global challenges of the next decades. promotes the ideals of human dignity, civility, policies and regulations regarding visas and other and mutual appreciation for the uniqueness immigration-related documents. of each member of the school’s community.

DMU SELF-STUDY 30 CRITERION ONE Activities organized by ESS to develop aware- In addition to on-campus events that increase ‡ Health care pipeline—DMU’s Area Health ness include cultural celebrations such as Diwali, our appreciation for diverse cultures and social Education Center (AHEC) recruits and trains the Hindu Festival of Lights, and a Central issues, our community outreach programs offer a health professions workforce committed to Iowa Powwow hosted in recognition of American numerous opportunities to foster a sense of multi- the under-served. With classes that address Indian Heritage Month. Martin Luther King, Jr. culturalism within the student body and through- cultural competency, health literacy and the Day has been celebrated on campus for the past out the wider community. Students, faculty and unique issues affecting under-served areas, 12 years, and the 2011 celebration featured Drs. staff have the opportunity to work with groups the AHEC strives to improve access to quality Michael Grey and Michele Devlin from the Iowa ranging from grade-school students to senior health care in Iowa’s rural communities. Pro- Center for Health Disparities at the University citizens, from native-born Americans to citizens viding health care to the rural poor assumes of Northern Iowa (UNI). They delivered a pre- of foreign countries, and from the homeless to increasing importance as the National Rural sentation on the changing cultural demographics the privileged through involvement in the DMU Economic Developers Association (NREDA) re- of Iowa and the nation and also offered a faculty Sports and Physical Fair, Senior Health Fair, ports that the rate of poverty has been increas- workshop on cultural competence in health care. Homeless Camp Outreach, Habitat for Human- ing faster in rural areas than in metropolitan ESS also offered several diversity activities to ity, DMU Mobile Clinic, Medical Explorers’ Post, areas since 2003. facilitate cultural understanding, awareness and multicultural fairs, and other outreach efforts. ‡ Medical service trips—DMU’s Global Health competence, including these examples: Other initiatives take students and faculty program provides students with valuable inter- farther away from the boundaries of our campus ‡ Panel discussions on religious and cultural national experiences in health care. Each year, to impact the availability of health care to the diversity selected students complete rotations or service under-served in Iowa and international locations: trips to international locations that provide ‡ An Oxfam Hunger Banquet in which more a wide range of cultural, social, political and than 100 students participated clinical experiences much different from those ‡ Speakers on white privilege and the injustice encountered in the United States. Students re- of medical experimentation on minorities port the need to rely on their diagnostic skills to a much greater extent as access to medical ‡ ReÁections of a Holocaust survivor and a report care is often limited in developing countries. from the Des Moines Public Library on its Also, the health conditions are often the result collection of Holocaust survivors’ testimonies of malnutrition and unsanitary living condi- ‡ Speakers on gay, lesbian and transgender tions. Countries visited include Haiti, Guate- issues mala, Uganda, Honduras and Belize. To support diversity as a campus-wide priority, ‡ Research internships—Through the Global other departments contributed to our diversity Health department, DMU students secured six initiatives: World Health Organization (WHO) internships DMU’s Library hosted several displays, includ- over the past two years, providing valuable ing Against the Odds: Making a Difference in experiences with world cultures and health dis- Global Health; Binding Wounds, Pushing Bound- .PSILY[:HUNHKPHUK1\SPL[)HIPY`LÄM[O`LHYTLKP- parities. Nationally, more than 12,000 students cal students from Uganda, learn about the emer- aries: African Americans in Civil War Medicine; gency medicine practiced by Thomas Benzoni, D.O. apply for 200 WHO internships each year. The and Opening Doors: Contemporary African ’83. In 2009, DMU and Makerere University launched OfÀce of Research has established an intern- American Surgeons. These traveling historical a partnership to give students from both schools ship with the Pan American Health Organiza- displays were organized through the National medical experiences in their respective countries. tion (PAHO). Students have opportunities to Library of Medicine. ;OLL_JOHUNLZ[\KLU[ZNV[[OLPYÄYZ[L_WVZ\YL[V conduct systematic reviews or create evidence- osteopathic manual medicine at the DMU Clinic. Global Health has partnered with the Heart- “We don’t have that in Uganda,” Sangadi says. based educational materials for worldwide land Global Health Consortium to sponsor an “What I’ve learned here will give me an additional distribution. annual conference exploring health issues. way of doing things and caring for patients.”

DMU SELF-STUDY 31 CRITERION ONE ‡ International rotations—Des Moines Drs. Yehieli and Grey also suggested several minority students tend to lose interest in medi- University has established a partnership with guidelines that could be used to assess cultural cal/health careers in their undergraduate years. the University of Makerere in Uganda for the competencies: the Association of American Medi- Moreover, many did not receive adequate prepara- purpose of allowing student exchanges for cal Colleges (AAMC) Tool for Assessing Cultural tion in high school. Factors such as lack of prepa- rotation experiences. Students from Uganda Competence Training (TACCT), the Accredita- ration, lack of mentors or insufÀcient motivation rotate through the DMU Clinic and Mercy tion Council for Graduate Medical Education to pursue graduate level courses reduce the pool Medical Center in Des Moines. In return, DMU (ACGME), and the Medical Student Perspective. of available, qualiÀed underrepresented minority students rotate through the largest hospital in We are also studying the Liaison Committee on students, which creates a smaller pipeline than Uganda, as well as a small rural hospital. Medical Education (LCME) diversity standards. desirable from an admissions standpoint. Based on this information, as well as com- Being a health professions school in a state ments from students on the strategic planning with limited diversity presents its own challeng- and student satisfaction surveys, we recognize es. Geographic location was the most important that cultural competency training needs to be factor in D.O. applicants’ choice of schools, ac- Cultural competence enhanced. This is especially important because cording to AACOM’s survey of 2010 Applicants to our campus does not provide the opportunity to U.S. and Offshore Medical Schools. The Iowa/Des n addition to extracurricular efforts to expose interact informally with people from diverse back- Moines/DMU Diversity table shows the relative students to multicultural programming grounds, which Guiton, Chang, and Wilkerson2 lack of racial diversity in the state, as well as the Iand provide international rotations, we are have shown increases medical students’ cultural county and city, in which we are located. exploring ways to integrate cultural competence competence. When informal interaction is limited, The student diversity statistics in the Iowa/Des into the curriculum. In 2006, the College of cultural competency training can have a positive Moines/DMU Diversity table, taken from DMU’s Osteopathic Medicine received a grant from the effect on attitudes and skills, according to Cros- 2010²2011 Fall enrollment data, show a current American Medical Student Association to analyze son, Deng, Brazeau, Boyd and Soto-Greene.3 snapshot of the racial diversity (or lack thereof) at its effectiveness in preparing students to provide the University. culturally competent care. At that time, approxi- To address this issue, the Commitment to mately 20 percent of COM courses offered one or Diversity in Recruiting Task Force was formed in more sessions on cultural competency issues. Drs. Challenges to diversity 2007. In 2008 the task force released a proposal Michele Yehieli (now Devlin) and Mark Grey, con- with several initiatives aimed at attracting more sultants from the Iowa Center on Health Dispari- lthough we have taken steps to honor our minority students, including recommendations to ties, placed DMU at the cultural pre-competence pledge to respect the worth of individuals develop a summer enrichment program, which be- level (beginning to understand and respect other by attempting to increase the diversity came Health PASS, and to hire a full-time diver- cultures) on the cultural competence continuum A of our student body and employee base, we have sity coordinator. In 2010, a plan outlining speciÀc developed by Cross, Bazron, Dennis, and Issacs.1 found challenges along the way. procedures for increasing diversity of the student This model has seven levels: cultural destruc- We are immediately confronted with the body was implemented. Components include tiveness, cultural incapacity, cultural blindness, national challenge facing medical and gradu- extending personal invitations to students of color cultural pre-competence, cultural competence, ate professional schools that has been dubbed who are invited to interview, personal contact by and cultural proÀciency. the “leaky pipeline.” That is, underrepresented the dean with minority students who are accepted for admission, a survey of students of color about their experience at DMU, and increasing scholar- ship funding for minority students. 1. Cross, T. L., Bazron, B. J., Dennis, K. W., & Issacs, M. R. (1989). Towards a culturally competent system of care: A monograph on effective services for minority children who are severely emotionally disturbed. Washington, DC: Georgetown U. A review of recruiting data shows that DMU is attracting minority students. However, few of 2. Guiton, G., Chang, M. J., & Wilkerson. L. (2007, October supplement). Student body diversity: Relationship to medical students’ experiences and attitude. Academic Medicine, 82(10): S1²S4 Available at http://gseis.ucla.edu/faculty/chang/Pubs/RIME.pdf these students decide to enroll. For example, of the 89 African American students who applied 3. Crosson, J. C., Deng, W., Brazeau, C., Boyd, L., & Soto-Greene M. (2004, March). Evaluating the effect of cultural competency training on medical student attitudes. Family Medicine, 36(3):199²203. Available at http://www.stfm.org/fmhub/fm2004/March/Jesse199.pdf in 2008²2009, only 27 completed the application

DMU SELF-STUDY 32 CRITERION ONE process. Seven were invited to interview, Àve more than token numbers of students from under- American and Hispanic physicians joined the interviewed, three were accepted, and only one represented racial and ethnic groups,” according staff as preceptors or lecturers. matriculated. to Assessing Medical School Admissions Policies: To attract more minority job applicants, we One reason for the disappointing yield is that ,PSOLFDWLRQVRIWKH866XSUHPH&RXUW·V$IÀUPD- need to cast the net wider than Des Moines and we have very limited scholarship dollars to com- tive Action Decisions. Iowa. Recently Human Resources has broad- pete for qualiÀed minority candidates. SP Objec- Critical mass ensures that there is a sufÀcient ened its recruitment advertising for faculty and tive 6.2 calls for increasing scholarship funding number of minority students to impact the char- senior administrative positions by targeting more by 20 percent annually. Last year, the President’s acter of relationships with non-minority students. publications aimed at minorities and women. For Cabinet recommended awarding fewer, but larger, At DMU, the numbers of minority students sim- instance, Inside Higher Ed’s diversity package scholarships to minority students to better lever- ply have not been signiÀcant enough to achieve was used for the presidential search. The results age limited award dollars. Another opportunity the level of discussion and interaction necessary of that search provide strong evidence of our com- has been created by new graduate assistantships to realize the educational beneÀts of diversity. mitment in this area. in the OfÀce of Research; the Àrst assistantship Efforts to recruit minority faculty have been The level of diversity at DMU is 7.6 percent was awarded in 2011 to a highly qualiÀed minor- more successful. In 2006, the Iowa Department for beneÀt-eligible employees, which is slightly ity candidate who was successfully recruited. of Public Health funded a grant to increase higher than the 6.1 percent level of diversity in Another barrier is that DMU lacks what diversity at DMU by recruiting Àve new faculty Iowa. Figures are current as of August 2011. AAMC calls a “critical mass” of minority stu- members. The most labor-intensive recruiting dents. Critical mass varies from school to school: strategy, face-to-face meetings with potential lec- Another challenge was created by the decision “It is a Áexible goal that does not compromise turers, was also the most effective. As a result of to delay Àlling the vacant diversity coordinator quality and is designed to ensure that there are the targeted recruiting campaign, eight African position. In 2008, a diversity coordinator was hired to develop programming and work with Enrollment Management on recruiting a more diverse student body. This dedicated position IOWA/DES MOINES/DMU DIVERSITY allowed the implementation of programs such as the Summer Health PASS program, which gives

0V^H 7VSR*V\U[` +LZ4VPULZ +4<:[\KLU[Z +4<,TWSV`LLZ) minority students a chance to experience educa- >OP[LH      tional opportunities at Des Moines University. The person who held the position also supported )SHJRH      minority students as they adapted to a campus (TLYPJHU0UKPHUHUK    Z0with little ethnic diversity. After the diversity (SHZRH5HP]LH coordinator left her position for personal reasons, (ZPHU      we decided to postpone hiring a replacement until 5H[P]L/H^HPPHUHUK   ZZ Zour needs and expectations for the position could 6[OLY7HJPÄJ0ZSHUKLY be better deÀned. From student feedback, we understood that we had to provide a designated ;^VVYTVYLYHJLZ     Z support system for our underrepresented minor- /PZWHUPJVY3H[PUV     Z ity students. However, after discussions with Dr.

DMU SELF-STUDY 33 CRITERION ONE director of the Center for Teaching and Learning integrate diversity into the culture, mission, and applicants in Enrollment Management or Hu- was expanded to include helping faculty address educational goals of the University. We also need man Resources, to question our commitment. diversity issues and cultural sensitivity in the to replace a faculty-only AfÀrmative Education ‡ Our challenge is to embed diversity as a deep curriculum. committee. This group disbanded because mem- cultural concept. Cultural competency is essen- bers realized a committee that monitors diversity tial; it is not stereotypical; it is not “added on” should include students and administrators as but rather must be “embedded in.” well as faculty. The entity that replaces them will Our goal: A University-wide recommend and monitor all strategies related to ‡ Our campus diversity climate must be linked to diversity issues. This will ensure that focus on health professionalism and excellence. diversity plan diversity continues to be a signiÀcant part of the ‡ To incorporate cultural competency into the University culture moving forward. any small pieces of a diversity plan are curriculum, we need to develop faculty capac- in place, but we recognize the need for ity to understand and educate students on the Mmore focused efforts to diversify and dimensions of culture in health care. develop cultural sensitivity. The diversity issue Moving forward ‡ Multicultural students at DMU face many is seen as having signiÀcant importance as we stresses and therefore need adequate support strive to educate health care professionals for ur Àrst step is to engage in an institu- in place to experience a welcoming and sus- the global society in which they will practice and taining environment. work. tional dialogue on diversity. Dr. Daryl G. DMU’s well-intentioned but inadequate at- OSmith, Claremont Graduate University, Dr. Smith’s summary deÀnes our key needs for tempts to achieve diversity were discussed as the is a consultant known for developing campus building capacity to embed diversity in education current strategic plan was developed. Diversity diversity plans that effect meaningful change. and services. efforts take time, and we did not begin develop- She advocates for diversity as a key component ing the 2010²2012 Strategic Plan until January of quality and educational success and her book 2010. Also, diversity goals in the previous plan Diversity’s Promise for Higher Education: Making RECOMMENDATIONS FOR were dealt with superÀcially, creating a campus- It Work is considered essential reading for institu- CORE COMPONENT 1B: wide lack of conÀdence in the University’s com- tions attempting to develop sustainable diversity In our mission documents, we recognize strategies. mitment to diversity. We did not want to set a the diversity of our learners, other In April 2011, Dr. Smith spent two days on strategic goal that merely paid lip service to constituencies, and the greater society diversity, nor did we want to undermine future campus. She met with senior leadership, the Fac- we serve. diversity efforts by identifying targets we could ulty Leadership Council, the Gay Straight Alli- not meet or tactics that took action merely for the ance, a multicultural student group, and Clinical For our students to have a quality education, sake of taking action. Instead, we decided to treat Affairs. Participating in faculty administrative we have to prepare them to care for a diverse diversity as an independent planning initiative forums and an open session gave her a feel for population and to understand the cultural dif- until the next strategic planning cycle. signiÀcant trends on campus, which she summa- ferences that these patients bring to a health Moving forward, we recognize the need to rized in her Report to Des Moines University: care setting. While we have made efforts to build stop thinking of diversity in terms of numbers ‡ DMU should stop addressing diversity as a awareness and integrate cultural competencies achieved by Enrollment Management. Diversity sporadic issue, but rather look at diversity as into the curriculum, to move forward we need to must be envisioned as a holistic concept that is we do technology—as absolutely essential to build consensus on what diversity means and de- integrated into values, educational outcomes, and our success. velop a University-wide diversity plan integrated institutional character of DMU. with core educational goals. To deÀne the concepts needed for a holistic ‡ At DMU, the vision for diversity is not articu- We have laid solid foundations for developing a approach, DMU must develop a diversity mis- lated in our values, our mission or the strategic University-wide diversity plan: sion statement and a specialized plan to further plan. This causes audiences, including minority

DMU SELF-STUDY 34 CRITERION ONE ‡ Our core value of Humanism stresses respect ‡ Incorporate regional and local perspectives for all persons. to deÀne underrepresentation in access to CORE COMPONENT 1C medical care. ‡ We are proud of our historical commitment to Understanding and support for our meet the health needs of the under-served. ‡ Develop and implement a diversity plan for the institution. mission pervade our organization. ‡ We are rated as beginning to understand and respect other cultures on the cultural compe- ‡ Assess human resources necessary to meet the tency continuum. goals within the diversity plan, and develop We could argue that awareness of our mission position description(s) and hiring patterns to ‡ Students have many opportunities to work with is high throughout the University. Core mission accomplish plan goals. those from different backgrounds. documents are widely available, survey results ‡ Continue efforts to assess and incorporate indicate that people feel a connection between ‡ We were honored with the 2010 Des Moines cultural competence in coursework. their work and the mission, and few substantive Human Rights’ Business and Industry Award changes to the mission and vision statements for demonstrating a commitment to human ‡ Develop deÀnitions of the educational beneÀts were suggested during the 2010 strategic plan- rights, providing ongoing medical and service of diversity for each program. ning process. However, on closer examination, we outreach to the community, and sharing educa- ‡ Revise our mission documents to address found that people understand the mission in gen- tion and health care with the world. diversity more directly and provide a basis eral terms, but have difÀculty identifying speciÀc However, we face signiÀcant challenges. We for our diversity strategy. ways that we fulÀll it or display a special com- are located in an area with little diversity so we petence. In addition, the 2010 strategic planning must recruit creatively to build a critical mass of process identiÀed an overlap between our mission minority students. Some senior leaders are very (a statement of why we exist) and our vision (our aware of diversity, while others do not have a picture of our ideal future). Rather than wait- strong background in this area. Our scholarship ing for the next scheduled review of our mission, funding is not at a level that allows us to compete vision, and values statements in 2012, we are for a sufÀcient number of qualiÀed minority can- currently reviewing our core mission documents. didates. In addition, our academic programs have Led by President Franklin, a Strategic Planning not speciÀcally deÀned the educational beneÀts of team organized in July 2011 is preparing recom- diversity. While Dr. Smith noted an openness to mendations on revising our core documents in responding to the diversity issues in enrollment, preparation for the next strategic planning cycle, climate, and curriculum, she found a general lack as discussed in the Strategic Planning Process of knowledge about how to effect change. section of the Introduction. We are working on writing a diversity state- ment and developing recruiting procedures. In the Mission documents availability interim, we are using this language: Des Moines University is committed to the values of honesty, Mission, vision and values statements are accountability, collaboration and inclusiveness as displayed on the University website for external the basic tenets of professional integrity. These constituents and prospective students and em- four values are the basis of the new Professional ployees. Internally, they are displayed on Board, Integrity Code, discussed more fully under Core administrative, faculty and student network por- Component 1e. tals. Each meeting agenda of the Board and its We make these recommendations: committees includes the mission statement. New Trustees and employees receive mission as well ‡ Conduct a University-wide dialogue on diversity. as vision and values statements during orienta- tion sessions. All employees are encouraged to

DMU SELF-STUDY 35 CRITERION ONE display the mission, vision and values of the Uni- When this survey was completed, a new Uni- University plans. For the next strategic plan, we versity in their work areas, although, as noted, versity strategic planning process was just being want the visionaries—the dreamers.” these documents are not prominently displayed. implemented. One issue that surfaced was the University events that support the mission lack of convergence between University and col- begin with orientation activities. One of the most lege mission documents and strategic plans. With memorable for students is the White Coat Cere- the current strategic plan, a mechanism for align- Community support mony, initiated more than 10 years ago. Students ing University- and college-level strategic goals in all clinical programs don their white jackets was developed. In addition, two objectives in the of mission: as a class and are recognized individually by the 2010²2012 Strategic Plan address this issue: Appreciation of service president, dean and faculty as they walk across ‡ Objective 6.4: To establish a process to vet the stage. They sign the Professional Integrity es Moines University is a respected source all new, expanded, and existing initiatives Code as another symbol of their willingness to of health information and a valued collabo- requiring a sustained commitment of funding uphold the standards of professionalism, scientiÀc rator with local medical institutions. How- for alignment with the University’s mission, D excellence and compassionate health care. Other ever, it needs to raise its visibility and cultivate vision, values and Goals. mission-related initiatives are described through- more Ànancial support. out this report, including the Personal Wellness ‡ Objective 6.5: To establish a process to vet all In March 2007, a follow-up to the Selzer per- ProÀle program, global health missions, the new and vacant positions for alignment with ception survey measured awareness of DMU’s Mobile Clinic, and the Iowa Center for Simulation the University’s Mission, Vision, Values and accomplishment and contributions to the commu- and Patient Safety. Goals. nity. The responses reÁected growing awareness General awareness of the mission among of the mission of the University. We hope that this focus on alignment will members of the Des Moines University commu- Many events sponsored by the University result in an increasing awareness of how mission nity is high. On the 2010 DMyoU Engagement have received overwhelming support from the drives day-to-day actions. For a more detailed Survey, 91 percent of respondents indicated that local community. One notable example is the discussion, see Synchronization and Alignment of they understood how their job contributes to the Senior Health Fair, an event held on campus Strategic Plans later in this section. University’s mission. Prior to 2010, the University each November with a focus on health screenings The University Strategic Planning Team is participated in the Best Places to Work survey. and disease-prevention education activities. This committed to highlighting the signiÀcance of While that survey did not speciÀcally address event involves students and clinical faculty from the mission and vision statements so that ev- mission, it did ask participants to respond to the all clinical programs. Attendance from the local ery employee of the organization recognizes the statement, “I understand how my job helps the or- community has increased every year. value of individual and collective contributions in ganization achieve success.” Favorable responses Another event receiving exceptional support achieving the principles identiÀed in the mission were above 90 percent from 2005 through 2009. from the local community has been the Glanton documents. However, during our recent strategic planning Scholarship Dinner, which recognizes two long- process we discovered that many of us were un- time members of our Board of Trustees while able to broadly identify the content of the mission Mission-based decisions: raising funds designated for minority students. documents or to articulate a personal connec- A need for new vision As one of the 2008 Glanton Scholarship recipi- tion with these statements. A custom question ents, Theresa Duarte, D.O.’11, said, “By receiv- During the information-gathering process for for Des Moines University was included in our ing this gift, I have come to understand that not the 2010²2012 strategic plan, employees and 2010 DMyoU Engagement Survey: “Our institu- only my family and friends support my education, students were asked for suggestions and feedback tion’s mission and values guide decision-making but so do those in our community. This gives me concerning the mission. However, in-depth explo- throughout the institution not just in theory but the encouragement to strive for all that I can ration of the mission and vision did not begin un- also in our day-to-day actions.” The positive re- achieve, so that one day I may give back to those til December 2010. As the outside consultant who sponse was 55 percent. We consider this very low, who believed in me.” Over the past Àve years, the facilitated the process, Michael Hovda, explained, our benchmark being 80 percent. endowed scholarship has grown to over $1 million “The current plan is transitional. Its focus was on with students from all programs receiving eliminating conÁicts between the college and the Glanton Scholarships.

DMU SELF-STUDY 36 CRITERION ONE GLANTON SCHOLARSHIP Recognition of mission: A need for more visibility @LHYVM.SHU[VU,]LU[      

+VSSHYZ9HPZLK           esults of the Selzer survey of Des Moines community and health care leaders per- 5\TILYVM+VUVYZ       Rformed in 2004 and 2007 suggest “DMU (WWYV_([[LUKLLZ        retains a relatively low proÀle among members of the community,” demonstrating that either the public has not responded to the marketing efforts The Mini Medical School is an annual of our University, its mission, and strategic plan undertaken or that marketing efforts have not event that offers a series of education sessions initiatives.” been substantial enough to affect public opinion. built around common themes. The program is The Class Representative program, intended to Since 2007, the University has increased public open to and has received strong support from the improve alumni participation in fund raising and relations efforts across a variety of media forums. University and local community. Over the past alumni events, began in August 2010 and contin- The results of these efforts have yet to be formally Àve years, evaluations have consistently rated the ues to grow. The 2010²2012 University Strategic evaluated. program as a positive learning experience that Plan includes a goal to increase number of alumni However, the 2007 survey showed “signiÀcant offers valuable information about enhancing indi- contributing annually by 10 percent. In 2010, the progress in both awareness and status among the vidual and community health and wellness. average gift from each donor increased by nearly group in the survey identiÀed as health care lead- Other examples of community support are dis- $400. In addition, alumni are showing increased ers.” Health care leaders know DMU and applaud cussed under Core Component 5d. interest in creating endowed scholarships. Mem- our contributions to increasing the quality of life bership in the President’s Society, which requires for Iowans around the state, which suggests that a minimum gift of $1,000 per year, continues to we are fulÀlling our mission. Nevertheless, this grow. group lacked familiarity with the various degree Alumni support of mission: On average, Alumni Relations hosts 25 alumni programs offered at the University. events across the United States each year. In There is no question that having a former A need for more resources addition, before the UniÀed Alumni Reunion was governor as president of the University brought established in 2008, separate reunions for each increased recognition. Having a career politi- he Ànancial support of alumni has been a college were held different weekends throughout cian as president can also inÁuence perceptions point of frustration for many years. The the year. To accommodate the growing workload both positively and negatively. The second Selzer University has struggled to collectively T and to increase engagement by developing more survey was conducted three years into Governor engage graduates in terms of providing Ànancial alumni programming, an administrative assistant Branstad’s tenure (2003²2009). Its mixed results support through various giving opportunities. position was budgeted in 2008. An assistant direc- may reÁect the public’s awareness of a high- Although Alumni Relations created an alumni tor of Alumni Relations was hired that same year proÀle leader, but lack of familiarity with DMU’s board for each college, board member involve- to create the Class Representative program and academic programs, our community service, or ment and results were inconsistent; two of these work on reunion efforts and event coordination. the distinctive features of osteopathic medicine. boards fell well below expectations. Recognizing Another factor in the results may be that the the amount of funding required to manage the Des Moines University Clinic has been a rela- three boards and the less than ideal return on tively low-proÀle resource within the community. these efforts, a Board of Trustees’ alumni task The health care service arm of a medical school force proposed a new structure: a UniÀed Alumni is a way to develop connections with the public. Board with a council for each college. The uniÀed However, the University has struggled to identify board was approved in March 2011. Its purpose is the purpose and expectations of the DMU Clinic “to build lifelong, interprofessional relationships system. This may explain why there was mini- that support the Ànancial stability and future mal improvement in the awareness of the name

DMU SELF-STUDY 37 CRITERION ONE change of the University in the follow-up survey. from the University strategic plan frequently Two objectives in the 2010²2012 University became the rule rather than the exception. Strategic Plan further the goal of fostering a The University administration avoided the clinical environment that supports our educa- difÀcult conversations that leaders must have tional mission: in order to make mission-based decisions while fostering an intellectual environment that values ‡ Objective 2.1: To determine services necessary the ideas and opinions of all. This was a clear to meet the needs of all educational programs theme identiÀed in the feedback provided to the with emphasis on clinical training require- University Strategic Planning Team charged with ments and accreditation standards. developing, implementing and monitoring the ‡ Objective 2.2: To complete a comprehensive re- 2010²2012 University Strategic Plan. This same view of the Clinic operations, utilizing internal concern was repeated in nearly every University- and external resources, including patient and wide survey conducted for several years leading student capacity, services, personnel and clinic up to 2010²2012 strategic planning process. structure. The President’s Cabinet will develop This raised questions about the understanding an action plan based on the recommendations and support for the mission across the organi- of the review. zation. To address this potential problem, the University Strategic Planning Team developed Kyla Carney, D.O., is one of the family medicine While the University does many things to practitioners at the DMU Clinic who provides a process that included a review of the existing integrate the institution into the local community pediatric care. University, college, and program strategic plans, and to involve the community in various activi- and created a new institutional plan to serve as a ties of the University, frequently the recognition template, set expectations and establish timelines that should accrue to the University is less than Synchronization and to align college and University plans in support of expected. This may be a result of the lack of a institutional mission and vision. coordinated effort on the part of the institution to alignment of strategic plans Following Board approval of the 2010²2012 focus on niche areas tied to institutional mission University Strategic Plan in June 2010, the and vision. istorically, the timing of the development Strategic Planning Team began working with Recent work by Marketing & Communications and implementation of college and Uni- the academic deans and faculty members of each has focused on increasing awareness of the Uni- Hversity strategic plans has not resulted in college to align the existing college plans with versity, its students, faculty, alumni, Clinic and optimal plan synchronization. Much of this was the institutional strategic plan. A degree of lati- impact on the community. Regular market testing related to a lack of conÀdence in previous Uni- tude was built into the process, affording deans is used to test messages and gauge public aware- versity strategic planning processes and the plan and college faculty the opportunity to identify a ness and perception of community impact. itself. In addition, there was very little discourse process with the greatest probability of aligning The University may want to consider a follow- calling for a clear relationship between University academic subunits’ goals with the mission of the up survey of community leaders in the near fu- and college plans in support of institutional mis- organization. ture to fully assess progress made in the visibility sion and vision. Rather than having these plans To that end, at the September 2010 Town Hall and image of the institution. That would assist work in unison toward a common outcome or goal, meeting, the deans outlined the process for align- President Franklin in establishing a benchmark a silo effect evolved. As a result, colleges func- ing college-speciÀc plans with the University stra- with respect to community understanding and tioned independently of one another. This eroded tegic plan. This alignment was accomplished by support for the mission of Des Moines University. the spirit of collaboration and, in some instances, December 31, 2010. From now on, the timing of the spirit of collegiality. subsequent University strategic plans will foster This lack of alignment was particularly evident continuous congruency with college-based stra- in the budgeting process, where competition for tegic plans. The Board of Trustees has endorsed funding college-based initiatives not emanating this concept and expects periodic status reports

DMU SELF-STUDY 38 CRITERION ONE from the Strategic Planning Team charged with RECOMMENDATIONS FOR CORE COMPONENT 1D the responsibility of monitoring the University CORE COMPONENT 1C: plan. This is a major improvement in the process Understanding of and support for our to achieve University understanding and support Our governance and administrative mission pervade our organization. of our mission. structures promote effective leadership As we embarked on the most recent institution- and support collaborative processes that al strategic plan, the feeling across the campus was that previous institutional strategic plans LUHISL\Z[VM\SÄSSV\YTPZZPVU Planning-based budgeting were not fully integrated into the culture of the support for mission University and that lack of communication about progress toward plan goals resulted in less than Des Moines University is led by the president, rior to the 2010²2012 University strate- optimal results. who reports to the Board of Trustees. The vice gic plan, institutional strategic planning The 2010 strategic planning process engaged president for Administrative Services oversees Pprocesses articulated a focus on mission, nearly 50 percent of our community and deÀned a all administrative operations and the provost vision and values, but did not include measur- process for aligning strategic planning goals with acts as chief academic ofÀcer with oversight of able objectives. As a result, the prior strategic our mission and vision. Over 90 percent of em- all academic programs, and faculty and student planning process was aspirational rather than ployees now understand how their work contrib- services. The three academic deans report to operational in achieving the mission, vision and utes to our mission. Awareness of our mission has the provost, and all administrative departments values through appropriate budgetary and other also increased among leaders of the Des Moines report to the vice president for Administrative decision-making processes. Albeit nearly every health care community. Services. budget decision can in some manner be tied to To maintain this momentum, we must work This reporting structure is designed to create institutional mission and vision, the goals and toward these goals: a clear line of communication and delineation of corresponding strategies/objectives in previous responsibility. Senior leaders and department ‡ Create a culture of accountability, using strategic plans were not particularly highlighted heads meet monthly as the University Council to tactics identiÀed under Goal 1.0 of the current in the annual budget process. This became a clear share information and discuss issues that require strategic plan. theme in the information-gathering phase of the collaboration. The meetings in the past consisted 2010²2012 strategic planning process. To remedy ‡ Develop a sense that we are all one University of brief reports from each attendee. More recently, this, two of the Àve Ànancial stewardship goals rather than three independent colleges. the meetings have gone to an agenda-based struc- in the current strategic plan deal with aligning ture in an effort to focus on time-sensitive and ‡ Continue efforts to align college-level planning budget and mission. substantive issues. and budgeting with the University strategic Examples include funds reserved for the de- The President’s Cabinet is composed of senior plan. velopment of the Center for the Improvement of administrators (provost, deans, vice presidents, Teaching and Learning (CITL) and for compre- ‡ Continue to raise the visibility of Des Moines CFO, CIO, University Counsel, and faculty hensive reviews of the OfÀce of Research and the University locally and across the state. president), whose role is to provide advice and Clinic with a focus on their roles in the educa- A focus on services provided by the Clinic is guidance to the president on matters related to tional mission of the University. a place to start. University operations. While the Cabinet may participate in decision-making at the pleasure of the president, it primarily acts as a delibera- tive and advisory body. Weekly meetings serve as a forum for senior leadership to discuss ideas and concerns about University operations. The President’s Cabinet provides broad representation of the DMU community and includes individuals with diverse backgrounds and skill sets.

DMU SELF-STUDY 39 CRITERION ONE The organization of the faculty is deÀned by Leadership issues ;9<:;05:,50693,(+,9: the constitution and bylaws of the University fac- ;6:,;;/,90./;*6<9:, ulty. OfÀcers are elected by the faculty. Monthly ince 2006, the University has conducted an -(=69()3,9(;05. meetings are usually open to all faculty members annual, campus-wide environmental survey and ofÀcers of the University. Standing commit- designed to identify strengths and areas +4< S (SS tees include the Nominating Committee; Bylaws in need of improvement. The response rate to 0UK\Z[Y` Committee; Educational Resources Committee; the surveys has consistently exceeded industry Faculty Grievance Committee; Faculty-Student standards. Many of the survey statements have  Committee for Professionalism; the Faculty Wel- dealt with the effectiveness of senior leadership. fare Committee; the Graduate Council; the Rank, While most respondents believe “the organiza-  Promotion and Tenure Committee; the Research tion will be successful in the future,” the 2006 and Grant Committee; and the University Facili- survey identiÀed concerns with these areas: trust ties Committee. Additionally, the faculty of each in senior leaders to set the right course, trust  college are organized pursuant to faculty bylaws of senior leadership to lead future success, and for each respective college. understanding of plans for future success.  Communication among colleges has improved In response, the University engaged an out- since Traci Bush, P.T., OTR/L, D.H.S, proposed side consultant to conduct the 2007 Best Places  a Faculty Leadership Council in 2010. Faculty to Work Follow Up Project. Michael Hovda was leaders from each college now meet monthly to asked to identify issues and offer recommenda-  facilitate effective and efÀcient communication; tions to address them. Through focus groups in- promote discussion, decision making, and dissem- volving a representative sample of the University  ination of accurate information across all colleges; community, the project identiÀed the President’s and aid in reducing the silo mentality and ease Cabinet as the leaders of the institution. Survey  tension between faculty from the three colleges. results indicated that the Cabinet needed to take Under the leadership of the faculty president, these actions: improve communication of key deci-  the council has participated in the creation of a sions across the University; increase the oppor-       student grade appeal process, facilitated commu- tunity for the community to provide input on key nication among colleges regarding the new rank, decisions, which will lead to greater acceptance promotion and tenure process, and assisted in and support of decisions; and be consistent in its presenting the new professional integrity concept decision-making process. These strategic changes resulted in a sub- to faculty units in each college. In response, we have taken these actions to stantial improvement in the perception of senior The overall administrative structure, while improve communication between senior leaders leadership in the 2009 survey data, as shown in formal in nature, allows for collaboration across and the University community: the four graphs of favorable ratings. departments and effective delivery of services. A ‡ Publishing minutes from President’s Cabinet number of departments provide services to the In 2010, the University participated for the meetings on the University portal entire University, thereby reducing redundancy Àrst time in the DMyoU Engagement Survey (a and increasing efÀciency through consolidation. ‡ Establishing an annual State of the University customized version of The Chronicle of Higher session Education’s Great Colleges to Work For survey). The switch from the Best Places to Work survey ‡ Including the faculty president on President’s was made because the topic areas covered by Cabinet The Chronicle’s survey are more relevant to Des ‡ Recruiting and hiring a provost to oversee the Moines University and include a comparison to academic programs (discussed in the Academic peer institutions. Leadership section)

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Several questions in the new survey are of future success. ConÀdence in the talent, experi- planning. Of note, this survey was conducted at comparable to those in previous surveys, includ- ence and decisions of senior leadership has also the beginning of the development of the 2010² ing “senior leadership provides a clear direction increased. In addition, widespread support for the 2012 strategic planning process. for this institution’s future” and “senior leader- current strategic plan has created a climate in Our commitment to shared governance is ship has the knowledge, skills and experience for which senior leaders can be more effective. evidenced by the 2010 strategic planning process institutional success.” The results showed that 61 The 2010 DMyoU survey also provided use- and the recently completed presidential search percent of respondents believe the University has ful data concerning the perception of shared process. The search committee was comprised of a clear direction, which is below the Best in Cat- governance at the University. Results showed four Board members, four faculty members, one egory (small) positive response rate of 77 percent. 59 percent of the respondents believe that the exempt staff member, one non-exempt employee, Eighty percent judged senior leadership to be principles of shared governance are clearly stated one student and one member of the local commu- knowledgeable, compared to the Best in Category and publicized, and 76 percent of the respondents nity. In contrast, the 2002 Presidential Search rate of 87 percent. believe that the faculty have been appropriately Committee included only Board members and one These survey results, along with information involved in educational programming. In addi- administrator. collected from the University’s strategic planning tion, 67 percent of respondents believe there is Another sign of progress is the description of process, suggest that our community is conÀdent appropriate employee involvement in institutional the revision of the Rank, Promotion and Tenure

DMU SELF-STUDY 41 CRITERION ONE (RPT) policy given by the faculty president to across a variety of professional sectors and lead to consider something that causes us concern. Col- the chair of the Board of Trustees. After the Àrst greater input into the decision-making process. lectively, we took a major step forward.” draft was developed, three forums were held to During the March 2010 retreat, the Trustees allow faculty to give feedback. A revised second broke into four small groups to discuss potential President draft was then circulated, and two more forums opportunities for improvement in Board gover- were held before ballots were cast in February nance. The leaders of these four groups formed an The Articles of Incorporation and bylaws also 2011. When reporting the results of the vote, ad hoc committee that met periodically during the identify the administrative ofÀcers of the Univer- Faculty President Dr. Edward P. Finnerty wrote: year to advance the ideas brought forth in March. sity and describe their responsibilities. “This endeavor has been a joint effort between At the December 2010 Trustees’ meeting, the The Board of Trustees evaluates the perfor- the RPT committee and the administration led by ad hoc committee recommended that the Associa- mance of the president on an annual basis. The Dr. McLean. I am pleased to report that it has not tion of Governing Boards (AGB) be engaged to re- presidential review process outlines the proce- been a negotiation—rather a collegial discussion.” view the functioning of the Board and to identify dures and timelines for this evaluation. The re- opportunities which would improve its effective- view process requires the president to complete a ness. The recommendation was approved. self-assessment of established goals from the prior Dr. Ellen Chaffee, an AGB senior fellow and year. The executive committee of the Board re- Evaluation of leadership consultant, spoke individually with Trustees in views the self-assessment, evaluates performance the weeks prior to the March 2011 retreat to seek against established goals/benchmarks and sets effectiveness their perspectives, interests and goals for the goals for the following Àscal year. The executive board. In consultation with Dr. Larry Baker (Vice committee shares the president’s self-assessment Chair/Chair-Elect) and President Angela Frank- with the full Board and their recommendations Board of Trustees lin, Dr. Chaffee then conducted an extremely are presented for approval by the Board. valuable two-day retreat that focused on Board Board member involvement in the strategic he University’s Articles of Incorporation philosophy, purpose and operations and on estab- planning process and the knowledge of the results and bylaws clearly set forth the composition lishing a strong base of mutual understanding to of University-wide surveys will increase members’ Tand structure of the Board of Trustees. The launch Dr. Franklin’s successful presidency. To awareness of the University environment and Board currently has 28 members. help focus the attention of the Trustees and to improve the presidential review process. When their terms are due to be renewed, Board encourage free expression, Dr. Chaffee asked that members complete a comprehensive individual most of the other attendees not be in the room Senior leadership self-assessment covering background, knowledge during the Àrst day’s session. Under her skill- of the University, Board and committee meetings ful facilitation, the Board candidly and success- The Best Places to Work Follow Up Project, performance, communicating with the public, fully considered sensitive governance issues and DMyoU Engagement Survey and information trustee concerns and personal performance as a identiÀed speciÀc steps to be taken following the collected in the development of the 2010²2012 Trustee. The self-assessments are reviewed by retreat to address them. The depth and signiÀ- University Strategic Plan consistently identiÀed the Board’s Nominating Committee and used to cance of the issues addressed are best captured in a concern with accountability of senior leaders. prioritize Board development programs to remedy handouts from the sessions, which may be found Historically, the evaluation process for senior areas of need or speciÀc interest. The Board feels in the Resource Room. leaders consisted of the deans sending a list of the process is appropriate and useful in evalu- Following the retreat, Trustee Art Wittmack their accomplishments to the president (to whom ating the leadership effectiveness of individual observed, “I believe we have a better understand- they reported). The president then wrote a letter members. ing of how the Trustees can better guide and summarizing the list of achievements. In 2009, In March 2010, the Board conducted an inven- govern. And of similar importance, we discussed Interim President Stephen Dengle determined tory of skill sets represented by its members and constructive steps that can be taken organiza- this process to be text-dependent, one-directional identiÀed additional skills that would beneÀt the tionally, and in our communication with each and overly subjective. The process did not address University. Identifying and meeting these com- other, when it becomes necessary to investigate or accountability in a satisfactory manner. petency needs will broaden the scope of expertise

DMU SELF-STUDY 42 CRITERION ONE An evaluation process designed to move toward Strengthening leadership was clearly not in the best interests of Des Moines a performance-accountable culture and to identify University. and measure core competencies that can be used structure Following the resignation of the VPAA, the by both the employee and supervisor to identify duties of the position were reassigned to several opportunities for growth was developed by Hu- senior administrators. This proved to be equally man Resources Director Becky Lade, Provost Dr. Academic leadership ineffective and divisive. Due to a lack of an expe- Karen McLean, and external consultant Michael rienced academic leader, there was a lack of over- Hovda. In 2007, the Des Moines University Quality sight, the deans had no meaningful evaluation or The following steps were taken: Committee observed a pattern of downtrending development process, policies were not followed or scores in the Best Places to Work survey results. were applied inconsistently across the academic ‡ IdentiÀed core leadership/management compe- This prompted the President’s Cabinet to hire programs, and due diligence was not a common tencies and provided working deÀnitions. Michael Hovda to identify problematic patterns practice in budgeting for the academic programs. ‡ Designed a leadership model for DMU serving and develop employee-generated solutions. In 2008 the University engaged in a process to as the foundation for the performance reviews One concern that surfaced during the follow-up determine the appropriate academic structure for for all senior leaders. project was the lack of an experienced full-time the University. The DMU Administrative Organi- senior academic leader to work with deans to zation Project, led by Michael Hovda, was a three- ‡ Designed a senior leadership performance foster collaboration and appropriate sharing of phase project conducted over a one-year time review template. resources. frame. Several problems with the administrative ‡ Provided suggestions for developing speciÀc After the departure of Dr. Richard Ryan in organization and reporting structure identiÀed in competencies. December 2002, Des Moines University struggled Phase I of the project were identiÀed: to Ànd the appropriate organizational structure. The evaluation instrument was presented to During his tenure as president and CEO, Dr. ‡ The existence of an academic void at the senior the President’s Cabinet for feedback. In June Ryan, an experienced academician and adminis- level 2010, the tool was incorporated into WingSpan, trator, served as the senior academic administra- ‡ A need to provide consistency in designing, ap- an electronic performance appraisal tool that uses tor. Six months prior to his planned retirement, plying and enforcing processes and policies in forms developed at DMU, and immediately imple- Dr. Ryan appointed an interim vice president for regard to the three colleges mented by the president and provost. academic affairs to help with the leadership tran- To create an open exchange of ideas and en- sition. This individual also served as the dean for ‡ A need to create a more collaborative and uni- hance lines of direct communication, the provost the College of Podiatric Medicine and Surgery. Àed operation with the three colleges implemented weekly Deans’ Council meetings Short-term, this appointment was appropri- ‡ A need to create a cohesive and aggressive stra- in October 2009. Attendees include the three ate. Long-term, however, this new organizational tegic plan from a senior academic and Univer- academic deans, the vice president for Research, structure had an inherent conÁict of interest sity-wide position as well as the accompanying the vice president for Student Services and the because the deans of COM, CHS and Research path to achievement provost. These individuals also review leader- reported to the vice president for academic affairs ship effectiveness in regular individual meetings (VPAA). President Terry Branstad, former and ‡ A need to provide an academic faculty champi- with the provost. This has proved to be helpful in present Governor of Iowa, in 2004 removed the on above the level of dean, who is independent communicating concerns, solutions and progress interim title of VPAA and revised the position to of each college on goals. be an academic advisor to the president. He chose ‡ A need for structural congruence and the mini- to keep the dual appointments rather than create mization of redundant activities a full-time senior academic administrator. In this model, the VPAA and deans reported to the ‡ The need to increase external credibility president. Two years later, it became clear to the among alumni and the community at large, VPAA that the existing organization model was both in function and perception not effective for the institution, was injurious to the relationships among the academic deans and

DMU SELF-STUDY 43 CRITERION ONE Phase II of the project involved researching the Administration of the U.S. Department of to determine whether ITS had the capacity to ad- organizational structure of seven peer institu- Health and Human Services. dress the service requests it received. tions. Although these administrative structures The consultants’ report indicated that the ITS ‡ Strengthen the Institutional Animal Care and varied, a clearer picture of how we compared staff had the skills and expertise necessary to Use Committee. to our peers began to emerge. In Phase III, the meet the University’s needs, but that department President’s Cabinet was presented with three There were opponents to the creation of this po- leadership needed to be more strategic. In other organizational models. The advantages and sition; to say there were growing pains would be words, rather than focusing on putting out Àres, disadvantages of each model were discussed, with an understatement. However, the beneÀts of hav- ITS leadership needed to take a long-term look at consensus being that the model with the academic ing a senior academic ofÀcer are already appar- how best to meet our computing needs. The report deans reporting to a provost would be the most ent. From the time the provost assumed her role, also indicated that the ITS stafÀng level and appropriate Àt. the capacity to improve the application of policies, annual budget were appropriate to meet institu- Once the decision was made to hire a provost, revise Rank, Promotion and Tenure Protocols, tional needs and that the service requests submit- it was recommended that the president of the enhance academic best practices and prepare the ted to ITS were reasonable. The external review University develop a Chief Academic OfÀcer institution for change has been extraordinary. identiÀed the need for security assessment and Implementation Plan to increase the likelihood of As an institution we realized that a poorly recommended outsourcing certain projects rather success. What came to be known as the provost designed academic structure leads to stagnation than hiring additional full-time personnel. docking process was developed in consultation and fragmentation. We discovered the injury that The consultants offered no recommendation with Michael Hovda of InsideOut Leadership. occurs to individuals who are put in positions regarding the Chief Information OfÀcer (CIO) Hovda identiÀed cultural issues to be addressed with little chance for success. We now understand position. However, after reviewing their report, prior to hiring a chief academic ofÀcer, includ- the need for a position of convergence for the aca- it was apparent that a change in leadership was ing the need for “elevated leadership” from the demic needs for all three colleges and the OfÀce needed. In early 2009, the University decided to President’s Cabinet and “increased performance of Research. As Des Moines University continues reorganize the department and create the posi- accountability for some members” of the Cabinet. on its path, we must evaluate the expertise and tion of CIO. Wayne Bowker was hired to Àll the After a search, Dr. Karen McLean was hired strengths of the senior leadership and address position in June 2009. To increase communica- as provost in August 2009. She was tasked with any areas of need rather than attempt to palliate tion, the CIO was appointed to the President’s several immediate priorities: gaps in leadership. Cabinet. These areas of emphasis were identiÀed as his Àrst priorities: ‡ Update the University’s strategic plan. Technology leadership ‡ Ensure ITS is a “customer-Àrst” organization. ‡ Spearhead the re-accreditation process by the Higher Learning Commission. A commission An external review of Information Technology ‡ Continue to improve the way the department site visit is planned for January 2012; prepara- Services (ITS) was precipitated by ongoing issues communicates to faculty, staff and students. tion typically takes two years. with ITS services on campus, brought to a head ‡ Identify project priorities and deliver on the by problems associated with the implementation ‡ Create a sense of equity and accountability right projects that help the University. of Microsoft OfÀce 2007. In addition, faculty, across the colleges. students and the administration were concerned ‡ Ensure that technology at DMU is compliant in ‡ Evaluate faculty work assignments. about delays in the completion of projects requir- all regulatory areas and that its computing en- ing the expertise of ITS. All of this was further vironment is secure and agile enough to meet ‡ Work with Human Resources to make DMU emphasized by the results of the University Sup- the University’s needs. more competitive among peer institutions in port Services Department Survey. its faculty/staff hiring processes. ‡ Create and implement new processes that will In late 2008, the University administration make IT services more efÀcient and effectively ‡ Serve as principal investigator on a new Mobile engaged RSM McGladrey to assess the capacity delivered. Clinic project, a partnership between DMU of ITS to meet the needs of the institution, to and Free Clinics of Iowa supported by a grant assess the competencies of the existing staff, and Several of these concerns are addressed in from the Health Resources and Services Objectives 5.1²5.6 of the current strategic

DMU SELF-STUDY 44 CRITERION ONE plan. In addition, classroom instructional technol- change in personnel. Succession plans require college that offers the course. In addition, commit- ogy will be updated and standardized. presidential approval. Copies of the approved tee minutes and course evaluations are shared plans are housed in the University Counsel’s of- with all curriculum committee chairs when the Àce. The presidential succession plan is approved course includes students from various academic by the Board of Trustees. In the few instances programs. Curriculum committee minutes are Senior leadership where a sudden change in a leadership position posted on the faculty portal. has occurred, the transfer of responsibility in With the hiring of the provost in August 2009, TXDOLÀFDWLRQVDQGFUHGHQWLDOV accordance with the succession plan has main- the University established an academic point of tained the continuity of the unit experiencing a convergence for all programs. Previously the role change in leadership. of chief academic ofÀcer was distributed across Position descriptions multiple senior administrative positions. The provost now has a bird’s-eye view of all academic Senior leadership development The University maintains clear position programs across the institution to ensure appro- descriptions for senior leadership, including the The Senior Leadership Evaluation section priate distribution of resources for each program. president, provost, vice presidents, deans, Univer- reviewed the need for a meaningful senior leader- This change in academic leadership has been met sity Counsel and chief ofÀcers. These descriptions ship evaluation process and the subsequent devel- with some conÁict due to the reporting structure are maintained by Human Resources and are opment, adoption and implementation of a more change and resistance to having a new senior available to the University community. Typically comprehensive evaluation process. Included in the academic administrator not brought up through these position descriptions are reviewed by the evaluation instrument is the opportunity for the the Des Moines University system. designated supervisor when there is a vacancy. In senior leader and supervisor to identify speciÀc Most of our programs receive programmatic 2010, the provost worked with the academic deans goals and administrative development needs, and accreditation. External reviews are episodic, and dean of Research to update the duties and strategies to achieve those goals. This is much varying in time and frequency. However, because responsibilities of these positions. This met Objec- improved compared to the cursory process previ- academic review should be a continuous process, tive 6.5 of the strategic plan. ously used to advance the administrative skills of we have attempted to develop an internal review senior leaders. process. Follow-through on recommendations has Presidential search process varied from academic program to program. Under Strategic Plan Objective 4.4, the Graduate Coun- The University completed two presidential cil has been charged with developing an academic searches since its last HLC accreditation visit. Shared responsibility for program review policy, outlining a calendar, and This process has changed signiÀcantly since developing the review template. We believe this 2003, due to greater engagement of the Univer- curriculum and integrity will make our process more consistent and make sity community in the latest search. Academic of academic processes information about program quality available to a Search, Inc., assisted with the process, and all wider internal and external audience. members of the University community were in- ll programs have a curriculum committee The 2010²2012 University strategic planning vited to provide feedback. The most recent search charged with reviewing and approving process identiÀed the need “to increase the effec- ended with the hiring of Dr. Angela L. Walker Atheir respective programs of study. The tiveness and efÀciency of the University’s clini- Franklin, who came to campus in March 2011. responsibilities of these standing committees are cal curricula.” Objectives under Goal 4.0 include identiÀed in college-speciÀc bylaws. The courses developing a clinical education plan, establishing Succession planning are reviewed by various curriculum committees a Center for the Improvement of Teaching and and represented at those meetings by the course Learning (CITL), instituting processes to deÀne The University does not have a formal succes- coordinators. When core courses are offered to student learning outcomes and to review academ- sion policy for senior leaders. Periodically, the more than one academic program, the chair(s) of ic programs, all under the leadership of the pro- president requests a formal succession strategy the program curriculum committees are invited vost. This goal and these objectives demonstrate from members of the President’s Cabinet. It is to attend the course review conducted by the customary to update the plan when there is a

DMU SELF-STUDY 45 CRITERION ONE our commitment to a meaningful and consistent made, administration, faculty and staff express received a 48 percent positive response, leaving process for academic program advancement. a need for improved communications. There is a signiÀcant room for improvement in this area. The 2010 DMyoU survey shows that faculty desire for greater transparency and involvement have a positive baseline opinion about shared and more cross-functional communication.” responsibility for the curriculum. Sixty-three In response, the DMyoU Engagement Project percent agreed that “faculty are appropriately Team was formed to address items of concern. Ongoing evaluation of involved in decisions related to the education The communication work group has assembled program (curriculum development, evaluation…)” a list of issues that may be explored through the structures and processes and 53 percent agreed that “the role of faculty in use of campus focus groups. These include 1) how shared governance is clearly stated and publi- the campus receives information, 2) communica- eview of the organizational structure is cized.” Seventy-one percent responded positively tion gaps, 3) methods to enhance communication triggered most often by events or initia- to this statement: “Faculty, administration and styles, and 4) ways to facilitate the distribution of Rtives that require either an addition, staff work together to ensure the success for insti- information. reduction or realignment of personnel. There is no tution programs and initiatives.” Other channels for improving communication regular review of the overall reporting structure With the various objectives and processes in at DMU were developed: or organization. Environmental surveys of the the University strategic plan linked to shared campus community, such as the Best Places to ‡ The Faculty Leadership Council facilitates responsibility, it will be interesting to compare Work and DMyoU surveys, and feedback collected better communication of shared issues among the responses to these statements once the stra- during the University strategic planning pro- the three colleges. tegic plan is implemented and its objectives are cess stimulate further evaluation into the need completed. ‡ Annual State of the University sessions are for structural or functional modiÀcations to the held. organization. The hiring of the provost and chief information ofÀcer are examples of changes to the ‡ Quarterly Town Hall meetings address organization based on sound due diligence. University issues. Governance processes Periodic review also occurs when a position be- ‡ Minutes of the President’s Cabinet and Deans’ comes vacant. The job description and duties are and activities Council are posted on the portal. reviewed by the supervising manager and Human Resources to ensure that the position still meets reviously cited surveys indicated that com- ‡ Continuous updates on progress toward Uni- the needs of the department and the University. munication is an ongoing issue. The 2009 versity strategic planning goals are available Adjustments are made as necessary. PBest Places to Work survey revealed that on the portal. Ongoing review is the responsibility of the only 62 percent of 194 employees who responded These initiatives have helped to increase trust Quality Steering Committee (QSC), which to the survey gave a favorable rating to the com- in senior leadership, as the 2009 Best Places to includes the provost, vice president for Adminis- ment “There is open and honest communication Work survey shows. trative Services, director of Human Resources, between employees and managers.” Thirty-one The DMyoU survey asked a number of ques- Clinic director, faculty president and two mem- percent gave the statement a neutral rating, and tions about collaboration. Sixty-four percent of bers appointed to a two-year term by the stand- 7 percent rated the statement unfavorably. employees responded favorably to the statement ing members. Improvement issues may come to In his review of the 2010 DMyoU survey that “I can count on people to cooperate across the QSC in a variety of ways, such as President’s results, consultant Rich Boyer listed communi- departments,” with only 7 percent responding Cabinet referrals and presentations during com- cation as one of the three areas of weakness. In negatively. Response to the statement “We have mittee meetings. When appropriate, the com- addition, only 56 percent of employees gave a posi- opportunities to contribute to important decisions mittee will help secure resources necessary to tive rating to the statement “There is regular and in my department” was 70 percent positive. How- measure, monitor and improve established qual- open communication among faculty, administra- ever, the statement “There’s a sense that we’re ity initiatives. tion and staff,” while 8 percent gave it a negative all on the same team at this institution” only When the Quality Steering Committee re- rating. Boyer stated, “Though progress has been placed the QIC Committee in 2009, one of its Àrst

DMU SELF-STUDY 46 CRITERION ONE projects was a campus-wide survey evaluating input. Electronic surveys were distributed to in- information ofÀcer (CIO). In addition, President the service provided by all administrative de- ternal (faculty, staff, and students) and external Franklin has realigned reporting relationships to partments. The results, available on the Quality (alumni) constituents; focus groups were con- correspond with administrative best practices. and Assessment portal, highlighted a number of ducted; past data—including satisfaction surveys We note these strengths: departments in need of improvement. The com- and summaries of University Ànancials, research ‡ The University constantly evaluates itself mittee requested improvement plans from the environment and giving trends—were assembled through surveys and uses the data to create ac- service departments identiÀed in the University and posted on the Strategic Planning portal. tion plans to improve programs and processes. services survey as having deÀciencies. Each of In addition to annual student satisfaction these departments has submitted an improve- surveys, the University is responsive to student ‡ Our University community has more opportu- ment plan. The Quality Steering Committee has initiatives and concerns. Both are discussed in nity to engage in processes for selecting senior been monitoring progress on those plans. more detail under Student Satisfaction Surveys leaders. and Response to Student Initiatives under Core ‡ A more consistent and comprehensive evalua- Component 2a. tion process for senior leaders has been put Senior leaders are developing a new apprecia- in place. Inclusion of all constituencies tion of the value of asking Who else should be considered? Internal constituencies are now more We recommend that DMU continue current in planning willing to speak up when they feel their voices forums and explore new opportunities/processes have not been heard. Students and staff have for senior leaders to communicate and encourage esults of the 2010 DMyoU Engagement asked to participate in various planning commit- campus-wide feedback in the decision-making Survey showed that “although progress tees, and those requests have been honored. For process. Rhas been made, administration, faculty example, at the December 2010 Town Hall meet- and staff express a need for improved communica- ing, members of the Strategic Planning Team tions” and a desire for more involvement in deci- observed that staff members had offered a unique sions that affect them. ModernThink consultant and valuable perspective during discussions of an Richard Boyer suggested that communication external review of the Clinic and standards for could be improved by creating more interactive employee conduct. The team now plans to pro- processes and holding cross-functional dialogues. vide more avenues for staff to participate in the In response, senior leaders have been actively strategic planning process. In addition, develop- seeking a broader range of input. As discussed ing a staff organization is one of the tactics for in the Introduction, after the 2007 Best Places the Engagement goal of the 2010²2011 DMyoU to Work survey, consultant Michael Hovda began Action Plan. working with senior leaders to develop empathy- driven communications: Develop an agenda for Cabinet meetings RECOMMENDATION FOR and write Who else should be considered? CORE COMPONENT 1D: at the top of each agenda and Who else Our governance and administrative needs to know? at the bottom of each structures promote effective leadership agenda (Best Places to Work Follow Up and support collaborative processes that Project Summarized Report, p. 13). LUHISL\Z[VM\SÄSSV\YTPZZPVU When the 2010²2012 University Strategic Plan was developed, the process involved a broad Trust in senior leadership, which has been an on- cross-section of the University and aimed to give going issue, is improving after our administration all DMU constituents an opportunity to provide was restructured to include a provost and chief

DMU SELF-STUDY 47 CRITERION ONE In addition, violations may be reported by the policies; rather, the lack of consistency in the CORE COMPONENT 1E employees. The home page of the Staff portal enforcement of existing policies was the greatest includes this statement: concern. The University has responded to this is- We uphold and protect our integrity. The University encourages employees and sue in SP Goal 1.0: to create a University culture students who have concerns about violation of of accountability. University policies or violations of state and To meet the accountability goal, we developed As Stephen Dengle noted during his tenure as in- federal laws to report those concerns through these tactics: terim president, “We’ve got the right ingredients the appropriate administrator. ‡ Realign compliance ofÀcer duties, including for an exceptional University. But there’s more to Employees may also use the Compliance Hot- policy review, compliance and fair application the mix than just people, a plan, a mission and line, described in the Accountability section, to of policies. money.” Shared standards of ethical behavior report violations anonymously. make it possible to trust that others are acting for With respect to the Board of Trustees itself, ‡ Review and communicate processes and proce- the best interest of all. Spelled out in policies and the Nominating Committee is tasked with the dures to ensure uniform adoption and adher- procedures, ethical standards “assure fairness, orientation of all new Board members. During ence to policies. equity, and orderly conduct of our daily affairs.” the orientation meeting, expectations of Trustees ‡ Create workload equity among faculty. and the ConÁict of Interest Policy are reviewed. A four-page questionnaire designed to identify ‡ Establish consistent employee appraisals that any relationships, Ànancial or otherwise, that the provide clear expectations, performance feed- Compliance management Trustee and the Trustee’s family or business or back and development opportunities. practice may have with the University is reviewed ‡ Develop an employee code of conduct. es Moines University and its Board of in detail. This form is completed annually by Trustees exercise responsibility to the each Trustee and is reviewed by the Chairman ‡ Revise the student Honor Code (now the Profes- Dpublic by ensuring the organization oper- of the Board. sional Integrity Code) and other student codes ates legally and responsibly and by implementing In a case where information indicates non- of conduct to ensure adherence, implementa- clear and fair policies regarding the rights and compliance with applicable laws, University tion, equitable enforcement and transparency. Counsel conducts an initial investigation with responsibilities of each internal constituency. The Board of Trustees approved the revised appropriate reporting to and consultation with The Board actively monitors the integrity of University Strategic Plan in May 2010, thus sup- the Executive Committee of the Board and the University activities through quarterly written porting this critical change in institutional policy President’s Cabinet. This investigation may in- and oral reports received from the president, oversight and management. This action formal- clude an external review. After the investigation provost, deans and senior administration to its izes the process for oversight and management of has been completed and appropriate actions have standing committees: internal policies and external compliance. been taken, a full report is made to the Board of Our Policy on Adoption of Policies outlines the ‡ Academic Affairs Trustees. process for annual policy review. Our Univer- ‡ Finance sity Counsel maintains a database of University ‡ Institutional Development policies and sends a reminder to the designated policy reviewer 60 days prior to the annual review ‡ Student/Multicultural Affairs Accountability date. If a question about the appropriateness or ‡ Fund Advisory effectiveness of the policy is raised, the policy will ccountability was identiÀed as a serious be evaluated with the goal of enhancing the clar- The chairpersons of these committees, along issue in feedback from the Best Places ity, fairness and purpose of the policy. In early with their University counterparts, report at each Ato Work surveys, the DMyoU Follow Up 2010, the University discovered an issue with the meeting of the Trustees. Project, and information gathering processes used use of controlled substances for research pur- in the 2010²2012 strategic planning process. poses, which resulted in modiÀcations to existing The problem did not appear to be the integrity of policies. This is reviewed in the Compliance with

DMU SELF-STUDY 48 CRITERION ONE Key Local, State, and Federal Laws and Regula- considered for institutional audit services and the Compliance with key local, tions section. University distributes a request for proposals ev- The effectiveness of policies is evaluated each ery six years. A Àrm may continue working with state, and federal laws and time a policy is activated for a speciÀc circum- us beyond the six-year period, but a change in the regulations stance. Fortunately, the vast majority of the time, partner in charge of the audit is required. the policy protects the integrity of the institution. Expenses incurred by the OfÀce of the Presi- olicies that cover areas of signiÀcant legal An example of this process has been the recent dent are reviewed annually by the auditors and obligation are reviewed for compliance with application of the Research Misconduct Policy also by the Board Treasurer, who then reports to Pstate and federal law. Standards of Ethical described in the Research Integrity section. the Finance Committee and Board of Trustees. Conduct are in place and all employees have been To further strengthen policies designed to pro- All expenses and charges submitted by a Trustee educated on these standards. An educational ses- tect the integrity of the University, a comprehen- for reimbursement must be detailed and are sion is held for all new employees in an attempt to sive Retaliation Against Whistleblowers Policy is then reviewed for conformity with the Travel and create a culture of compliance. All employees and in place to protect individuals who report poten- Expense Reimbursement Policy by University students receive training on the requirements of tial infractions that may jeopardize the integrity Counsel before payment. the Health Insurance Portability and Account- and reputation of the institution. In addition, we It is also the responsibility of the Board of ability Act (HIPAA). have subscribed to Lighthouse, an external ethics Trustees to annually review IRS Form 990, which When a policy violation is discovered, appropri- hotline, which provides an anonymous reporting details compensation that Trustees may receive ate corrective action is taken. Policy violations channel for employees who might fear retribution. through employment or contracts with the Univer- might include research misconduct, violations of Contact information for the hotline is posted on sity. IRS Form 990 also outlines the Ànances of conÀdentiality and HIPAA by employees, fail- the home page of the Staff portal. the institution and its activities, including devel- ure to follow regulations for handling controlled opment and highest salaried employees. The basis substance, harassment or discrimination issues, of these relationships is fully disclosed. The Board violations of the Professional Integrity Code, or of Trustees receives quarterly detailed Ànancial copyright infringement. An example is the way a Financial integrity statements that are prepared internally and the violation of scheduled drugs policy was handled. results of an annual independent audit. When it was discovered that our Controlled he University has processes and procedures Other controls are in place to protect the Ànan- Substance Registration (CSR) had been allowed in place to uphold Ànancial honesty and cial integrity of the institution: to lapse and a quantity of morphine sulphate was missing, we reported the violations to the Tintegrity. Annual external audits examine ‡ A contract policy that requires contract re- Iowa Board of Pharmacy. The case was settled the Ànancial records and processes of the Univer- quests to be submitted to the vice president for in September 2010, and we have changed our sity. The auditors report directly to the Finance Administrative Services to verify the contract procedures for keeping records, handling sched- Committee of the Board of Trustees and to the has a full legal review and considers Ànancial, uled drugs, and supervising those who work with entire Board. This process includes an executive physical and personnel resources session between the auditors and Board Finance scheduled drugs as requested by the Board. Committee to discuss any adjustments, internal ‡ Internal controls for developing or changing job In addition, SP Tactic 3.1.3 calls for the control or Ànancial management issues. descriptions for accounting employees external review of research team to consider whether we are using best practices in monitor- For the past three years, we have received ‡ Policies deÀning appropriate University expen- ing controlled substances. Because the leader of unqualiÀed opinions on our Ànancial statements, diture (travel, meals, etc.) reÁecting the auditors’ judgment that they give the external review team felt the team was not a true and fair view of our Àscal situation. There ‡ A ConÁict of Interest Policy and a ConÁict of on campus long enough to assure compliance, have been no Àndings related to the A-133 audit Interest Disclosure Statement that all persons the team recommended an external compliance (federal funds) nor has the University received in governance and management positions with review. After an internal review of all compliance a management letter with recommendations to the University are required to complete and committees and procedures, we strengthened improve the organization. Following accounting sign at the beginning of their service and an- oversight of compliance, as described in the best practices, three-year engagement letters are nually thereafter External Review of Research section of the

DMU SELF-STUDY 49 CRITERION ONE Introduction. SNR Denton was hired in August Improvement was also seen with the “leaders and recommending appropriate sanction. The 2011 to conduct an external review of compliance demonstrate integrity” question over the course procedures of both the Inquiry and Investigation in the OfÀce of Research and the Clinic. of the survey. The 2009 favorable response of 71 committees follow the rules and regulations of percent fell only slightly below the overall and 42 CFR Parts 50 and 93 Public Health Service industry averages of 73 percent. Policies on Research Misconduct. In the past ten Several key events had a signiÀcant inÁu- years, investigations have been conducted twice. Integrity of senior leaders ence on the decrease in favorable ratings in the In September 2010, we implemented a new policy 2008 survey and then more positive ratings in requiring training in responsible conduct of re- n interesting Ànding in the Best Places to 2009. During the 2007²2008 academic year, the search for all faculty, employees, administrators, Work survey administered from 2005² University administration initiated a faculty staff and students who engage in research. A 2009 is the response to questions de- workload process that led to the development of a complex workload policy. This process resulted in signed to evaluate senior leadership, identiÀed as External review findings on compliance the president, President’s Cabinet and Board of conÁict across the University, and ultimately the Trustees. The survey question addressing “trust administration discontinued the initiative. The team that conducted an external review in senior leaders” received a 59 percent favorable Recommendations in the 2007 Best Places of research in December 2010 found that “in the response in 2006. This result was considerably to Work Follow-up Report released in the fall of past year, DMU has identiÀed and appropriately below the overall average of 77 percent for all 2007 appear to have contributed to the rebound dealt with several challenges to the integrity of organizations and the industry average of 72 per- seen in the 2009 survey. Those efforts included its research enterprise.” The reviewers concluded cent. In 2009, the favorable response increased a focus on enhancing communication across the that “these problems have been resolved,” but to 69 percent, an improvement, but still slightly University, changes in the leadership and orga- recommended “that the institution evaluate the below the overall and industry averages. nizational structure of Information Technology clarity and completeness of the policy environ- Services (ITS) and the decision to hire a provost. ment, the nature and exercise of appropriate These initiatives improved positive feelings oversight and the development of both faculty toward senior leadership. and student researchers to ensure that consistent standards of research practice are employed both TRUST IN SENIOR LEADERS within the institution and in its collaborations at (FAVORABLE RATING) clinical sites.” SNR Denton conducted an external     Research integrity compliance audit in August 2011. +4<     he University has an established policy for (SS     Animal Facility accreditation investigating and responding to instances 0UK\Z[Y`  5(   Tof alleged scientiÀc misconduct. The policy During the Association for Assessment outlines a two-step process of inquiry and inves- and Accreditation of Laboratory Animal Care tigation. The Inquiry Committee is chaired by (AAALAC) accreditation visit in October 2009, an appointed OfÀcer for Research and Scholarly accreditation was deferred from February until May 2010 due to deÀciencies in oversight by the LEADERS DEMONSTRATE INTEGRITY Activity Standards (ORS). The ORS and the (FAVORABLE RATING) standing Inquiry Committee are responsible for Institutional Animal Care and Use Committee addressing the initial allegation and determin- (IACUC). In response, Des Moines University     ing if a full investigation is warranted. The ORS pared down the IACUC from 19 members to 9; +4<     has the authority to secure any and all materials instituted mandatory animal welfare and IACUC training using the Collaborative Institutional (SS     and records pertinent to the inquiry and possible investigation. If a full investigation is warranted, Training Initiative (CITI) program; sent the 0UK\Z[Y`  5(   a Presidential Investigation Committee is con- Institutional OfÀcial, Chair, Research Admin- vened and charged with investigating the issue istrator and Attending Veterinarian to national

DMU SELF-STUDY 50 CRITERION ONE animal welfare meetings; and redesigned the CPME Annual College Report. CPMS was given high faculty:student ratios and faculty research animal care facility. In addition, all DMU IACUC four years of accreditation, the maximum at that and service. After the most recent site visit in members attended the IACUC 101 cosponsored by time. In 2009, CPME increased the maximum 2008, the program was reaccredited for seven DMU and PRIM&R. Ongoing training for IACUC length of accreditation to eight years. The col- years, with an interim report submitted in 2010. members will be organized, and the vice presi- lege was then notiÀed that its accreditation was The Post-professional Doctor of Physical dent for Research is now charged with continuing extended to April 2015, with the next comprehen- Therapy program is not accredited by an external to develop new policies and procedures to address sive visit scheduled in Fall 2014. accrediting agency. In spring of 2010, an exter- the identiÀed weaknesses. These actions allowed nal review of the program was conducted by Dr. the AAALAC Council to reinstate Des Moines Patricia Hageman, P.T., Ph.D., from the Univer- College of Health Sciences accreditation University to full accreditation status at the May sity of Nebraska Medical Center. She judged the 2010 meeting. The Doctor of Physical Therapy program in the program to be very strong, especially given the College of Health Sciences is accredited by the number of students interested in enrollment de- Commission on Accreditation in Physical Therapy spite the projected decrease in demand over time. Education (CAPTE). In the spring of 2009, the The Master of Health Care Administration pro- Physical Therapy program received the maximum gram is seeking accreditation from the Commis- Academic integrity years of accreditation with the next self-study and sion on Accreditation of Health Care Management on-site review scheduled for 2016. Education (CAHME), as shown on the CAHME warding of accreditation by the following The Physician Assistant program in the Accreditation Timeline. external agencies validates the idea that College of Health Sciences is accredited by the ADMU has academic integrity. Accreditation Review Commission on Educa- College of Osteopathic Medicine tion for the Physician Assistant (ARC-PA). The accreditation most recent site visit was in 2009. The program College of Podiatric Medicine and received continued accreditation status for a six- The College of Osteopathic Medicine is accred- Surgery accreditation year period. The approximate date for the next ited by the Commission on Osteopathic College The College of Podiatric Medicine and Surgery full review of the program by the ARC-PA will be Accreditation (COCA). After the most recent site is accredited by the Council on Podiatric Medical September 2015. visit in October 2007, the program’s accredita- Education (CPME). The last comprehensive visit The Master of Public Health program in the tion was extended for seven years, the maximum was in October 2006. The college was found to College of Health Sciences is accredited by the amount that could be awarded. Several require- be in compliance with all standards and require- Council on Education for Public Health (CEPH). ments and recommendations were made, includ- ments. Several recommendations made by the In 2005, site visitors noted the high quality of the ing revision of the mission statement to include evaluators were approved by CPME. The college M.P.H. curriculum. However, the program was research, developing a transfer credit and waiver responded to all recommendations in the 2007 placed on probation because of concerns about policy consistent with COCA standards, and

CAHME ACCREDITATION TIMELINE

Summer–Fall Summer 2011– Fall 2012– Fall 2012– Spring 2011 Fall 2012 Fall 2012 Fall 2014 Spring 2015 Fall 2015 2011 Summer 2012 Spring 2013 Spring 2014

Launch new Demonstrate Program invited Collect Approval Announce Continue Goal: curriculum/ MHA meets to submit outcomes data Submit self to pursue program building new Site visit Achieve OVZ[ÄYZ[ eligibility application for on new study accreditation change curriculum accreditation residency requirements candidacy curriculum

DMU SELF-STUDY 51 CRITERION ONE implementing osteopathic manual medicine In 2009, an internal survey was done to report is mailed to alumni as part of DMU instruction into the third- and fourth-year stu- measure satisfaction with the University’s Magazine and is available to the public on the Des dent experience. All COCA requirements were service-oriented departments. The survey high- Moines University website: http://www.dmu.edu. met as of April 27, 2008. The next full site visit lighted concerns over outdated information on will occur in late 2014. the website. As a result, the Marketing & Com- Admissions publications In 2010²11, COM admitted four students over munications department has begun the process of its COCA-approved class size. As required by implementing a content management system that Des Moines University’s ofÀcial admissions COCA standards, focused site visits will verify will give departments more responsibility and ac- publications include the catalog and the website, that COM has adequate resources, facilities, cess for updating content. which has viewbooks for all nine programs. They and faculty to support the additional students To ensure consistency and quality of commu- outline DMU’s degree programs and curriculum, until this class has graduated. The Àrst focused nications, Marketing & Communications adheres admission policies, application details, technical visit occurred in October 2011. All standards in to branding and identity guidelines and carefully standards, statement of nondiscrimination, deÀ- Ànance and facilities were met. However, COCA oversees the use of the University name and logo. nition of diversity and accreditation information. raised two concerns about adequacy of faculty to All external news, information and collateral This information is available in both print and which DMU has until next March (or possibly content (blog posts, videos and social media) are online versions. next July) to respond. Documentation from the reviewed by this ofÀce before being distributed. In Special effort is taken to ensure that the October visit is available in the Resource Room. addition, the ofÀce has also implemented regular admissions publications accurately portray the studies and research of external constituencies. University’s programs and the student experi- In 2004, a benchmark community perception ence. Student focus groups speciÀcally address study that surveyed the general public and health the way in which all recruitment materials depict Accuracy of communications care leaders was completed by Selzer & Associ- the University and how that depiction matches ates. The survey was repeated in 2007. Results of the students’ experience. to the public the survey are used to drive marketing messages. In 2009, Marketing & Communications began Alumni website es Moines University represents itself, its working with Harvest Research in Des Moines to academic programs and Clinic accurately test messages on a biannual basis. The research Launched on February 14, 2010, the new Dto the public in all its publications, online acts as a valuable tool for gauging and responding and improved alumni site, http://www.dmu.edu/ and in all internal and external communications. to community perception of the University. alumni, contains a more concise menu of op- In printed enrollment materials, the Univer- The department strives to maintain accurate tions and focal points based on results from our sity provides detailed information on academic representation and high quality in all its com- Google® Analytics report. Most-visited pages programs, curriculum and accreditation status. munication work, which has won numerous CASE include the calendar of events, class notes and Additional information on courses, the academic District VI and AACOM awards for publications, event photos. Each is now easily accessible from calendar and policies is available in the academic graphic design and writing. the home page, and overall page views are up 9.5 catalog on the DMU website: http://www.dmu.edu Below are examples of some of the primary percent from 2009. Visits to the alumni site aver- /catalog. communication vehicles, how they are developed age around 1,800 per month. The same information is available to the gener- and their purpose. al public in print or online. In addition to enroll- ment publications, there is an archive of research Newsletters Annual report publications and presentations; the University’s Each year Alumni Relations has made an annual report, including Ànancial and scholar- Des Moines University’s annual report to effort to increase the number of accurate e-mail ship information; news releases and event infor- donors, alumni and friends of the University addresses we have obtained. According to Direc- mation; a list of the Board of Trustees; and other presents information about the operations of the tor Ronnette Vondrak, “To date, we have 5,449 detailed information about the University. University including operational updates, scholar- deliverable e-mail addresses for alumni who ship dollars awarded and Ànancials. The annual receive the monthly alumni e-mail newsletter,

DMU SELF-STUDY 52 CRITERION ONE DMUpdate. Our emphasis is to analyze how Standards of conduct many alumni are actually reading/clicking on the stories. Our primary goal is measuring and in- es Moines University has established creasing the click rate, so we have done research a student honor code, codes of conduct on best subject lines to ensure that the newsletter Dand grievance policies to maintain high is not regarded as spam. Additionally, we have academic and professional expectations across the mapped the success of each e-newsletter in rela- University community. The University responds tion to the time and day it was sent to determine to events that compromise these standards in a the optimal time to reach our constituents and to timely and appropriate manner. increase the click rate.” Other newsletters include a quarterly alumni mentor e-newsletter and a quarterly Global Professional Integrity Code Health e-newsletter. Des Moines University’s student government developed an Honor Code in the late 1990s that DMU catalog was revised and renamed in 2011. The new Professional Integrity Code is based on four key The University catalog outlines all policies tenets: honesty, accountability, collaboration, and and procedures that ensure the integrity of the The Spring 2011 issue introduced President inclusiveness. application process and also outlines admission Angela Franklin. These standards of conduct are written into the policies, Ànancial aid options, and rights and re- student handbooks for each academic program. sponsibilities of students. The catalog is developed During orientations in June and August, students DMU website every two years through a rigorous, collaborative are required to sign a document indicating that process that involves all academic programs, and The University’s primary source of news and they have read and understood the policies within the Registrar’s, Financial Aid and Deans’ ofÀces. event information of interest to the general public the handbook—including the Professional Integri- The catalog is available on the DMU website. and the University community is http://www.dmu. ty Code. All clinical students sign the code during edu. Our website includes our mission, vision the White Coat Ceremony during their Àrst term DMU Magazine and values statements; facts about tuition and at DMU. When violations of the code occur or are programs; and information about our administra- suspected, the vice president of Student Services DMU Magazine is published quarterly and tion, Board of Trustees and accreditation process. is notiÀed and begins an investigation. If appro- highlights students, faculty, and alumni achieve- The website also provides detailed information priate, notice of the violation(s) is then sent to the ments and events. It strives to provide an up- about faculty, including experience, credentials, Student Promotion and Evaluation Committee to-date view of the University and is mailed to research and publications; programs; curriculum; (SPEC) to investigate and make a recommenda- alumni and friends of the University, is available Ànancial aid; and traditions such as the White tion of action to the dean of the college. The dean in hard copy and is posted on the DMU web- Coat Ceremony. Visitors can search for informa- then takes appropriate action. site. The magazine has won numerous AACOM tion or explore links of special interest to pro- Student Services distributes the Second-Year (American Association of Colleges of Osteopathic spective students, community members, alumni, Student Satisfaction Survey to osteopathic and Medicine) Excellence in Communications Awards Clinic patients and donors. Contact information podiatric medical students at the completion of (both editorial and overall) as well as many Ad- is available on the home page, in the faculty and Year 2 and a Graduate Satisfaction Survey to missions Marketing Report’s Admissions Adver- staff directory, and on the pages for departments all four clinical programs prior to graduation. tising Awards. and programs. Forms, such as a request for ser- Results of second-year surveys for the D.O. and vice or the body donor form, are also available on D.P.M. class of 2009 raised concerns about the the site. effectiveness of the Honor Code. In addition, the information-gathering phase of the 2010²2012 strategic planning process

DMU SELF-STUDY 53 CRITERION ONE highlighted inconsistencies in the enforcement of CLICK HERE FOR FULL-SIZE GRAPHIC how violations are handled can be found in student the Honor Code. Possible causes included lack of handbooks for all programs. The committee is also familiarity with the reporting mechanism among WƌŽĨĞƐƐŝŽŶĂů/ŶƚĞŐƌŝƚLJŽĚĞ/ŶǀĞƐƚŝŐĂƚŝŽŶ&ůŽǁĐŚĂƌƚ evaluating the impact of technology on academic students and faculty, inconsistent handling of  integrity.  Vice President for Student Services sWEŽƚŝĨŝĞƐĞĂŶͬ infractions on a case-by-case and program-by-  /ŶǀĞƐƚŝŐĂƚŝŽŶĞŐŝŶƐ WƌŽŐƌĂŵŝƌĞĐƚŽƌŽĨ   ŝŶǀĞƐƚŝŐĂƚŝŽŶ program basis, and confusion between the Honor  ĂƐĞ x sWŵĂLJĚĞƚĞƌŵŝŶĞƚŚĞƌĞŝƐŶŽĨŝŶĚŝŶŐŽĨĂǀŝŽůĂƚŝŽŶ͕KZ ŝƐŵŝƐƐĞĚ  x sWŵĂLJƌĞƐŽůǀĞŵĂƚƚĞƌƚŚƌŽƵŐŚŝŶĨŽƌŵĂůŚĞĂƌŝŶŐ͕KZ Professionalism Code and Code of Conduct violations.   x sWŵĂLJŝŵŵĞĚŝĂƚĞůLJƌĞĨĞƌŵĂƚƚĞƌƚŽ^W͕KZ While most on campus agreed with the spirit of  In the current University strategic plan, two  x sWŵĂLJĚĞƚĞƌŵŝŶĞƚŚĂƚĞǀŝĚĞŶĐĞǁĂƌƌĂŶƚƐĐŽŶƚŝŶƵĞĚ  ŝŶǀĞƐƚŝŐĂƚŝŽŶ͘ the Honor Code, few would attest that it was well  objectives under Goal 1.0 (Accountability) pertain  deÀned or led to a campus culture of honesty and  x sWŵĂLJƌĞƋƵĞƐƚ x sWŵĂLJƌĞƋƵĞƐƚ to our codes of belief and expected behavior:  ĨĂĐƵůƚLJĂƐƐŝƐƚĂŶĐĞ ĂĚŵŝŶŝƐƚƌĂƚŝǀĞĂƐƐŝƐƚĂŶĐĞ integrity. Student Services initiated a review of   ‡ Objective 1.5: To create an understanding of the Honor Code with the assistance of the Faculty   /ŶǀĞƐƚŝŐĂƚŝŽŶĨŝŶĚŝŶŐƐƚŽsW^^ acceptable behavior by all DMU employees by  Student Committee on Professionalism.   developing and implementing an employee code The main objective was to review the principles  ĂƐĞƌĞĨĞƌƌĞĚ x sWŵĂLJĚĞƚĞƌŵŝŶĞƚŚĞƌĞŝƐŝŶƐƵĨĨŝĐŝĞŶƚĞǀŝĚĞŶĐĞ ĂƐĞ &ŝŶĚŝŶŐƐ  ƚŽŽůůĞŐĞ ƚŽƐƵƉƉŽƌƚ^WƌĞĨĞƌƌĂů ŝƐŵŝƐƐĞĚ ƌĞƉŽƌƚĞĚ of conduct. set forth by the Council for Academic Integrity:  ^W ƚŽĞĂŶ  ŽŵŵŝƚƚĞĞ x sWŵĂLJĚĞƚĞƌŵŝŶĞĞǀŝĚĞŶĐĞƐƵƉƉŽƌƚƐĨŝŶĚŝŶŐƐŽĨĂ  ǀŝŽůĂƚŝŽŶ ‡ Objective 1.6: To strengthen our focus on aca- ‡ Adopt clear academic integrity statements,   demic integrity as a critical component of stu-  ^WŚĞĂƌƐĐĂƐĞ͕ĐĂůůƐǁŝƚŶĞƐƐĞƐ͕ƉƌĞƐĞŶƚƐĞǀŝĚĞŶĐĞ policies, and procedures that are consistently   dent competence by reviewing and revising the implemented.  ^WĨŽƌǁĂƌĚƐƌĞĐŽŵŵĞŶĚĂƚŝŽŶƚŽĞĂŶ  x ĞĂŶŵĂLJƵƉŚŽůĚĚĞĐŝƐŝŽŶĂŶĚĚŝƐĐŝƉůŝŶĞ ĞĂŶĐŽŵŵƵŶŝĐĂƚĞƐ Honor Code and other codes of conduct to ensure  x ĞĂŶŵĂLJƌĞǀĞƌƐĞĚĞĐŝƐŝŽŶ ĨŝŶĂůĚĞĐŝƐŝŽŶƚŽ  ƐƚƵĚĞŶƚΎ ‡ Inform and educate the entire community x ĞĂŶŵĂLJƵƉŚŽůĚĚĞĐŝƐŝŽŶďƵƚĚĞĐƌĞĂƐĞŽƌŝŶĐƌĞĂƐĞ adherence, consistent implementation, equitable  regarding academic integrity policies and  ƉĞŶĂůƚLJ enforcement and transparency.  procedures.  ĞĂŶƐĞŶĚƐĨŝŶĂůĚĞĐŝƐŝŽŶƚŽsŝĐĞWƌĞƐŝĚĞŶƚĨŽƌ^ƚƵĚĞŶƚ Becky Lade, director of Human Resources, is ^ĞƌǀŝĐĞƐƚŽƚƌĂĐŬĚŝƐĐŝƉůŝŶĂƌLJĂĐƚŝŽŶƐ ‡ Promulgate and rigorously practice these poli- spearheading the development of the employee  cies and procedures from the top down, and  *If the case involves students enrolled in different programs, the Deans of each College should meet prior to code of conduct. She is working with a committee  notifying the students involved to ensure that the discipline is consistent for the same infraction. provide support to those who faithfully follow of faculty members representing each college and and uphold them. Research, three non-exempt employees, three ex- Revision of the Honor Code is tied to Objective empt employees, and one Cabinet member to review ‡ Have a clear, accessible, and equitable system 1.6 of the current strategic plan: To strengthen model codes and create a draft. To allow more time to adjudicate suspected violations of the policy. our focus on academic integrity as a critical com- to obtain feedback on the draft, the deadline was ‡ Develop programs to promote academic integ- ponent of student competence by reviewing and extended to January 2012. rity among all segments of the campus com- revising the Honor Code and other codes of con- A group of students raised concerns about the po- munity. These programs should go beyond the duct to ensure adherence, consistent implementa- tential inÁuence of pharmaceutical and biomedical repudiation of academic dishonesty and include tion, equitable enforcement and transparency. device companies on medical education. In response, discussions about the importance of academic Data compiled from student and faculty focus the University formed the Pharmaceutical and Bio- integrity and its connection to broader ethical groups and a University-wide survey were used medical Device ConÁict of Interest Committee. The issues and concerns. as a baseline assessment of the current views committee, comprised of students, faculty and staff, and attitudes of the DMU community toward the developed the ConÁict of Interest Policy—Pharma- ‡ Be alert to trends in higher education and tech- Honor Code. The Faculty Student Committee ceutical and Industry Representatives. Implement- nology affecting academic integrity on campus. on Professionalism developed the Professional ed in Fall 2010, the policy was developed to manage ‡ Regularly assess the effectiveness of policies Integrity Code in May 2011 and began work- all conÁicts of interest, real and perceived, through and procedures and take steps to improve and ing to develop acceptance and understanding of effective self-regulation to maintain the appropriate rejuvenate them. the new standards. A plan to educate students relationship between medical education and corpo- at four seminars throughout the year is being rate inÁuence. The Faculty-Student Committee for developed. The new code and information about Professionalism then proposed an interdisciplinary

DMU SELF-STUDY 54 CRITERION ONE program to educate students about the potential Grievance procedures ‡ We have a strong record of Ànancial conÁicts of interest related to relationships with management. the pharmaceutical and biomedical device indus- Des Moines University provides a process for ‡ The academic integrity of programs accredited tries. employees to Àle complaints/concerns through through external review has been conÀrmed Due to several instances of inappropriate use our Discrimination and Harassment Policy. Since by specialty accreditation agencies or an ex- of social media, the University implemented the 2005, employees have formally used this process ternal review process in cases where specialty Professional Standards for Students Using Social to Àle two claims. A sexual harassment allega- accreditation is not sought or available. Media Policy. tion, Àled in 2007, was resolved within one day of The University, through the vice president for the complaint being Àled. A racial discrimination ‡ We have revised the Honor Code (now known Student Services, tracks reports of possible viola- claim, Àled in 2009, was resolved within 30 days as the Professional Integrity Code) and tions of the Professional Integrity Code, com- of the claim being Àled. reviewed ways to make its implementation plaints under the Discrimination and Harassment Non-exempt employees covered by the bar- more consistent and effective. Policy and student grievances. Student handbooks gaining unit have the ability to Àle grievances During the strategic planning process we include the Student Grievance Policy and Sexual through a formal process as outlined in the union learned that application of policies and procedures Harassment and Complaint Policy. The vice presi- contract. Since 2005, one employee has used this is sometimes perceived as inconsistent. As a dent for Student Services may request an inves- formal process to Àle a claim. The claim was result, creating a culture of accountability is a tigation of any of such allegations. Investigations responded to and resolved at the Àrst step within priority. are typically conducted by the University Coun- the three-working-day timeline. We recommend that these steps be taken to sel. A written summary of the investigation and The University maintains an open door policy ensure greater consistency in applying policies recommendations is provided to the vice president, and invites employees to discuss concerns they and communicating our image to the public: who determines whether to refer the matter to an have with management. Because management appropriate committee or department for action. has a very good working relationship with the ‡ Although infractions in the area of research, The vice president maintains a log of such com- union, the union president and stewards contact including the inappropriate handling of sched- plaints and the resolution of each. Other com- management when concerns arise, and we work uled narcotic drugs, management of human plaints by students are handled on an ad hoc basis together to resolve these concerns so that moving subject data and deÀciencies with accreditation at the departmental or college level. A detailed to the grievance stage is not necessary. of the animal facility, have been dealt with description of the student complaint process can Due process for students has been reviewed, as appropriately once discovered, we support the be found in the student handbooks. called for by Strategic Plan Tactic 1.5.3. A Stu- external research reviewers’ recommendation dent Appeals Process allows students to appeal that the University should commission an ex- disciplinary decisions. A course grade appeals ternal audit of all research compliance policies, Social media policy process was implemented in June 2011. procedures, and oversight committees. (This In 2010, Marketing & Communications worked review was conducted in August 2011 by SNR with Student Services and University Counsel Denton.) to develop a series of social media guidelines for RECOMMENDATIONS FOR ‡ Develop a grievance procedure for exempt staff students. The resulting document, which became CORE COMPONENT 1E: as part of the employee code of conduct. part of the DMU Student Handbook for the 2010² We uphold and protect our integrity. 11 academic year, outlines the appropriate use of Although information is communicated in an social networking sites for DMU-related activities DMU values integrity, as shown by our efforts accurate manner, the University should work to and personal use. to insure compliance with regulations and to develop a higher proÀle in the community and The guidelines were developed to help students ensure greater consistency in expectations and ensure that its branding deÀnes the institution navigate sites like Facebook and Twitter in a pro- enforcement of professional standards. We note and captures the essence of the mission on a con- fessional manner and to uphold the University’s these strengths: sistent basis. branding guidelines and integrity online. Work is continuing on a similar set of guidelines for faculty and staff.

DMU SELF-STUDY 55 CRITERION ONE DMU SELF-STUDY 56 CRITERION ONE The next DMU multi-year

strategic planning process: In the summer of 2011, President Franklin Focus on Mission, Vision, engaged a new Strategic Planning Steering and Core Values Committee, maintaining several members of the current committee and adding additional faculty he Des Moines University Board of Trust- and representation from the Alumni Associa- ees approved the 2010²2012 Strategic Plan tion. Two members of the Board of Trustees were Tin Spring 2010. Although operational in maintained on the new Steering Committee. The scope, this current plan has provided the campus Board of Trustees, President’s Cabinet, and newly with a road map that allows for a cohesive and formed Strategic Planning Steering Committee well-integrated approach to addressing many began the Àrst phase of the next multi-year strate- pressing issues. Dr. Angela Franklin arrived as gic planning process at a retreat on July 23, 2011. the new president in the spring of 2011, just one We are currently engaged in collaborative year after the implementation of the current plan. processes that involves small group discussions With a strong background in strategic planning on Why do we exist? and Where do we want to be and a Àrm commitment to preserve a culture in 5–10 years? of inclusive and engaged planning within the The Àrst phase began with a review of the cur- institution, she began meeting with the Stra- rent Mission and Vision statements during the tegic Planning Team to offer support, address retreat. Comments from small group discussions INTERLEAF outstanding issues, and prepare for the launch of with members of the Board, Cabinet, and Strate- the next multi-year strategic planning process. gic Planning Steering Committee members were President Franklin later introduced a new plan- captured and documented and used in follow-up ning model in a Town Hall meeting, open to the conversations with the Strategic Planning Steer- campus community. ing Committee in two subsequent meetings. The collective wisdom from the group discus- CLICK HERE FOR FULL-SIZE GRAPHIC sions has led to draft documents reÁecting a recommended change in the institutional mis- sion statement, which would address diversity Mission ¾:K\GRZHH[LVW" more directly, along with a more comprehensive ¾:KDWLVRXUSXUSRVH" ¾:KRLVDIIHFWHGE\RXUZRUN" Strategic Priorities ¾:KDWDUHWKHLUQHHGV" ¾,QZKDWPDMRUGLUHFWLRQVZLOOZHIRFXVRXU vision statement for the future. An accompanying ¾:KDWLVWKH6FKRRO¶VSODQ" HIIRUWVWRDGYDQFHWRZDUGRXUYLVLRQ" ¾:KDWDUHRXUSULPDU\IXQFWLRQVIRUFDUU\LQJ ¾'RRXUVWUDWHJLFSULRULWLHVVXSSRUWWKH0LVVLRQ RIWKHVFKRRO" exercise to review and assess the appropriateness RXWRXUPLVVLRQV" ¾:LWKZKRPZLOOZHOLQNWRDFFRPSOLVKWKHVHJRDOV" ¾+RZZLOOZHNQRZZH¶YHLPSURYHG" of the current core values is also now occurring in Operating Principles ¾:KDWZLOOZHVWRSGRLQJRUGRGLIIHUHQWO\" :KDWDUHRXURUJDQL]DWLRQDOYDOXHV meetings of the Steering Committee. DQGSULQFLSOHV" It is expected that recommended changes in Vision One Year Action :KHUHGRZHZDQWWREHLQ\HDUV" Planning, Budgeting, and Process the institutional mission statement and vision 4XDUWHUO\ 0RQWKO\ Improvement :HHNO\ Situational Analysis will be shared with the campus community and

This step can be integrated throughout the process « ¾:KHUHDUHZHQRZ" then presented at the December 2011 Board of ¾:KDWDUHRXUVWDNHKROGHUV¶QHHGV" ¾:KDWGRHVRXUDVVHVVPHQWGDWDWHOOXV" Periodic Checks ¾:KDWDUHZHGRLQJZHOO" Trustees meeting for their review and approval. ¾:KDWFDQZHLPSURYH" ¾([WHUQDORSSRUWXQLWLHVWKUHDWV" ¾:KDWLVKDSSHQLQJLQWKHH[WHUQDOHQYLURQPHQW" ¾7UHQGV"

DMU SELF-STUDY 57 CRITERION ONE