(437) Perceptions and experiences of college climate, diversity, equity, and inclusion at one college of pharmacy.

Objective: To understand student pharmacists’ perceptions about the climate of diversity, equity, and inclusion at one United States college of pharmacy and to identify opportunities for supporting initiatives that enhance the overall campus environment for belonging, learning, and contribution.

Methods: A 117-item instrument consisting of five sections (college climate, diversity, equity, inclusion, and participant demographics) was iteratively developed and pilot tested by the researchers and administered to student pharmacists at one college of pharmacy in Spring 2024. Each section consisted of several Likert-scale items and one open response option (except for demographics). Summary statistics (frequency and percent; median and interquartile range) were computed to analyze the data.

Results: To date, 23 students completed the survey (age 25-29=52.2%, female=60.9%, white=34.8%, not Hispanic/Latino=73.9%, primary language English =65.2%, no disability=78.3%). Median scores indicated that, on average, students perceived various aspects of college climate to be moderately effective, never observed someone within the college community make an insensitive or disparaging remark, and were aware but had not used various cultural activities and resources. Students perceived faculty/staff and students to be fairly diverse, considered the college moderately effective at diversity efforts, engaged in meaningful interactions with individuals with different characteristics on a daily or weekly basis, reported the college was equitable for most people, accommodations were attainable for most people, and they were often treated equitably by various groups. Inclusion efforts were made often, and students always made and experienced efforts to address people by their correct names and pronouns.

Conclusions: Initial findings from this survey suggest generally positive perceptions and experiences of climate, diversity, equity, and inclusion at our institution, yet highlight specific areas where further efforts are necessary.