Diversity, Equity and Inclusion

Meet the Associate Dean of Diversity and Inclusion

Lisa McBride, Ph.D., was named the School of Medicine’s first Assistant Dean for Diversity & Inclusion in June 2018. In this inaugural role, she is focusing her efforts on the development and implementation of strategies to foster a culture of inclusion in which highly qualified students, faculty and staff from diverse talent pools experience a genuine sense of belonging, engagement and achievement. She has the responsibility for the development and management of a comprehensive strategy providing leadership, guidance and support across the school to conceptualize, define, assess and nurture the climate required for diversity, inclusion and excellence to thrive. “Excellence in medical education, delivery of care and scholarship are attained through our diversity of students, residents, faculty and staff,” said Dr. McBride. “At the TCU and UNTHSC School of Medicine, having a diverse, equitable, inclusive environment is core to who we are. We engage in diverse experiences which address health inequities in an inclusive environment.”

Lisa McBride

Lisa McBride, PhD,
Associate Dean of Diversity and Inclusion, Professor, Medical Education
IREB, Suite 401
Phone number: 817-735-7939
Email address: lisa.mcbride@tcu.edu

Office of Diversity and Inclusion

The TCU and UNTHSC School of Medicine (SOM) is committed to the precept that diversity and educational excellence go hand in hand. We believe that diversity and inclusion are key drivers of institutional excellence that can accelerate our ability to innovate and solve complex problems. Excellence in this context refers to high quality patient care, research, and teaching, a culturally responsive climate, a focus on community outreach, and an engaged workforce.

The Office of Diversity & Inclusion provides, coordination, oversight and leadership of the School of Medicine’s diversity and inclusion programs and leads school efforts to build a diverse faculty and inclusive environment that values and respects the contributions of all members of the community.


Establishing a Culture of Inclusion as a Strategy for Excellence

Vision: The School of Medicine is adopting a strategy of leveraging diversity and inclusion to drive the School’s mission of excellence in medical education, delivery of care and scholarship. The School of Medicine aspires to be a national leader in the creation and sharing of health knowledge within a culture that promotes equity, diversity, and inclusion. Through Inclusive Excellence, the School of Medicine stands firmly committed to and champions diversity and inclusion as core values central to its mission.

Inclusion as a Strategy for Excellence in the School of Medicine is the recognition that the institution’s success is dependent on how well it values, engages, and includes diverse faculty, staff, students, and trainees. More than a short-term project or a narrow initiative, this comprehensive approach requires a fundamental transformation of the School’s culture by embedding and practicing inclusion in every effort, aspect, and level of the institution. The goal is to make inclusion a norm that is implemented and practiced.

Inclusivity Statement

“This is an Inclusive Learning Environment”

At TCU and UNTHSC School of Medicine, we are committed to the creation and maintenance of an inclusive learning environment. These are places of learning where you will be treated with respect and dignity and where all individuals are provided equitable opportunities to participate, contribute, and succeed.

Here at the School of Medicine, the dimensions of diversity that students bring to class are a resource strength and benefit. Dimensions include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic status, political ideology, education, primary language, family status, military experience, cognitive style, and communication style and other diverse identities. The intersection of these experiences and characteristics are valued in our community.

Your success at the School of Medicine and beyond is enhanced by the innovation and creativity of thought that inclusivity facilitates. The success of an inclusive learning environment relies on the participation, support, and understanding of you and your peers. We encourage you to speak up and share your views and understand that you are doing so in a learning environment in which we all are expected to engage respectfully and with regard to the dignity of all others.


Inclusive Excellence

Inclusive Excellence is inextricably linked to our pursuit of excellence in our research, clinical and educational missions to meet the needs of the students, faculty, residents, staff and the communities we serve. Moreover, Inclusive Excellence melds inclusiveness and academic excellence into one concept (to practice inclusiveness is excellence); shifts the responsibility for diversity and inclusiveness to everyone on campus as opposed to one unit or department shouldering the responsibility; and moves an institution away from conceptualizing diversity only in terms of a numerical goal of diverse constituents.


Responsibilities and Initiatives

The Office has the following responsibilities:

  • Fostering inclusion, so that students, faculty, and staff from diverse talent pools experience a genuine sense of belonging, engagement, and achievement.
  • Providing leadership, guidance, and support across the school to conceptualize, define, assess and nurture the climate required for diversity, inclusion and excellence to thrive.
  • Address issues of faculty, staff and student diversity and work closely with department chairs, unit leaders and senior administration to develop robust school-wide Diversity and Inclusive Excellence Strategic Plan to help position diversity and inclusion as core to the school’s missions of medical education, delivery of care and scholarship.
  • Develop and implement community outreach and service-learning programs that address health care needs of people in our communities
  • Supporting efforts to recruit and retain a more diverse workforce

Other initiatives and responsibilities:

  • Serve as a member of key leadership groups in the TCU and UNTHSC SOM and/or present regularly to key leadership groups on diversity and inclusion
  • Identify and disseminate diversity and inclusion “best practices” within the SOM, hospitals and elsewhere
  • Routinely provide a presentation and set of instructions concerning diversity to search committees and admissions committees
  • Develop training curricula and programs in diversity and inclusion that are available to leaders and departments/divisions, and assume a leadership role in encouraging, offering and implementing these curricula and programs
  • Serve as a liaison with internal and external groups that advance the cause of diversity and inclusion, including the TCU Diversity, Equity and Inclusion committee (DEI)

Times Up Healthcare Initiative

Our medical school has joined other medical schools in the Times UP Healthcare initiative. We have made a commitment to help end sexual harassment in Healthcare. View the pledge here: Times Up Healthcare Pledge Letter

Texas Medical Schools’ Diversity and Inclusion Consortium

About the Consortium

The Texas Medical Schools’ Diversity and Inclusion Consortium includes faculty and staff representatives involved in institutional diversity, inclusion and equity efforts at medical schools in the state of Texas. The mission and vision for Texas Medical Schools’ Diversity and Inclusion Consortium is to “Create a network where the key stakeholders, and decision-makers in student, resident and faculty diversity and inclusion efforts can share ideas, best practices, and possible solutions to diversity and inclusion challenges.”

The CEO Action for Diversity & Inclusion™ is the largest CEO-driven business commitment to advance diversity and inclusion within the workplace. This commitment is driven by a realization that addressing diversity and inclusion is not a competitive issue, but a societal issue. Recognizing that change starts at the executive level, more than 900 CEOs of the world’s leading companies and business organizations, are leveraging their individual and collective voices to advance diversity and inclusion in the workplace. In 2019, Texas Christian University Chancellor Dr. Victor Boschini became a signatory of such pledge.

Perry Initiative 

The Perry Initiative partners with medical centers, universities, and high schools to host Perry Outreach Programs for young women in high school, college, and medical school. These day-long programs are held at different locations nationwide throughout the year. Participants perform mock orthopaedic surgeries and conduct biomechanical engineering experiments, while also hearing from prominent women engineers and surgeons in the field.


Faculty and Student Recruitment— Institute on Teaching and Mentoring

The Institute on Teaching and Mentoring is a four-day conference that has become the largest gathering of minority doctoral scholars in the country. Now in its 26th year, the Institute gives the issue of faculty diversity a national focus and provides minority scholars with the strategies necessary to survive the rigors of graduate school, earn the doctoral degree and succeed as a member of the professorate.

The purpose of the Institute is to provide scholars with the skills necessary to succeed in graduate study and to prepare them for success as faculty members at colleges and universities. In addition, the Institute provides scholars and their faculty mentors with opportunities to share knowledge about research and academia, to meet other scholars and faculty from throughout the country, and to link to a larger community of scholars and faculty in various academic fields.

The Institute focuses on mentoring and teaching preparation, community insights and scholar networking. Workshops are scheduled to provide doctoral scholars opportunities to share insights and tips in graduate work. Scholars can network with faculty representatives and other doctoral scholars to share information on teaching, mentoring, research and building a career in higher education. The hope is that these methods will also increase faculty diversity at the nation’s campuses.

The Institute provided the School of Medicine access to more than 1000 minority doctoral scholars who plan to become faculty members in post-secondary education. In partnership with the Office of Admissions, TCU Human Resources and Chancellor’s Office a meet and greet reception was hosted for current scholars, program graduates, undergraduates and faculty representing the following groups:

  • Alfred P. Sloan Foundation Minority Ph.D. Program SLOAN)
  • Gates Millennium Scholars Program (GATES)
  • Lewis Stokes Alliance for Minority Participation (LSAMP)
  • National Aeronautics and Space Administration (NASA)
  • National Science Foundation Alliances for Graduate Education and the Professoriate
  • Ronald E. McNair Postbaccalaureate Achievement Program (MCNAIR)
  • Southern Regional Education Board Doctoral Scholars

Such attendance at the Institute of Teaching & Mentoring has led to Admissions recruitment presentations at Hampton University, Howard University, Xavier University, Tuskegee University and upcoming scheduled presentations at North Carolina Central University, North Carolina A&T University, and Spelman College.


Health Disparities Certification Series—in partnership with the Office of Faculty Affairs

GOALS of health disparities Certificate offered for the School of Medicine by The Center of Excellence on Health Disparities at Morehouse School of Medicine (which was established by Dr. David Satcher, the 16thSurgeon General of the United States):

  • To increase knowledge about social determinants of health and disparities in health care and explore attitudes and behaviors that promote and/or mitigate disparities
  • To engage in scholarship related to healthcare disparities
  • To learn the relationship of health policy and community health delivery and explore opportunities to engage in health advocacy

The six-part series will support a comprehensive approach to establishing the causes of disparities from a population-based perspective that includes diversity as important marker of where and how inequities in health status occur and how and why they persist. The ultimate goal is to equip School of Medicine participants with the ability to examine and treat not only the illness but to foster liaisons in the community to address and remove persistent causes of disparate levels of morbidity and mortality. By intentionally focusing on instilling a vision for the health and well-being of the public, the health care system will become leader for health rather than simply an entity that bandages illnesses that will predictably reoccur unless innovation occurs in treatment of causes, along with a solid focus on treating the entire person, in collaboration with others.

It is clear that a distinct and complete portrait of disparities is not available. Standard practices in the U.S. health system are characterized by counting and notating those that seek care. And, data sharing and aggregation of same to generate a community profile does not occur. A major goal will be to re-examine what is known, what is not known, and to develop better protocols for assessing the health of populations and planning meaningful and permanent interventions.

Current needs assessments available in the community will be examined to develop a theoretical profile of current interventions. Visioning of strategies that may be more effective as a result of collaborative work of the health system with other agencies will be an integral part of getting started.

Lectures will consist of presentation of background data, examination of case studies, and interactive and collective problem-solving. Faculty from The Center of Excellence on Health Disparities and Morehouse School of Medicine’s department of Community Health and Preventive Medicine, the Satcher Health Leadership Institute, department of Psychiatry and Behavioral Sciences, and National Center for Primary Care will participate.

Diversity and Inclusion Mentoring Network (in partnership with the Office of Faculty Affairs)

Mentorship has been shown to be integral to the success of students, trainees and faculty in academic medicine. Mentoring has particularly been shown to be an important component of nurturing and sustaining pipelines of diverse (defined broadly see the School of Medicine definition of diversity) students, trainees, and faculty. The School of Medicine is committed to creating a community that fosters the success of students and faculty in academic medicine and has launched the Diversity and Inclusion Mentoring Network.

Purpose of the Diversity and Inclusion Mentoring Network:

To create a community to foster success of diverse students and faculty in academic medicine.  The School of Medicine embraces an inclusive excellence view of diversity that encompasses a broad definition of diversity that includes but is not limited to the following domains:  1st generation college students/graduates; individuals from socio-economically limited backgrounds; LGBTQ+ populations; students and faculty of color. 

Diversity Speakers Series

The Diversity Speakers Series is intended to provide insight and understanding of multicultural issues to the TCU and UNTHSC school of medicine community. This series is designed to introduce an essential component of education in helping audiences consider perspectives other than their own, encouraging civil debate, broadening the basis for critical thought and promoting cultural understanding.

Past Lectures include:

Hispanic Heritage Month

Antonia Novello, MD, the 14th Surgeon General of the United States, the first woman and first Hispanic to hold this position,

Upcoming Lectures:

Diversity and Inclusion Mentoring Network Session – July 14, 2020

Health Disparities Coming to the Forefront in the Era of CONVID-19 – September 24, 2020

Changing the Face Medicine – February 2021

Diversity Standing Committee at School of Medicine

The charge for the Diversity Committee is to develop programs that build and maintain a positive, supportive, and inclusive environment for the school’s faculty, staff, and student populations. The Committee reviews and advocates for critical diversity issues, coordinates diversity programs and initiatives across the School of Medicine, advises on diversity planning, and identifies best practices. The committee is also responsible for addressing and prioritizing opportunities and challenges identified by analysis of diversity and engagement surveys and other sources of feedback on campus climate. This Committee includes members of the SOM campus and greater Fort Worth community with a vested interest in setting an agenda to fulfill the School of Medicine’s mission for excellence in medical education, delivery of care and scholarship. To include onemember from the Fort Worth Black, Hispanic and Pan Asian-American Chamber of Commerce.



Unconscious Bias Training for Health Professions

At academic medical centers, unconscious biases can compromise diversity and inclusion efforts in admissions, curriculum development, counselling, and faculty advising, among other functions. By learning how to identify and confront unconscious bias in yourself and others, it is possible to mitigate the impact and promote respect for all groups. Unconscious biases are automatic, learned, unintentional yet deeply ingrained stereotypes that can affect our behavior.

Beginning with a highly experiential unconscious bias workshop conducted in conjunction with the TCU Office of Diversity Initiatives, participants will gain a deeper understanding of implicit bias with a focus on: How unconscious biases develop, influence perceptions and decision making, and impact institutional diversity and inclusion efforts.

The most effective tool available for testing one’s own unconscious bias is the Implicit Association Test (IAT), created and maintained by Project Implicit, a consortium made up of researchers from Harvard University, the University of Virginia, and the University of Washington. The IAT was created more than 10 years ago and has now been used by millions of people in over 20 countries. Researchers at these three schools, as well as others, have used the test to study many aspects of organizational and social performance, ranging from healthcare decisions to the operations of the criminal justice system.

The School of Medicine contracted Project Implicit to provide consulting services on implicit bias by administering the Implicit Association Test (IAT) to faculty, staff and students to measure attitudes and beliefs that may be unwilling or unable to report.


Exploring Blind Spots to Build Understanding (Workshop)

Facilitated: Dr. Uche Blackstock, MD

Assistant Professor in the Department of Medicine at NYU School of Medicine, Founder and CEO of Advancing Health Equity.

This workshop explores the impact of potential blind spots and implicit bias on our interactions and decisions through discussion. It also provides a framework on how to approach conversations of understanding in the workplace so that we can expand our perspectives to build relationships and foster a culture of inclusion.

After this session, participants will be able to:

  • Define diversity, inclusion, bias, and implicit bias (unconscious bias)
  • Discuss implicit bias and its potential impact on decisions and outcomes
  • Identify mindsets needed to foster a culture of inclusivity
  • Identify barriers and benefits to having diversity discussions
  • Recognize the importance of dialogue in building relationships and expanding perspectives across difference
  • Engaging in conversations to broaden your perspectives
  • Commit to action to fostering inclusivity on their teams and across their interactions
  • Identifying Microaggressions in Medical Training

MED Safe Zone Training

Facilitated by the LGBTQ Academy at the Out Alliance (Rochester, NY) and the

This training is designed to introduce faculty, staff, and medical students to the identities and experiences of lesbian, gay, bisexual, and transgender, and queer (LGBTQ+) people and to increase awareness and knowledge of health disparities experienced in the LGBTQ+ community.

This training involves face-to-face time and encompass activities and discussion around:

  • LGBTQ+ inclusive and respectful language
  • The process of coming out
  • Understanding sexual and gender identity
  • Understanding how to act in an academic environment
  • Where to go for help
  • Health disparities and issues facing the LGBTQ+ community

Pronoun Fluency Workshop

This workshop is designed to give attendees an opportunity to develop familiarity with pronoun usage and strategies of address. Do you have questions about non-binary pronouns? Do you keep calling someone in your life by the wrong pronouns? Are you unsure how to talk to new people without gendering them? This workshop includes practical, hands-on opportunities to improve your knowledge or usage of pronouns, especially if you struggle to get other people’s pronouns right. We will also share best practices for inclusion of this information in classroom and group settings. All genders and identities are welcome.

Title IX 

TCU is committed to providing a positive learning and working environment free from discrimination. In support of this commitment, TCU prohibits discrimination and harassment on the basis of age, race, color, religion, sex, sexual orientation, gender, gender identity, gender expression, national origin, ethnic origin, disability, genetic information, covered veteran status, and any other basis protected by law. View Title IX. 

Notice of Non-Discrimination 

TCU is committed to providing a positive learning and working environment free from discrimination and harassment. TCU prohibits discrimination and harassment on the basis of age, race, color, religion, sex (including sexual harassment and sexual violence), sexual orientation, gender, gender identity, gender expression, national origin, ethnic origin, disability, genetic information, covered veteran status and any other basis protected by law, in the University’s programs and activities as required by Title IX, Title VII, The Age Discrimination Act of 1975, the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and other applicable laws and regulations. Inquiries about TCU’s policies and compliance with Title IX and nondiscrimination policies or inquiries on how to file a complaint of discrimination should be directed to: 

Dr. Darron Turner
Chief Inclusion Officer & Title IX Coordinator
TCU Box 297090
Jarvis Hall 228
Fort Worth, TX 76129

Inquiries about TCU’s policies and compliance with Title VII, The Age Discrimination Act of 1975, or other aspects of TCU’s equal opportunity or affirmative action programs should be directed to: 

Ms. Yohna Chambers 
Vice Chancellor for Human Resources 
TCU Box 298200 
2701 W. Berry St. 

Disability services for SOM students are provided through the TCU Center for Academic Services, Student Disability Services Office located in Sadler Hall 1010 on the TCU Campus. For more information, visit Student Disability Services. Individuals seeking an accommodation for a documented disability or those with inquiries or complaints regarding campus accessibility or the accessibility of the TCU website, as required by the Americans with Disabilities Act, Section 504 of the Rehabilitation Act and related regulations and statutes should be directed to: 

Ms. Laurel Cunningham 
Student Disabilities Services 
TCU Box 297710 
Sadler Hall 1010 
Fort Worth, TX 76129 

Lisa McBride, Ph.D.
Assistant Dean of Diversity and Inclusion
TCU and UNTHSC School of Medicine

Meet the Staff

Jerome Wilcox

Jerome Wilcox
Director of Diversity and Inclusion
IREB, Suite 428
Phone number: 817-735-2702
Email address: j.wilcox@tcu.edu

Suhail Johnson
Senior Coordinator of Diversity and Inclusion
IREB, Suite 426
Phone number: 817-735-7754
Email address: suhail.johnson@tcu.edu